Browsing by Autor "Shyni Carmel Mary"

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Building AI Capability for Organizational Innovation: The Mediating Role of Knowledge Sharing
(2025) Shyni Carmel Mary; Dr. R. Arun Prasad; Prof. Kishore Kunal; Dr. C. Joe Arun
With the increased trend in digital transformation, efforts are now being strategically invested in the use of artificial intelligence (AI) and being explored by businesses that should promote the experience of innovation and the survival of enterprises over the long run. In the given research plan, we respond to the way the rise of the capability of AI is related to the knowledge-sharing activity, with a sophisticated consideration of the mediator of knowledge-sharing activity, that is, the nature of the innovation potential of an organization. Based on the theory of the Knowledge-Based View (KBV), the work proposes and empirically validates a model that interconnects the manifestations of AI training programs, the drivers of knowledge-sharing, and the resultant innovation. Survey data of 312 professionals working in technology-led organizations was analyzed by means of Partial Least Squares Structural Equation Modeling (PLS-SEM). The results also indicated that the development of the competency in AI will have a positive impact on the knowledge sharing and on the innovative performance, which will be further enhanced. It has also been understood that the outcome of knowledge sharing has a moderate mediating impact on the correlation between the building of this AI capability and innovation, which in turn means that it demonstrates a huge impact in the process of transformation of technical expertise to the innovation outcome, as each of these two is concerned. Such an addition to the field of knowledge about the AI-based skill formation and organization learning processes determines how the operations of the knowledge-sharing initiatives can be utilized to combine the power of AI to enable innovation. The given insights may be regarded as useful advice to the leaders and policy-makers who may be interested in improving innovations by adding a certain set of AI training and knowledge management procedures.
Is Academic excellence in Diversity & Inclusion, Competency-Based Learning, and AI-Driven Learning influenced by Wellness and Institutional Support and faculty engagement?
(2025) Shyni Carmel Mary; Dr. K. R. Ramprakash; Prof. Kishore Kunal; Dr. C. Joe Arun
The evolving landscape of higher education are increasingly influenced by the aspects of Diversity & Inclusion (D&I), Competency-Based Learning (CBL), and AI-driven Learning (AI_LS) to promote academic achievement. This study investigates if success in education is dependent on Emotional Well-Being (EW), Institutional Support & Faculty Engagement (IS&FE). Using SEM and SmartPLS 4, the data comprising higher education students’ responses was analysed to understand such interdependencies. Results indicate that AI_LS increases the Academic Performance (AP) significantly (β = 0.515) due to their positive effect on Engagement in Learning (EW) (β = 0.363). CBL has a positive contribution to engagement as well (β = 0.146), while D&I has a lower direct effect (β = 0.109), and no indirect impact on academic performance. The IS&FE moderator in some cases was weak and negative, meaning that insufficient institutional support hindered proper learning. The validity of the model is confirmed by the model fit indices, although there adequacy of AI-based metrics is questionable (AI_LS = 0.453). These results imply that D&I, CBL, and AI learning are part of academic performance drivers, but their impact is determined by the degree of institutional support and wellness initiatives integration. This study provides insight into how strategic faculty involvement and institutional alignment can effectively enhance AI-enabled learning and competency-based Learning education.