Technological Forecasting & Social Change 199 (2024) 123088

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Technological Forecasting & Social Change

journal homepage: www.elsevier.com/locate/techfore

Public administration managers' and employees' perceptions of adaptability

to change under “the future of work” paradigm
Sofia David *, Daniel Zinica , Nicoleta Bărbuță-Mișu , Larisa Savga , Florina-Oana Virlanuta
Dunarea de Jos” University of Galati, Romania

A R T I C L E I N F O A B S T R A C T

Keywords: The future is uncertain and brings with it changes and challenges. Public employees' tasks are changing with the
Digital transformation rise of digital transformation. It is crucial to improve the skills of public administration employees and anticipate
Future of work what new skills they will need to prepare them for the future of work. This study explores the effects of digital,
Public administration
communication, intrapreneurial, and fundraising competencies on public employees' readiness for the future of
Intrapreneurial competencies
work. A conceptual model was designed based on the theory of future-ready skills and the theory of skill-biased
technological change. PLS-SEM was then used to test nine research hypotheses. Digital competencies and
intrapreneurial competencies were found to have a significant impact on employee readiness for the future of
work. Communication competencies and digital competencies were observed to be correlated with intrapre­
neurial competencies. Besides its contribution to the literature on skills for the future of work, this paper offers
valuable suggestions for public administration decision makers and public employees, as well as higher educa­
tion institutions and other places of learning.

1. Introduction
In the 21st century, the biggest challenges in the workplace relate to
digital transformation (Chen et al., 2022; Kraus et al., 2023). The rapid
evolution of digital technologies has had an immeasurable impact on
work and human resource management strategies (Dabić et al., 2023).
Digital transformation revolutionizes the workplace and the business
environment, driven by its main objective of increasing efficiency and
productivity (Meske et al., 2020).
Public administration responds to the needs of society, and its effi­
ciency reflects how countries are governed. It has a major influence on
sustainable economic growth and social cohesion, and it depends
heavily on public employees' competencies. Public administration is
constantly affected by legislative, technological, and strategic changes.
The digitization of public administration is a priority at the national and
European levels. However, despite the advantages of digitalization and
artificial intelligence (AI), the public sector has failed to benefit from the
full potential of digital transformation.
Technological transformations are reshaping public administration
structures and strategies, with research on e-government emphasizing
the complexity of introducing technology and highlighting the multiple
challenges it entails (Yadav and Singh, 2013; Ylipulli and Luusua, 2020).
The public administration in Romania is extremely vulnerable to these
new challenges, given that it largely depends on political decisions and
employee competencies (European Commission, 2022). Compared to
the European Union overall, Romania has a low score on the digital
economy and society index. In terms of digital skills, only 28 % of the
population in Romania aged 18 to 74 years have basic digital skills
(European Commission, 2022). This percentage places Romania in last
place in the ranking of European Union countries. Romania should focus
on increasing the technological and digital awareness of citizens and
public employees to implement its digital strategy efficiently.
Workforce readiness is a topic of major interest throughout society.
Given the opportunities and threats created by globalization, developing
and maintaining a skilled workforce is crucial. Workforce readiness is
closely linked to the competencies required by the labor market and the
complexity of new tasks. To increase readiness for the future of work, a
workforce readiness policy at the public level is needed. Furthermore,
individuals must show ongoing concern for the development of the skills
they need to carry out their work activities efficiently. Therefore, it is
important to design relevant solutions for the changes faced by the
workforce and provide a clear image to public administration leaders to

* Corresponding author.
E-mail addresses: sofia.david@ugal.ro (S. David), nicoleta.barbuta@ugal.ro (N. Bărbuță-Mișu), larisa.savga@ugal.ro (L. Savga), florina.virlanuta@ugal.ro
(F.-O. Virlanuta).

https://doi.org/10.1016/j.techfore.2023.123088
Received 1 June 2023; Received in revised form 29 November 2023; Accepted 6 December 2023
Available online 14 December 2023
0040-1625/© 2023 Elsevier Inc. All rights reserved.
S. David et al.
ensure that they understand the actions required to increase employee
retention.
Despite the importance of workforce readiness in the public admin­
istration sector, there is limited research on the impact of public em­
ployees' competencies on their adaptability to changes due to the future
of work paradigm. Many researchers have highlighted the importance of
digital and communication competencies in the digital workplace
(Makarius and Larson, 2017; Schulze et al., 2017; Meske and Junglas,
2021), as well as the adaptability of public employees to ongoing
challenges (Beattie and Osborne, 2008; Krpálek et al., 2021). Scholars
have also focused on intrapreneurial competencies and their role in
moving toward digitalization (Gekara and Thanh Nguyen, 2018; Blanka
et al., 2022). Studies have examined their effect on increasing the
quality of public services and hence public administration performance
(Zampetakis and Moustakis, 2007; Gomes et al., 2015). Despite this
academic interest, most existing research focuses on the development of
theoretical frameworks or qualitative methods. Moreover, most of them
focus on businesses. Even though fundraising is important for attracting
additional resources in public administration, there is a lack of research
on fundraising competencies. Given this research gap, this study ex­
plores the effects of digital, intrapreneurial, communication, and fund­
raising competencies on public employees' readiness for the future of
work.
Digital competencies are the first group of competencies considered in
this study. Digital technologies are reshaping public administration,
from e-governance and digital service delivery to data-driven decision
making. Without digital literacy, public managers may struggle to un­
derstand and adopt emerging technologies, leading to missed opportu­
nities for enhancing the value of public services. The second key group of
competencies consists of communication competencies. Effective
communication is vital for public administrations to build trust and
transparency with citizens and other stakeholders. Strong communica­
tion skills enable public sector managers and employees to engage with
citizens, gather feedback, understand their needs, and deliver more
responsive public services. Third, intrapreneurial competencies are also
important. Encouraging employees from the public sector to think
creatively and seek innovative solutions to social challenges can lead to
more efficient and effective public services. Finally, fundraising compe­
tencies should be considered. Developing fundraising competencies al­
lows public sector managers and employees to seek alternative funding
sources, such as public–private partnerships, grants, and philanthropic
donations. By diversifying funding streams, they can tackle projects that
would otherwise not be feasible due to financial limitations. Fundraising
competencies also encourage public sector managers and employees to
explore new financing models, making public services more adaptive to
changing economic conditions.
In summary, digital, communication, intrapreneurial, and fund­
raising competencies are crucial for the future of work in public
administration. As the digital landscape evolves and citizens' expecta­
tions continue to shift, these competencies empower public managers to
cope with challenges, engage with citizens, and deliver citizen-centric
public services. Embracing these competencies will enable public ad­
ministrations to thrive in an increasingly complex and interconnected
world.
The structural model designed for this study describes the relation­
ships between these variables in terms of nine hypotheses, based on the
theory of future-ready skills and the theory of skill-biased technological
change. The findings of this study reveal a correlation between digital
competencies, intrapreneurial competencies, and readiness for the
future of work. They also show a link between communication compe­
tencies, digital competencies, and intrapreneurial competencies.
The study makes multiple contributions. First, it clarifies the theo­
retical vagueness surrounding the future of work paradigm, particularly
concerning the public administration sector. The study contributes to
the scientific literature on skills for the future of work. It focuses on
workforce readiness in the public administration sector in terms of the
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Technological Forecasting & Social Change 199 (2024) 123088
competencies that are required, namely digital, communication, intra­
preneurial, and fundraising competencies. Second, the research is useful
for public administration decision makers to develop strategies to in­
crease public workforce readiness. Third, the study outlines future
trends regarding the competencies that will be required for positive
sustainable change in the labor market (i.e., in the context of the future
of work). These findings are particularly important for higher education
institutions and other places of learning.
2. Theoretical background and hypotheses
What are the key factors for designing an efficient public adminis­
tration human resource strategy? To answer this question, a compre­
hensive understanding of the variables that influence the ability of
public administration employees to adapt to changes due to the future of
work paradigm is essential. The specific research question addressed by
this research is as follows: What competencies does the public admin­
istration workforce need to be prepared for the future of work?
To answer this research question, a literature review was first per­
formed. The literature review used relevant articles on skills for the
future of work from the Web of Science, Scopus, Science Direct, and
Google Scholar. The keywords for the literature review search were
“future-ready workforce,” “digital transformation of public administra­
tion,” “future of work of public sector,” “communication skills,” “fund­
raising skills,” “intrapreneurship and public sector,” “intrapreneurial
competencies,” “digital competencies and digital transformation,”
“workforce readiness,” “future-ready skills,” and “digital awareness.”
This study was built on the theory of future-ready skills and the theory of
skill-biased technological change.
The nature of work continues to evolve rapidly to keep up with
technological advancements. Hence, employees must develop a set of
core competencies to allow them to adapt to these shifts and thrive in the
job market. The four competencies selected in this study relate to the key
components of the theory of future-ready skills (Hurst, 2021). Digital
competencies are connected to digital literacy; communication compe­
tencies relate to collaboration as work becomes more global and inter­
connected; intrapreneurial and fundraising competencies are linked to
the entrepreneurial mindset. Finally, the future of work calls for pro­
active, resourceful, and outcome-driven employees.
The theory of skill-biased technological change emphasizes the
importance of staying abreast of technological advancements and
adapting skill sets accordingly. In public administration, embracing
digital, communication, intrapreneurship, and fundraising skills can
enhance the efficiency and responsiveness of government services in
meeting the needs of a rapidly changing world. To cope with the chal­
lenges and harness the opportunities brought about by skill-biased
technological change, public managers need to invest in workforce
development. Such development includes upskilling existing staff to
adapt to the digital environment (Li, 2022), fostering a culture of
innovation and intrapreneurship, and providing opportunities for
continuous learning.
2.1. Digital transformation and the future of work
Researchers and practitioners agree that automation, machines, and
AI are central to shaping the future of work by replacing human labor in
certain tasks (Autor et al., 2003; Kolade and Owoseni, 2022). This shift
will also affect public administration. Adamczyk et al. (2021) predicted
the impact of automation on the public sector and asserted that 20 % of
jobs (e.g., administrative assistants, office assistants, library assistants,
and drivers) in public services are at high risk of automation. The most
susceptible to future automation are government occupations that
require the lowest school qualifications, that command lower salary
levels, and that consist of routine tasks. Digital transformation affects
both private and public organizations in areas ranging from hiring
personnel to strategic road-mapping (Buck et al., 2023). Digital
S. David et al.
transformation enables flexible work arrangements such as remote
work, which can improve work-life balance (Calzón-Menéndez et al.,
2021). Robotic technology, which falls under the broader umbrella of
AI, will affect jobs in most sectors, including public administration
(Zhang et al., 2023).
Productivity- and efficiency-focused innovation through AI has
become the backbone of e-government strategies. The digital strategy at
the European level is to design a model of public governance that in­
volves citizens through digital platforms and provides public services
without sacrificing quality (Wirtz and Müller, 2019). AI development
will affect the allocation of tasks in different sectors, including public
administration (Qian et al., 2023).
The concept of the future of work is discussed in the management,
economics, and politics literatures (Stone and Deadrick, 2015; Spencer,
2018). Key terms in the definition of the future of work are job creation,
future workforce structure, future working conditions, and wage
inequality (Santana and Cobo, 2020). Digital transformation and new
technologies change the future work and influence technology, the
economy, and society. The employment impact of technological change
due to digital transformation will make career planning, workplace
opportunities, and workforce readiness more important than ever
(Brougham and Haar, 2018). It will also highlight the need for new skills
(Kolade and Owoseni, 2022).
The future of work in public administration is conditioned by digital
transformation, changing citizen expectations, and the need for inno­
vative solutions to complex social challenges. Digital, communication,
intrapreneurship, and fundraising competencies are crucial in ensuring
the effectiveness and relevance of public administration in the years to
come.
2.2. Communication competencies
Any efficient public administration needs its employees to develop
skills and competencies in view of the constantly changing needs of
citizens and society. Public employees must be permanently in contact
with citizens to understand their needs and find feedback-based solu­
tions to deliver more effective, responsive, and accessible public ser­
vices. Strong communication competencies are therefore fundamental.
The literature highlights the importance of communication skills in
increasing public administration employees' performance and adapt­
ability to new challenges due to the changing socioeconomic context
(Beattie and Osborne, 2008; Mergel et al., 2019; Cho et al., 2021; Igalla
et al., 2020).
Based on a study of 245 public administration employees in the
Czech Republic, Krpálek et al. (2021) identified the competencies that
these employees need to perform their jobs effectively, as well as their
interest in further training. Soft skills such as effective communication,
negotiation, planning, organization, leadership, and teamwork were
found to be used most frequently by employees and were required most
often by employers when recruiting. The authors used open questions to
identify a lack of training in areas including effective communication,
communication with problematic clients, specific computer programs,
the drawdown of finances from European funds, and MS Office.
Digital transformation demands a special set of skills and compe­
tencies. Effective internal and external communication skills are exam­
ples of such skills and competencies (Andriole, 2018), as are technical
competencies such as business process management (BPM), robotic
process automation, emerging technology, cloud computing, agile pro­
gram management, and cybersecurity. According to the literature re­
view, most research has focused on the six phases of digital
transformation described by Ziyadin et al. (2020): initiation, ideation,
assessment, commitment, implementation, and sustainability. The
commitment phase is where the vision is communicated. In this phase,
the role of communication is critical so that an organization's digital
transformation can succeed (Ziyadin et al., 2020).
Communication is also mentioned in several phases of the
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Technological Forecasting & Social Change 199 (2024) 123088
implementation of a digital strategy, for example, to support the
acceptance of digital technology and to identify specific resources,
including finances (Canhoto et al., 2021). Some studies have empha­
sized the presence of communication skills in successful fundraising
(Nagaraj, 2014; Shaker and Nathan, 2017). Based on these studies,
communication competencies are crucial in public employees' efforts to
attract additional resources for public administrations.
A key source of innovation in public administration is public em­
ployees' capacity to generate innovative solutions. Intrapreneurship is
an innovation enabler (Sono and Malan, 2021). Communication com­
petencies are also cited as important for employees with intrapreneurial
intention to initiate intrapreneurship behavior (Abaci, 2022). To
implement an innovative idea, an intrapreneur must first convince col­
leagues and superiors that the idea is viable. In line with these findings,
the following three hypotheses are proposed:
H1. : Communication competencies have a significant effect on fund­
raising competencies.
H2. : Communication competencies have a significant effect on
intrapreneurial competencies.
H3. : Communication competencies have a significant effect on read­
iness for the future of work.
2.3. Digital competencies
In the last two years, public administrations have become extensive
users of digital technology (Kuziemski and Misuraca, 2020; Medaglia
et al., 2023). The public sector is permanently conditioned by the
challenges of implementing digital technologies. Analyzing the de­
terminants of AI implementation within governments, Madan and Ashok
(2022) found that the digital competencies of public employees are
crucial. Wang et al. (2021) found that the same factor (i.e., digital
competencies) was also a determinant in the Chinese public sector.
Much research has emphasized the link between organizational
change, digital technology implementation, public sector employees'
competencies, their adaptability to ongoing changes, and public service
performance (Caldas et al., 2005; Garicano and Heaton, 2010; Vasilieva
et al., 2018; Krpálek, 2019; Kruyen and Van Genugten, 2020). Garicano
and Heaton (2010) found a strong correlation between digitalization,
organizational change, and public administration performance. Caldas
et al. (2005) conducted an extensive study on the impact of digitaliza­
tion on the public sector in eight European countries. They used a large
data set based on a survey of more than 1000 public sector entities. They
found that digital technologies are important and have a strong link with
public sector performance.
Krpálek et al. (2021) acknowledged the importance of information
and digital systems (e.g., e-government, electronic communication, in­
ternal information systems, smart mobility, and smart environment) in
public administration work. Krpálek et al. (2021) emphasized the need
to focus on digitalization and smart information systems in public
administration staff development. This conclusion is consistent with
studies emphasizing the growing need for public administration staff to
have information and communication technology (ICT) competencies
(Vasilieva et al., 2018; Krpálek et al., 2021).
The outcome of digital transformation in public entities is influenced
by human contextual knowledge (Chohan et al., 2021). Adoption of e-
government at the organizational level relies on public employees' ca­
pacity to adapt to more complex processes (Dunleavy et al., 2006; Gao
and Janssen, 2020). Digitalization in public administration has been
found to slow when there is a lack of digital competencies and em­
ployees are reluctant (Ivanov et al., 2020). To overcome these barriers,
employees' digital awareness should be heightened (Varshney, 2020;
Blanka et al., 2022) by making them aware of the benefits and potential
of digital technologies (Oke et al., 2023) while developing their digital
competencies. Most public institutions are not fully prepared to cope
S. David et al.
with the challenges of digital transformation, and the restructuring of
administrative processes requires specific digital skills (Tagscherer and
Carbon, 2023).
The scientific literature on the importance of the digital compe­
tencies of employees (Criado and Gil-Garcia, 2019; Casalino et al., 2020)
suggests that by adopting a new information technology (IT), routine
tasks can be automated. Hence, employee performance can increase.
Digitalization has the potential to progress from human interaction to
highly complex processes (Frey and Osborne, 2017).
Many researchers have emphasized the link between employee
competencies, employee performance, and organizational performance
(Linna et al., 2010; Seri and Zanfei, 2013; Ashaye and Irani, 2019; Tangi
et al., 2021). To increase its performance, the public sector requires a
new perspective on employee skills, responsibilities, and competencies
(Seri and Zanfei, 2013; Ashaye and Irani, 2019; Tangi et al., 2021). Some
research has focused on the role of skills and organizational change in
increasing performance in public entities. In addition to digitalization,
investments in human capital to develop new skills and competencies
can help promote efficient and high-quality government–citizen pro­
cesses (Linna et al., 2010).
Digital transformation influences all processes within organizations,
including attracting additional financial resources. Triggered by the
COVID-19 pandemic, technological change has shaped new trends in
fundraising process, such as virtual fundraising events, fundraising
automation, mobile giving, and crowdfunding using social media (Sar­
geant and George, 2021). In this context, digital competencies are
crucial in fundraising activities.
In the context of digital transformation, skilled employees with basic
digital knowledge can recognize the potential of digital transformation
and its possible future developments. Consequently, they can exploit the
advantages of innovation and, based on intrapreneurial competencies,
create new opportunities from digitalization (Blanka et al., 2022) to
improve services for citizens. According to Shakina et al. (2021), em­
ployees' digital competencies can partially explain the extent to which
organizations adopt and implement digital innovations. Based on these
arguments, the following hypotheses are proposed:
H4. : Digital competencies have a significant effect on fundraising
competencies.
H5. : Digital competencies have a significant effect on intrapreneurial
competencies.
H6. : Digital competencies have a significant effect on readiness for the
future of work.
2.4. Fundraising competencies
Fundraising has been studied from the perspective of not-for-profit
organizations and public administrations (Hyndman and McKillop,
2018; Fernandez, 2021). It is crucial so that entities can attract new
resources to complement the public budget. In a literature review of
fundraising techniques, Bhati and Hansen (2020) found that few studies
focus on fundraisers and the practices and techniques they use (Herrero
and Kraemer, 2020). The majority focus on donor experiences, prefer­
ences, and motivations (Breeze, 2013; Bassi et al., 2017; Karlan and
Wood, 2017; Breeze, 2023). A few articles and books mention the per­
sonal traits and skills required for high fundraising performance
(Nagaraj, 2014; Breeze, 2017; Shaker and Nathan, 2017). Besides spe­
cific knowledge, methods and techniques, fundraising needs skills that
can be learned and personality traits that help fundraisers show their
authenticity when approaching donors (Breeze, 2017).
Securing additional resources helps overcome barriers to public
sector innovation (Borins, 2006). Based on their importance in
increasing public sector performance, fundraising skills are part of the
set of skills that will be needed in the future to accomplish complex tasks
to provide high-quality public services. Sponsorship is the most
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Technological Forecasting & Social Change 199 (2024) 123088
commonly used fundraising method for the public administration in
Romania. According to Romanian legislation, public institutions and
authorities can benefit from sponsorship for culture, arts, education,
science, humanities, religion, philanthropy, sports, human rights,
health, social services, the environment, social and community protec­
tion, professional associations, and the maintenance, restoration, pres­
ervation, and enhancement of historical monuments. These arguments
lead to the proposal of the following hypothesis:
H7. : Fundraising competencies have a significant effect on readiness
for the future of work.
2.5. Intrapreneurship and intrapreneurial competencies
The term intrapreneurship was originally used in reference to private
business. The first authors to use the term were Pinchot (1985) and
Drucker (1985). Pinchot (1985) defined intrapreneurs as those who take
responsibility for innovation within an organization. Gawke et al.
(2019) conceptualized employee intrapreneurship as a specific type of
agentic, strategic work behavior combining employee venture behavior
and strategic renewal. When measuring intrapreneurship, some authors
consider three entrepreneurial orientation dimensions: innovativeness,
risk-taking, and proactivity (Rigtering and Weitzel, 2013). The last one
can be thought of in similar terms to personal initiative (Gawke et al.,
2019) or proactiveness (Urban, 2021).
Theories of intrapreneurship have been applied to the public sector.
Kearney et al. (2008) developed a model of public sector corporate
entrepreneurship that links the public sector organization and its
external environment to performance (growth, development, and pro­
ductivity). Shockley et al. (2008, p. 3) included public sector entrepre­
neurship within the broader term of non-market entrepreneurship,
defined as “activity that still partakes of entrepreneurial activity . . . but
not undertaken solely for the purpose of profit maximization or
commercialization.” Stough and Haynes (2009) argued that intra­
preneurship can be transferred from the private sector to the public
sector, depending on their similarities and differences. In a review of the
literature on public sector entrepreneurship, Olumekor (2022) found
few empirical studies, most of which were either conceptual or
theoretical.
Researchers agree on the importance of employee competencies in
the process of organizational digital transformation (Colbert et al., 2016;
Hanelt et al., 2021; Ostmeier and Strobel, 2022). Intrapreneurial com­
petencies have also been cited as requisites to progress toward digita­
lization (Gekara and Thanh Nguyen, 2018; Blanka et al., 2022). Blanka
et al. (2022) developed a framework that illustrates the interplay be­
tween employees' transformation competencies (intrapreneurial and
digital competencies) and digital transformation. They suggested that
the development of intrapreneurial competencies is dynamic. Few
studies have focused on the intrapreneurial competencies of public
sector employees and their ability to increase the quality of public ser­
vices and hence the performance of public administrations. Based on a
quantitative study of 237 public employees in Greece's second level of
government, Zampetakis and Moustakis (2007) showed that public
entrepreneurship should be used to improve the quality and efficiency of
public services. Their study revealed a positive correlation between the
supportive context (encouragement of initiatives and access to mana­
gerial information) and entrepreneurial behavior of public employees.
Gomes et al. (2015) emphasized the role of intrapreneurial compe­
tencies in improving citizen services and making them more efficient.
Based on a quantitative study of 284 public organization managers from
Malaysia, Aris et al. (2019) found a significant effect of intrapreneurial
competencies on training and development and innovative work
behavior.
In a review of the literature published between 1985 and 2021,
Hernández-Perlines et al. (2022) highlighted the importance of
analyzing the antecedents and consequences of intrapreneurship. Based
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

on a quantitative survey of 150 middle managers from municipalities H8. : Intrapreneurial competencies have a significant effect on fund­
from South Africa, Urban (2021) found that organizational antecedents raising competencies.
(strategy, organizational boundaries, and resources) explain variation in
H9. : Intrapreneurial competencies have a significant effect on readi­
the entrepreneurial orientation dimensions of innovativeness, risk-
ness for the future of work.
taking, and proactiveness. La Nafie et al. (2014) reported a positive
relationship between organizational structure and entrepreneurial
3. Research methodology
behavior. Kearney et al. (2008) argued that the ability of an organization
to engage in corporate entrepreneurial activity depends on internal
This study used partial least squares structural equation modelling
factors such as structure, decision making/control, rewards/motivation,
(PLS-SEM) for the analysis. The reason for this choice of method was
culture, risk-taking, and proactiveness. Gawke et al. (2017) found a
that each predictor variable (digital competencies, intrapreneurial
positive correlation over time between work engagement and employee
competencies, fundraising competencies, and communication compe­
entrepreneurship. In an exploratory study of 247 public employees in
tencies) for the outcome of employee readiness was composed of in­
Greece, Zampetakis and Moustakis (2010) reported that job rotation,
dicators to reflect it. These indicators were chosen based on the results of
reward systems, trial periods, and training foster intrapreneurial
a focus group with five managers of different public institutions. PLS-
behavior.
SEM is suitable for this type of analysis because it enables simulta­
Drucker (1985) argued that almost all employees can be in­
neous estimation of complex relationships between several dependent
trapreneurs if their organization encourages entrepreneurship. Howev­
and independent variables (Lowry and Gaskin, 2014; Hair et al., 2021).
er, it is not always true of public sector organizations. The bureaucracy
This method is also appropriate for complex and innovative models and
of the public sector can hinder intrapreneurship (Ntoyanto-Tyatyantsi
is flexible in terms of data requirements and measurement specifications
et al., 2022). Gomes et al. (2015) identified barriers to intrapreneurship
(Hair et al., 2021).
in the public sector such as work routines, operational bureaucracy, and
A structural model has two components: the inner structural model
legislation. Barriers to innovation, such as a culture of risk aversion
and the measurement model. The inner structural model connects the
(Cinar et al., 2019) and a lack of incentives for innovation outcomes
latent variables. The measurement model of variables describes the re­
(Borins, 2006), have also been found to act as barriers to intrapreneur­
lationships between latent variables. In PLS-SEM, there is one mea­
ship in the public sector.
surement model for exogenous latent variables and one for endogenous
A key enabler of intrapreneurship is having enough innovation
latent variables (Wong, 2013; Khan et al., 2019; Hair and Alamer, 2022).
funding in public services (Sono and Malan, 2021). Finding new solu­
Fig. 1 shows the five latent variables (digital competencies, intrapre­
tions to approach donors, increasing donations, and maintaining re­
neurial competencies, fundraising competencies, communication com­
lationships with current donors are fundraising challenges (Rofuth and
petencies, and readiness for the future of work). The structural model
Piepenbring, 2019). With their innovativeness, risk-taking, and proac­
was designed by describing the relationships between variables in the
tivity, public employees with strong intrapreneurial competencies may
research hypotheses. Indicators, also called items or manifest variables,
be able to create new methods to raise funds for public organizations.
are the variables that were directly measured using the results of the
Based on these findings, the following hypotheses are proposed:
survey.

Fig. 1. Conceptual research model in PLS-SEM.

Source: SmartPLS 3 software processing.

5
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

The hypotheses were tested using empirical data. A questionnaire Table 1

was used to collect those data. The questionnaire was based on the Measures from the conceptual model.
literature review and discussions with public administration managers. Variable Item Indicators
The first section of the questionnaire comprised 17 items (Table 1). It
Communication CC1: I actively listen when I Active listening (Thakur,
gathered the perceptions of managers and employees in the Romanian competencies interact with my colleagues 2015; Jahromi et al., 2016;
public administration regarding their adaptability to changes due to the or partners on different Abaci, 2022)
future of work paradigm. All questionnaire items were evaluated on a 5- projects.
point Likert scale with the following values: 1 (strongly disagree), 2 CC2: I organize or participate Intergenerational
in meetings with people from communication (McCann
(disagree), 3 (indifferent/neutral), 4 (agree), and 5 (strongly agree). The different age groups at my and Giles, 2006)
second section of the questionnaire collected data for respondent seg­ institution to overcome the
mentation: gender, age, job position, professional experience, institution challenges caused by
type, and region. The questionnaire had an introductory cover letter intergenerational
communication.
outlining the research aims and guaranteeing the confidentiality of
CC3: I can play the role of External communication (
responses. external communicator, Andriole, 2018)
The questionnaire used in this study was posted online in Romanian. where the message is focused
Invitations to complete it were sent to public administration managers on the quality, efficiency,
and employees in local, regional, and national institutions. The study and integrity of the public
institution.
was conducted between December 6, 2022, and January 6, 2023. Par­ CC4: I quickly try to solve Conflict management (Ang,
ticipants formed a convenience sample of 102 respondents from all any conflict caused by 2002; Thakur, 2015)
development areas in Romania: Bucharest-Ilfov, Center, North-East, diversity in ideas or
North-West, West, South-West, South, and East. The responses pro­ opinions.
Digital DC1: I take advantage of any Continuous development of
vided a balanced distribution of public institutions across all regions (see
competencies opportunity to attend a digital competencies (Sousa
Table 2). training program focused on and Rocha, 2019)
Most respondents were women (59.80 %). Men represented 40.20 % the development of digital
of the sample. The work experience of respondents was 43.14 % public competencies.
sector, 3.92 % private sector, and 52.94 % private and public sector. In DC2: I conduct research on Digital knowledge (Blanka
how AI-based platforms and et al., 2022; Vlasov et al.,
total, 9.80 % of respondents held top management positions, whereas
Web 3 technologies (block 2022)
14.70 % had middle-management positions, and 75.50 % had executive chain, smart contracts, and
positions. Regarding institution type, 69.61 % of respondents were from decentralized organization)
local institutions, 15.69 % were from regional institutions, and 14.71 % will affect the
responsibilities of managers
were from national institutions (Table 2).
and the tasks of public
administration employees.
4. Research findings based on PLS-SEM DC3: I respond positively Openness to digital
when asked to implement technology (Blanka et al.,
Fig. 2 highlights the relationships between the latent variables in the digital technologies in 2022)
internal processes or in
research model. All variables were measured using a reflective communication with
approach. external partners (citizens,
The statistical contributions of each item to each latent variable are companies, and institutions).
reflected by the external loadings of the latent reflective variables. Item DC4: As often as possible, I Recognizing the potential of
use the digital resources or digitalization (Varshney,
DC1 (“I take advantage of any opportunity to attend a training program
technologies that are 2020; Hussain and
focused on the development of digital competencies”) had the greatest available to me because I Papastathopoulos, 2022)
statistical contribution to the latent variable digital competencies believe that these digital
(external loading = 0.843). This loading was greater than the loading for resources make the processes
any other item in this latent variable (DC2, DC3, and DC4). Item IC2 or tasks that I have to
perform easier.
(“On my own initiative, I get involved in different activities or projects Fundraising FC1: I am in permanent Interpersonal skills (
to improve my work or give prestige to the institution”) had the greatest competencies contact with external Girsberger et al., 2022)
statistical contribution to the latent variable intrapreneurial compe­ partners from the private
tencies (external loading = 0.885). This loading was greater than the sector to attract funds
through public–private
loading for any other item in this latent variable (IC1 and IC3). Item CC3
partnerships.
(“I can play the role of external communicator, where the message is FC2: I get involved in Organizational abilities (
focused on the quality, efficiency, and integrity of the public institu­ organizing events to attract Breeze, 2023)
tion”) had the greatest statistical contribution to the latent variable new donors/collaborators
communication competencies (external loading = 0.821). This loading and to preserve the old ones
that are loyal to my
was greater than the loading for any other item in this latent variable institution.
(CC1, CC2, and CC4). Item FC2 (“I get involved in organizing events to FC3: When I have difficulties Perseverance (Breeze, 2023)
attract new donors/collaborators and to preserve the old ones that are in raising funds or when a
loyal to my institution”) had the greatest statistical contribution to the public–private partnership
does not work, I don't give up
latent variable fundraising competencies (external loading = 0.872).
and look for new solutions.
This loading was greater than the loading for any other item in this Intrapreneurial IC1: I always try to solve Innovativeness (Gawke et al.,
latent variable (FC1 and FC3). The structural model showed that digital competencies problems based on 2019)
competencies had the strongest effect on intrapreneurial competencies innovative ideas to improve
because the path coefficient associated with this connection was the public services.
IC2: On my own initiative, I Proactiveness (Rigtering and
highest (0.559). Fundraising competencies had the weakest effect on get involved in different Weitzel, 2013; Gawke et al.,
readiness for the future of work (path coefficient = 0.042). activities or projects to 2019; Urban, 2021).
The next step of the analysis was to determine the level of internal (continued on next page)
consistency (Cronbach's alpha and composite reliability), convergent

6
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

Table 1 (continued ) recommended threshold for all five reflective variables. The degree of
Variable Item Indicators association between two variables was measured using a nonparametric
test, namely Spearman's Rho correlation coefficient. All five reflective
improve my work or give
prestige to the institution.
variables had a positive correlation. The average variance extracted
IC3: I take risks when Risk-taking (Gawke et al., (AVE) assessed the convergent validity of the model. An AVE value of at
accomplishing new tasks that 2019) least 0.5 or greater is generally expected (Lowry and Gaskin, 2014; Hair
result from taking et al., 2021). All five variables had AVE scores that exceeded the rec­
responsibilities that are not
ommended threshold of 0.5. The highest value was for fundraising
part of my job description.
Readiness for the RFW1: I believe that I am Self-efficacy (Lai and Ong, competencies (0.734). Discriminant validity was assessed using the
future of work ready to deal with the 2010) Fornell-Larcker criterion. This measure compared the square root of the
changes that will take place AVE with the correlation of latent variables. The AVE values for all five
in public administration variables shown on the main diagonal in Table 4 were greater than the
jobs.
RFW2: I constantly look for Openness to ongoing
correlations with the other latent variables (below the main diagonal in
opportunities to attend skills learning (Caballero et al., Table 4).
development programs to 2011; Guenduez and Mergel, To increase the consistency of the analysis, the HTMT was also used.
deal with the jobs of the 2022) This ratio enables higher specificity and reliability rates than the cross-
future in public
loading method and the Fornell-Larcker criterion (Hair et al., 2021).
administration.
RFW3: I always keep myself Recognition of future trends Non-discriminant validity is reflected by HTMT values close to 1. The
informed on the megatrends (Caballero et al., 2011; HTMT value is compared with a predefined threshold. Some authors
due to digital transformation Blanka et al., 2022) have suggested a minimum threshold of 0.85 (Wong, 2013). In this
that will affect most study, that HTMT was below the threshold of 0.85 for all structural re­
workplaces, including public
administration.
lationships between variables (Table 5).
The PLS-SEM method uses a nonparametric bootstrap procedure to
Source: Authors. test the significance of the estimated relationship coefficients. Sub­
samples of observations drawn randomly from the original data set are
generated for this purpose. The t-test values and asymptotic significance
Table 2
Respondent profile.
values (p values) are then calculated to support or reject the research
hypotheses. The bootstrap procedure provided values for the asymptotic
Variable Level Frequency Percentage
significance (p values). These values appear in Fig. 3.
Gender Female 61 59.80 % Digital competencies and communication competencies had the most
Male 41 40.20 % significant effect on intrapreneurial competencies given that the path
Age 18–25 years 7 6.86 %
26–35 years 14 13.73 %
coefficient associated with this relationship was the largest (0.496).
36–45 years 30 29.41 % Hence, 49.6 % of the variance of the intrapreneurial competencies
46–55 years 37 36.27 % variable was explained by the variables digital competencies and
Over 55 years 14 13.73 % communication competencies. The variables digital competencies,
Function Top manager 10 9.80 %
intrapreneurial competencies, and communication competencies
Middle management 15 14.70 %
Executive 77 75.50 % explained 28 % of the variance of the variable fundraising competencies.
Work experience Public sector 44 43.14 % Also, 47.2 % of the variance of the variable readiness for the future of
Private sector 4 3.92 % work was explained by all other variables (digital, intrapreneurial,
Public and private 54 52.94 % communication, and fundraising competencies). Table 6 shows the path
Institution type Local 71 69.61 %
Regional 16 15.69 %
coefficients that support or lead to rejection of the structural model
National 15 14.71 % hypotheses.
Region Bucharest-Ilfov 13 12.75 % Of the nine hypotheses, four were supported (H2, H5, H6, and H9)
Center 11 10.78 % because the p values were less than the critical value of 0.05. The t-test
Nord-East 13 12.75 %
shows the magnitude of the correlations between latent variables in this
Nord-West 9 8.82 %
West 11 10.78 % structural model. Five hypotheses (H1, H3, H4, H7, and H8) were
South-West 12 11.76 % rejected because the p values were greater than the critical value of 0.05.
South 14 13.73 % The first hypothesis was rejected. The asymptotic significance
South-East 19 18.63 % exceeded the threshold of 0.05 (p value = 0.117). Hence, communica­
Total 102 100 %
tion competencies were observed not to have a significant impact on
fundraising competencies (t-test = 1.619). For H2, the statistical results
validity assessed by average variance extracted (AVE), and discriminant (t-test = 3.902, p value = 0.000) suggested that communication com­
validity assessed by the Fornell-Larcker criterion and the heterotrait- petencies had a small effect on intrapreneurial competencies. For the
monotrait ratio (HTMT). The reflective measurement model was thus third hypothesis, the asymptotic significance was greater than 0.05 (p
evaluated (Lowry and Gaskin, 2014). The Cronbach's alpha scores value = 0.115) and the t-test value was 1.652. Therefore, communica­
showed the strength of correlation of the variables within the structural tion competencies did not have a significant effect on readiness for the
model. The minimum accepted threshold for this indicator is 0.7. future of work. Although this hypothesis was rejected, intrapreneurial
Table 3 shows the Cronbach's alpha values for the reflective variables. competencies mediated the relationship between communication com­
All five surpassed the threshold of 0.7. petencies and readiness for the future of work because the path coeffi­
Combining all variances and covariances of the true score of the cient for the indirect link between communication competencies and
composite indicators within the latent variables gave the composite readiness for the future of work was greater than the path coefficient for
reliability. Composite reliability is a reliability indicator that considers the direct link. The fourth hypothesis was rejected, even though the
the variable loadings of the indicators (Khan et al., 2019; Hair and asymptotic significance was only slightly greater than 0.05 (p value =
Alamer, 2022). Acceptable values of composite reliability should be 0.073, t-test = 1.773). The statistical results suggested that digital
greater than 0.7. The scores for this indicator exceeded the minimum competencies did not have a significant effect on fundraising compe­
tencies. For hypothesis H5, the asymptotic significance (p value =

7
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

Fig. 2. Effect coefficients and external loadings of latent reflective variables

Source: SmartPLS 3 software processing.
Note: DC = digital competencies, CC = communication competencies, IC = intrapreneurial competencies, FC = fundraising competencies, RFW = readiness for the
future of work.

employees. H6 was supported because the p value was 0.041. Of all

Table 3
competencies with an effect on readiness for the future of work, digital
Construct reliability and validity.
competencies had the weakest impact, with a t-test value of 2.032. The
Variable Cronbach's Rho_A Composite Average mediating role of intrapreneurial competencies in the relationship be­
alpha reliability variance
tween digital competencies and readiness for the future of work was also
extracted
(AVE) observed, fully supporting the sixth hypothesis. The statistical results (t-
test = 0.451, p value = 0.650) led to the rejection of H7 because no
Communication 0.747 0.763 0.840 0.570
competencies correlation between fundraising competencies and readiness for the
Digital 0.796 0.820 0.866 0.620 future of work was found. Hypothesis H8 was rejected, even though the
competencies p value was only slightly greater than 0.05 (p value = 0.074). Therefore,
Fundraising 0.819 0.824 0.892 0.734 intrapreneurial competencies were not observed to have a significant
competencies
effect on fundraising competencies (t-test = 1.785). The asymptotic
Intrapreneurial 0.737 0.743 0.852 0.658
competencies significance for H9 was less than 0.05, meaning that H9 was supported
Readiness for the 0.760 0.787 0.863 0.678 (p value = 0.000). Hence, intrapreneurial competencies were found to
future of work have a small effect on readiness for the future of work (t-test = 3.527).
Source: SmartPLS 3 software processing.
5. Discussion
0.000) supported the hypothesis. The value of the t-test (9.168)
confirmed the existence of a strong correlation between digital compe­ SmartPLS 3 software provided results that suggest strong correla­
tencies and intrapreneurial competencies of public managers and tions in the case of four hypotheses. H5 had the highest effect coefficient

Table 4
Discriminant validity based on the Fornell-Larcker criterion.
Variable Communication Digital Fundraising Intrapreneurial Readiness for the future of
competencies competencies competencies competencies work

Communication competencies 0.755

Digital competencies 0.397 0.787
Fundraising competencies 0.368 0.460 0.856
Intrapreneurial competencies 0.482 0.663 0.472 0.811
Readiness for the future of 0.473 0.563 0.391 0.639 0.823
work

Source: SmartPLS 3 software processing.

8
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

Table 5
Discriminant validity of the reflective measurement model according to the heterotrait–monotrait correlation ratio (HTMT).
Variable Communication Digital Fundraising Intrapreneurial Readiness for the future of
competencies competencies competencies competencies work

Communication competencies
Digital competencies 0.498
Fundraising competencies 0.466 0.543
Intrapreneurial competencies 0.642 0.841 0.608
Readiness for the future of 0.630 0.720 0.496 0.840
work

Source: SmartPLS 3 software processing.

Fig. 3. The p values associated with relationships between structural model variables after applying the bootstrap procedure.
Source: SmartPLS 3 software processing.

(0.559). H9 had an effect coefficient of 0.389. H2 had an effect coeffi­
cient of 0.260. H6 had an effect coefficient of 0.212. The support for
these hypotheses confirms the existence of a strong connection between
digital competencies and intrapreneurial competencies, between
communication competencies and intrapreneurial competencies, and
between both digital and intrapreneurial competencies and readiness for
the future of work. The findings are aligned with the results of previous
studies showing a correlation between digital competencies and readi­
ness for the future of work (Casalino et al., 2020; Blanka et al., 2022) and
intrapreneurial competencies and readiness for the future of work
(Gomes et al., 2015; Blanka, 2019; Blanka et al., 2022). The findings of
the present study suggest that the future of human resource manage­
ment will primarily focus on adapting to cultural shifts, integrating
technology, and fostering organizational agility, as also predicted by
Troilo (2023).
The current study explores the appropriateness of embracing intra­
preneurial competencies from the private sector, as advocated by Vig­
oda-Gadot et al. (2013). It contributes by offering valuable insights into
the importance of intrapreneurial training in public institutions. Intra­
preneurial competencies in public institutions result from leadership in
encouraging employees' innovative behavior, as argued by Malibari and
Bajaba (2022).
Surprisingly, the findings of this study showed no correlation be­
tween communication competencies and readiness for the future of
work. This finding is surprising because communication is one of the
skills measured by international institutions such as the World Economic
Forum and the Global Entrepreneurship and Development Institute, as
well as being part of the 21st century skill set (Kennedy and Sundberg,
2020). The rejection of H3 contrasts with the findings of previous
studies, which have shown the importance of communication compe­
tencies for employees (Andriole, 2018), particularly in the public sector
(Beattie and Osborne, 2008; Mergel et al., 2019; Cho et al., 2021; Igalla
et al., 2020; Krpálek et al., 2021), in order to accomplish the complex
tasks of future jobs.
Four of the five rejected hypotheses pertain to fundraising compe­
tencies (H1, H4, H7, and H8). Accordingly, communication, digital, and
intrapreneurial competencies do not appear to have a significant impact
on fundraising competencies. Moreover, fundraising competencies do
not seem to have a significant effect on readiness for the future of work.
One argument to explain the rejection of these hypotheses (H1, H4, H7,

9
S. David et al. Technological Forecasting & Social Change 199 (2024) 123088

Table 6 effect of communication competencies and digital competencies on

Asymptotic significance (p value) and t-test results for structural model intrapreneurial competencies, nor emphasized the mediating role of
hypotheses. intrapreneurial competencies in the relationships highlighted earlier.
Path coefficients Original Sample Standard t- p This research apparently offers the first empirical support for the rela­
sample mean deviation statistic value tionship between communication competencies and intrapreneurial
Communication 0.159 0.154 0.098 1.619 0.117 competencies and between digital competencies and intrapreneurial
competencies - > competencies in public administration. This finding implies that public
Fundraising employees with well-developed communication and digital compe­
competencies
tencies should adopt intrapreneurial behavior more easily to find
Communication 0.260 0.266 0.067 3.902 0.000
competencies - > innovative solutions and promote them within their organization.
Intrapreneurial The practical implications of these findings can help policymakers
competencies shape human resource strategies to prepare the public sector workforce
Communication 0.186 0.175 0.113 1.652 0.115 to face the work challenges of the future. Intrapreneurial competencies
competencies - >
Readiness for the
are important in fostering digital transformation and innovation and are
future of work determined by the organizational context. Therefore, the present
Digital competencies 0.240 0.231 0.135 1.773 0.073 research can raise the awareness of public administration managers
- > Fundraising about their role in creating an organizational environment that can
competencies
maximize employee potential. It can be achieved by developing a
Digital competencies 0.559 0.562 0.061 9.168 0.000
- > Intrapreneurial motivation strategy that encourages innovative ideas, risk-taking,
competencies continuous learning, and fundraising to sustain innovation and digital
Digital competencies 0.212 0.221 0.104 2.032 0.041 transformation. The performance of public organizations depends on
- > Readiness for their ability to help their employees develop, as well as their ability to
the future of work
attract highly skilled individuals with an intrapreneurial profile.
Fundraising 0.042 0.031 0.092 0.451 0.650
competencies - > With a view to increasing the role of fundraising and introducing
Readiness for the innovations in the Romanian public administration, some actions should
future of work be taken by public administration managers. For example, the legisla­
Intrapreneurial 0.236 0.254 0.132 1.785 0.074
tion related to public–private partnerships should be improved. Fund­
competencies - >
Fundraising raising departments should be established within public institutions.
competencies Public employees' awareness of the importance of fundraising for
Intrapreneurial 0.389 0.395 0.110 3.527 0.000 attracting additional resources should be heightened. As many public
competencies - > employees as possible should be involved in fundraising activities.
Readiness for the
Fundraising activities should be promoted to public employees. For
future of work
instance, responsibilities related to fundraising activities should be
Source: SmartPLS 3 software processing. included in job descriptions.
Higher education institutions can also adapt their curricula to
and H8) about fundraising competencies is that fundraising is a novel develop students' intrapreneurial and digital competencies. They should
concept within the Romanian public administration. Only a few in­ encourage proactive strategic behavior to prepare a future-ready
stitutions are involved in public–private partnerships. Also, most public workforce. Instead of focusing on qualifying individuals for current
employees do not take responsibilities outside their job description, and jobs, higher education institutions should focus on developing the
fundraising is the responsibility of the managers of their institutions. competencies that the future labor market will demand. Not least, there
The rejection of H4 can be explained by the fact that, in Romania, should be ongoing concern at the individual level to improve compe­
fundraising based on digital platforms (e-fundraising) is in its early tencies in order to adapt to the future of work.
stages and is not yet used in public administration settings.
5.2. Limitations and future research
5.1. Theoretical and practical implications
One limitation of this research is that the findings cannot be gener­
This research has valuable theoretical and practical contributions. alized because it is based on a sample of public employees in Romania.
First, it improves the existing knowledge base by offering a holistic Consequently, one future research direction would be to extend the
perspective based on a conceptual model that provides valuable theo­ research to the European level by conducting cross-country studies. This
retical developments. The results are presented from a holistic view­ study is correlational, measuring the symmetric relations between latent
point, supporting the theories that were used to frame this study. By variables. To test the asymmetric relations between variables, a
highlighting the changing requirements for future competencies, this configurational study based on fuzzy-set qualitative comparative anal­
research supports the theory of skill-biased technological change. The ysis (fsQCA) is planned.
study also enriches the empirical research that supports the theory of Digital transformation in public administration requires the creation
future-ready skills by focusing on the competencies of public employees of a new organizational culture. The most suitable method for creating a
in the context of digital transformation. digital culture in public administration is the agile approach. This
A single model combining four competencies (communication, dig­ approach enables public managers to respond quickly to changing cir­
ital, fundraising, and intrapreneurial) was proposed to describe their cumstances and deliver incremental improvements by creating public
linkages with readiness for the future of work in the public sector. The innovation labs where employees can experiment with emerging tech­
research confirms the mediating effect of intrapreneurial competencies nologies and new ideas. This method fosters a culture of experimenta­
on the relationship between digital competencies and readiness for the tion, risk-taking, and learning from failure. One other future research
future of work, as well as the relationship between communication direction is to investigate the process of cultivating a digital culture in
competencies and readiness for the future of work. There is increasing public administration, exploring the strategies employed within the
interest in research on intrapreneurship and intrapreneurial compe­ agile methodology, the challenges faced, and the potential impact on
tencies and their influence on public performance and digital trans­ service delivery and citizen engagement. There are also plans to inves­
formation. Despite this interest, no previous study has explored the tigate the sustainability of digital culture initiatives and potential

10
S. David et al.
strategies to continue to develop the digital culture over time. Research
should analyze the impact of a digital culture on improving service
accessibility, responsiveness, and overall citizen satisfaction.
6. Conclusions
The influence of digital transformation on public administration is
indisputable. This context challenges public entities in different ways. It
pushes them to implement new technologies and forces them to change
the way they operate, manage employees, and develop strategies. In this
context, the role of public employees in supporting the digital trans­
formation of public administration is crucial. They must acquire the
competencies they need to adapt to technological change and ensure the
provision of modern qualitative services to citizens. The present study
emphasizes the importance of intrapreneurial and digital competencies
for an effective digital transformation in public administration.
This research broadly follows the agenda of the European Digital
Transformation Strategy, given that two of its four pillars are the digi­
talization of public services and a digitally skilled population and highly
skilled digital professions. Digitalization in public administration can
catalyze value creation and greater citizen involvement. Digital trans­
formation in public administration is expected transform the lives of not
only public sector employees but also citizens, as well as society as a
whole. Employees will have to adapt their competencies to this trend.
Public administration will evolve at its own pace. However, just like
private sector employees, their public counterparts must be prepared for
the future of public services. Public administration, more than any other
sector, needs strategies that support digital transformation and hence
encourage the development of the required competencies to increase the
workforce's readiness for the future of work.
CRediT authorship contribution statement
Sofia David: Conceptualization, Writing – original draft, Writing –
review & editing. Daniel Zinica: Data curation, Formal analysis,
Investigation, Methodology. Nicoleta Bărbuță-Mișu: Conceptualiza­
tion, Resources, Validation, Visualization. Larisa Savga: Conceptuali­
zation, Validation, Visualization. Florina-Oana Virlanuta:
Conceptualization, Writing – original draft, Writing – review & editing.
Declaration of competing interest
The authors declare that they have no known competing financial
interests or personal relationships that could have appeared to influence
the work reported in this paper.
Data availability
Data will be made available on request.
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Sofia David, PhD, is Associate Professor at Department of Business Administration, Fac­
ulty of Business Administration, “Dunărea de Jos” University of Galati, Romania. She
completed her PhD in Economics in 2009. Her research focuses on management, human
resources management, sales force management, transaction costs economics and lead­
ership. She was also involved in research projects as team member.
Daniel Zinica is PhD Student in Management at the “Dunarea de Jos” University of Galati.
His thesis title is “Comparative Approach of the Performance Appraisal Methods in Public
Administration of the European countries” and his research focuses on human resources
management, public management and organizational performance. He completed a MA in
Marketing and Business Communication. He is also a municipal councilor of Galati City.
Larisa Savga, PhD in Economics and Management, is lecturer at the Department of
Applied Sciences, Cross-Border Faculty, the “Dunarea de Jos” University of Galati,
Romania. Her research focuses on economic development (SMEs, domestic trade, social
economy), smart specialization, circular economy, sustainable development, managerial
reengineering, and quality assurance of higher education. She participated in the research
projects and state programs as leader or team member.
Nicoleta Bărbuță-Mișu, is Professor PhD, habilitated in Finance, Department of Business
Administration, the “Dunarea de Jos” University of Galati, Romania. She is currently Vice-
Rector responsible for financial management and administrative strategies and for the
Research Laboratory of bio-economics modelling. Her research focuses on financial
analysis and performance, corporate finance, funding, financial management and
modelling.
Florina-Oana Virlanuta, PhD, is Professor habilitated in Management at the Economics
Department within the Faculty of Economics and Business Administration, at the “Dunărea
de Jos” University of Galați, Romania. She completed her PhD in Management at Bucharest
University of Economic Studies (2009). Her research focuses on management, in­
vestments, sustainable development, and circular economy.