Organizational Resources and Occupational Competence Development: The Roles of Support Systems, Infrastructure, and Self-Management among University Lecturers in China

Abstract

Occupational competence development is increasingly viewed as an organizational responsibility rather than solely an individual concern. This study examines how university infrastructure and institutional support systems influence lecturers’ occupational competence directly and indirectly through self-management. Drawing on Job Demands–Resources theory and organizational support theory, survey data from 578 full-time lecturers in Chinese undergraduate universities were analysed using structural equation modelling. Results showed that infrastructure positively affected self-management (β= .147, p= .002) and occupational competence (β= .158, p= .001). Support systems had stronger effects on self-management (β= .234, p < .001) and occupational competence (β= .182, p< .001). Self-management also positively predicted occupational competence (β= .155, p= .005) and partially mediated both relationships. The findings suggest that competence development depends not only on material resources but also on organizational support that enables employees to use those resources effectively.