Abstract Business Process Management (BPM) is an important discipline for organizations to manage their business processes. Research shows that higher BPM-maturity leads to better process performance. However, contextual factors such as culture seem to influence this relationship. The purpose of this paper is to investigate the role of national culture on the relationship between BPM-maturity and process performance. A multiple linear regression analysis is performed based on data from six different countries within Europe. Although the results show a significant relationship between BPM-maturity and process performance, no significant moderation effect of national culture has been found. The cultural dimension long term orientation shows a weak negative correlation with both BPM-maturity and process performance. Through a post-hoc moderation analysis on each dimension of BPM-maturity, we further find that long term orientation negatively moderates the relationship between process improvement and process performance. Three other moderation effects are also discovered. The results of this study contribute to insights into the role of culture in the field of BPM.
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Literature review of multi-modal and multi-linear theories and practices, collected for research in the Making Public research group 'standalone publications'.
Abstract: Research in higher education has revealed a significant connection between executive functions (EFs) and study success. Previous investigations have typically assessed EFs using either neuropsychological tasks, which provide direct and objective measures of core EFs components such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EFs. This study aims to evaluate the predictive capabilities of performance-based and self-reported EFs measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EFs. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EFs measures. Additionally, the model incorporating self-reported EFs accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EFs raising this proportion to 16%. Self-reported EFs assessments modestly predict study success. However, monitoring levels of self-reported EFs could offer valuable insights for students and educational institutions, given that EFs play a crucial role in learning. Additionally, one in five students reports experiencing significant EFs difficulties, highlighting the importance of addressing EFs concerns for learning and study success.
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