The influence of project managing capability, IT integration, supply coordination, and process innovation to improve organizational performance of educational institutions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The organization strives to provide timely service according to customer needs. Organizations must communicate and make the right decisions quickly to improve performance. The research aims to assess the influence of project management capability, integration, and coordination in improving organizational performance. Data is collected using a questionnaire designed with a five-point Likert scale. The respondents are all suppliers or vendors of high school educational Institutions in East Java. The organization has a project manager responsible for all procurement and projects. The criteria of suppliers or vendors are those who have paid taxes, have a taxpayer number, and have an adequate bank account. Data analysis used the SEM-PLS approach employing SmartPLS software version 4.0. The data processing results showed that project management capability positively affected information technology integration by 0.712, supply coordination by 0.432, and process innovation by 0.250. Information technology integration positively impacted supply coordination by 0.445, process innovation by 0.254, and organizational performance by 0.304. Supply coordination positively affected process innovation by 0.366 and organizational performance by 0.385. Finally, process innovation had a positive effect on organizational performance by 0.234. The research provides insights for foundations to optimize the role of departments in building supply coordination using information technology. Project managers must optimize integrated information technology by maintaining investment and upgrading equipment, making a theoretical contribution to supply chain enrichment, and using a resource-based view.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it