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This study examines how digital human resource management (HRM) practises affect academic performance through organisational commitment.Digital HRM concepts like assessment calculation and performance signals are examined.The study randomly selected 200 notable university professors.Data was analysed using SPSS-21 using a valid questionnaire.Digital HRM practises are assessed utilising e-trainings, e-communication, e-performance appraisal, and e-performance, while scales measure performance and commitment.Regression, descriptive statistics, and path analysis analyse research.Organisational commitment mediates digital HRM features' indirect effect on performance assessment.Communication, appraisal, and transparency in digital HRM impact performance assessment.Three organisational commitment factors hardly slightly affect performance assessment.Further investigation demonstrates that digital HRM elements indirectly affect performance assessment, most notably training.HR-organised training improves faculty performance.Performance assessment benefits from affective commitment, but normative and ongoing commitments hurt it.This study examines how digital HRM practises affect academic achievement and how organisational commitment mediates this.The findings highlight the need for concentrated e-training and HR practises that encourage affective commitment while removing negative influences from other commitment forms.This research adds to the HRM digital transformation discussion and its effects on academic performance and commitment.
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