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The book argues that when state or company expectations exceed normative behavior, informal behavior continues to thrive.
Ultimately, this environment is a breeding ground for informal behavior.
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The formal structure chosen was less important than the informal behaviors, values, and attitudes that guided people within it.
The effect of formal behaviors on both learning outcome and informal behaviors, while positive, diminishes at higher levels.
Similarly, while formally programmed behaviors do encourage informal learning behaviors of the boundary spanners, an excess of formalization stifles them.
Even so, the interaction between family intentions and business scale was still significant at the 0.1 confidence level, implying that family intentions could affect the business performance of enterprises through affecting both formal organizational behaviors and other informal organizational behaviors.
H1: Digital competence (DC) is positively associated with students' digital informal (DIL) behavior.
The attitude to DIL, personal innovativeness, digital competence elements explained 72% of the total variances for digital informal learning behavior.
Hence, this study examines the influence of the digital competence and other important personal factors (personal innovativeness and attitude to technology) on digital informal learning behavior.
More specifically, DIL has been operationalized for university students' use in terms of fitting with several aspects of informal learning behavior.
This study contributes to our understanding of students' digital informal learning behavior by examining the effects of digital competence, along with other personal factors.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com