Purpose: The purpose of this study is primarily to discuss the synergic and separate use of knowledge and intelligence, via knowledge management and competitive intelligence, in each stage of strategic management process. Next, this paper aims to discuss the implications of each stage of strategic management process for knowledge management and competitive intelligence and vice versa.Design/methodology/approach: A systematic literature review was performed within time frame of 2000-2016. Extracted information from reviewed studies was synthesized and integrated in strategic management model of Fred David.Findings: A strategic management model with lens of knowledge management and competitive intelligence is proposed. Each stage of knowledge management process has implications for knowledge management and competitive intelligence and vice versa. In addition, synergic and separate use of knowledge and intelligence results in effective decision-making, leading to competitive advantage.Research limitations/implications: Learning curve of knowledge management and competitive intelligence and being limited to the use of Fred David model are among the many key limitations.Practical implications: Experts of knowledge management, competitive intelligence and strategic management can use this study to gain competitive advantage based on knowledge and information resources. Organizations should have knowledge management function and competitive intelligence to support the strategy formulation, implementation and evaluation.Social implications: Readers can take a view for how they can manage their knowledge and information resources from a strategic perspective.Originality/value: This study proposes a strategic management model with lens of knowledge management and competitive intelligence. The model discusses ways for synergic and separate use of knowledge and intelligence in each stage of strategic management, leading to competitive advantage. In addition, it discusses the holistic and integrated implications of knowledge management and competitive intelligence for each stage of strategic management process and vice versa.

Technostress, a stressor, has implications for employee’s psychological states; however, flexibility like work from home can have positive outcomes, especially for instructors who have to teach and ensure social distance during COVID-19. The present study examined the relationship of technostress and employee performance while taking training and creative self-efficacy as boundary conditions. A sample of 222 university instructors, who worked from home or hybrid (home and workplace) during COVID-19 lockdown, was selected from Pakistan. The responses were recorded using a closed-ended questionnaire. Stepwise linear regression and PROCESS Macro byHayes (2013)was used to analyze the data. It was revealed that technostress, instead of having adverse effects, had a positive effect on employee’s performance and both training and one’s creative self-efficacy significantly moderated the relationship. As the main finding, it was revealed that the employees continued to perform well despite the prevalence of technostress. The training and one’s creative self-efficacy were useful to control the technostress and maintain the performance of instructors during COVID-19. The university administrators and employees must take technology as a positive tool for performance. The training, along with creative self-efficacy, adds to the working capacity of employees and enhances their performance.

Online learning provides flexibility and convenience to students, however, it also presents various challenges, such as technostress. Technostress is the psychological discomfort or stress experienced by individuals due to the use of technology, particularly when they cannot cope with its demands. Students’ technostress levels can have a negative impact on their online learning experiences. Drawing from the Community of Inquiry (CoI) framework, the study investigates the moderating impact of instructor and university support on technostress and the quality of online learning relationship in university students. Data were collected from 392 university students taking one or more online courses. Results reveal that technostress has a negative impact on the quality of online learning. However, this negative impact is mitigated in the presence of support from the instructor and the university separately and jointly. The study makes an important contribution to the growing body of knowledge by identifying instructor support and university support as important contributors to the communities of inquiry in an online educational setting.

This study examines the effect of technostress on teachers’ quality of work life and job performance. A moderated mediation model is proposed and tested based on the transactional model of stress and coping. This study proposes organizational flexibility as the boundary condition—a first-level moderator—and quality of work life as the explanatory variable. A sample of 199 university teachers who worked from home or used the hybrid teaching mode was selected. Data were collected through closed-ended questionnaires. Structural equation modeling (SEM) and the Hayes PROCESS Macro (extension in SPSS) were used for hypothesis testing. The results found that the three dimensions of technostress (Techno complexity, Techno invasion, and Techno overload) negatively and significantly affect teachers’ quality of work life. However, there are significant positive direct effects of these three dimensions of technostress on employee performance and significant negative indirect effects on performance through quality of work life. Organizational flexibility acts as a significant moderator, where a low value of organizational flexibility enhances the negative relationship between technostress and quality of work life. In contrast, high values of organizational flexibility convert the significant negative relationship into an insignificant impact. The university management must take measures to overcome technostress among teachers by showing flexibility.

Drawing from social system theory, social identity theory, and social exchange theory, this study examines how safety management practices are linked with employee safety performance through safety consciousness and safety climate. Furthermore, responsible leadership is introduced as a boundary condition in the safety consciousness—safety performance and safety climate—safety performance relationships. Data were collected from employees belonging to pharmaceutical firms located in different industrial zones of Lahore, Pakistan. The support is found for full mediation of safety consciousness and safety climate for the safety management and safety performance relationships. Responsible leadership moderates the safety consciousness—safety performance and safety climate—safety performance relationships so that when the safety climate is weak or the safety consciousness is low, a high level of responsible leadership enhances safety performance.