Despite the focus on knowledge risks in the literature, a limited number of studies have empirically examined technological knowledge risks in terms of digitalization, old technologies, and cybercrime as moderating variables in the relationship between work-life balance and job performance. To address this gap, this paper investigated the moderation effects of technological knowledge risks on the relationship between work-life balance and job performance during the pandemic period in employees of cooperative credit banks. A quantitative approach that involved gathering surveys was adopted. Applying PLS-SEM, the empirical findings revealed that technological knowledge risks have a significant impact on the relationship between work-life balance and job performance. Additionally, this research encourages managers to create and maintain a healthy work environment that promotes valuable employees’ job performance while also evaluating the use of new technological advances and their related risks.

The aim of the current study is to investigate the influence of human capital dimensions on knowledge hiding behaviour of public sector employees. A simple random sampling technique was used, and data were collected through a survey from 336 individuals working in different companies within the Italian public sector. The results show that, in most cases, the influence of human capital dimensions on knowledge hiding behaviour was significant. Furthermore, these findings contribute to identifying and highlighting how gender also plays a significant role in the way people hide their knowledge. The work is novel in the context of investigating the factors that may influence knowledge hiding behaviour in the public sector and seeks to contribute to the development of knowledge risks strand and, more generally, to the research on knowledge management in public sector organisations. It also encourages managers to consider the potentially harmful effects of this practice.

As a knowledge-based career, teachers can be exposed to knowledge risks. Since risk perception is the product of the experiences, values, memories and ideologies of individuals, the ways of perceiving knowledge risks could be useful for setting up prevention and mitigation strategies for these kinds of risks. The present paper aimed at analyzing the relationship between the demographics and the knowledge risk perception of high school teachers. The role of a teacher’s training as a mediator of said relationship was analyzed as well. Using a sample of high school teachers working in Italian schools, a questionnaire was administered to gather data, and structural equation modeling analysis was employed to test the hypotheses. The results showed that demographics had a significant effect on teachers’ knowledge risk perception and that training mediated this relationship. The study could be helpful for educational institutions that want to train their teachers to be prepared to face risky events related to knowledge management.