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Human capital is acquired not only through formal education (e.g. general skills) but also through training at the workplace. Prior studies have ignored the role of government subsidies explicitly for on-the-job training, which may influence firm training decisions and firm innovation performance. Hence, the authors establish a comprehensive theoretical framework to consider these issues and fill these gaps.

Considering the Chinese manufacturing firms listed in the Shanghai and Shenzhen Stock Exchange from 2010 to 2017, the authors investigate the influence of training investment on innovation performance by illustrating the role of human capital updating in enhancing firm innovation. The authors also explore serval mechanisms on how training investment influences innovation performance.

The authors propose that training investment promotes firm innovation performance, whereas government training subsidies negatively moderate this relationship. The authors also reveal how technicists' involvement and corporate culture mediate the relationship between training investment and innovation performance.

This study provides policy implications for stimulating firm innovation by improving learning and absorption ability, strengthening cultural identity and implementing system norms. Effective policies should be adopted to provide subsidies for on-the-job training of enterprises, particularly for firms with technical executives and firms in diversified life-cycle.

This work contributes to the literature on the role of on-the-job training in promoting firm innovation and reveals the crowding-out effect of subsidies. This study also shows the heterogeneous effects of training investment on firm innovation.

Despite the burgeoning interest in corporate universities (CUs), their pragmatic application and ongoing evolution present challenges. This study aims to analyze the South Korean CU landscape from a balanced perspective to draw implications for the sustainable development of CUs.

The study uses a case study method to systematically explore CUs in South Korea by reviewing the South Korean government reports on CUs. The cases of CUs are analyzed based on the holistic model of CUs, which functions as an analytical framework.

By analyzing four groups of CUs, namely, in-house colleges, corporation colleges, technical colleges and in-house college-type lifelong educational establishments, implemented in South Korea, this study draws implications for the sustainable development of CUs, using the holistic CU model.

By analyzing cases of CUs from a new perspective, this study contributes to expand knowledge on CUs and suggests implications for organizations aiming to establish and sustain their own CUs tailored to their specific needs. Furthermore, this paper delves into the support necessary for the successful implementation and sustainable development of CUs, spanning organizational/team, national and individual levels.

The study proposes to empirically test a model that illustrates how identical elements (IEs), transfer design and trainer performance as training predictors affect trainees' motivation to improve work through learning (MTIWL) and training transfer (TT) in the Indian context.

An online survey was conducted to validate the study model. The quantitative data collected from 360 executives and managers were analyzed using the covariance-based structural equation modeling (CB-SEM) technique.

The study finds that trainees' MTIWL has a full mediation impact between transfer design, trainer performance and TT. However, a partial mediating impact of MTIWL was found between IEs and TT.

This is the first study that empirically explores the mediating mechanism of MTIWL between IEs, transfer design, trainer performance and TT. This study extends the current understanding of trainees' MTIWL that links the cumulative influence of training predictors to TT.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures.

To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables.

First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners.

Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds.

This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted.

In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals.

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.

Previous research has mainly focused on the outcomes of empowering leadership, and empirical evidence on how to encourage leaders to display empowering behaviors has been overlooked, particularly from an interpersonal perspective.

Based on the integrative model of organizational trust, we investigate the relationship between employees' taking charge behaviors and empowering leadership considering the mediating role of leader trust in employees and the moderating role of risk propensity.

The results indicate that taking charge is positively associated with leader trust in employees, which influences the development of empowering leadership. Additionally, leaders' risk propensity moderates these relationships, that is, a higher level of risk propensity can enhance the promoting effect of leader trust on empowering behaviors.

This study explores the antecedents and mechanisms influencing empowering leadership and proposes the moderating effect of risk propensity. The findings not only clarify how and why employees' taking charge behaviors can stimulate empowering leadership but also offer a more comprehensive understanding of the antecedents of empowering leadership.

This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.

The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.

The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.

This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.

Organizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.

This research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.

The investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.

This study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

The study has practical implications for decision-makers in that increasing board competence and expertise through training on environmental issues will promote green policy-making.

This study included 655 firm-year observations from companies listed on the Indonesia Stock Exchange between 2017 and 2021. Panel data regression analysis is used to investigate the hypotheses. Additionally, a robustness test is conducted to validate the consistency of the primary test results.

The results demonstrate that green theme training from the board of directors, board of commissioners and independent commissioners has a positive and significant impact on the implementation of green innovation at each level of the board. This result is aligned with the robustness test performed.

This study is restricted by the fact that the only data sources used to examine the board’s green training are publication reports and other reports that disclose the board’s training activities. Therefore, future research can be done by considering other methods, such as surveys to trace green training followed by the board. Additional research may also examine green theme training in the corporate governance structure from a different theoretical angle, such as agency theory and human capital theory.

In practice, the study has implications for decision-makers in that increasing board competence and expertise through training on environmental issues will be able to promote green policy-making.

This study concentrates on Indonesia with two-board governance characteristics: the board of directors and the board of commissioners. Several scholars have examined the board of directors in light of resource dependence theory. To the best of the authors’ knowledge, no research has explained the supervisory board within the context of two-board governance. In addition, the authors have not found research that analyzes board training activities related to the environment.

Based on imprinting theory and episodic future thinking, this paper aims to study how CEOs’ attributes and experiences inform innovation in tourism and hospitality businesses. It also explores ways to quantify innovation in this sector.

The authors quantitatively analysed innovation in tourism and hospitality using extensive data from companies’ annual reports. They further adopted multivariate regression to test how CEOs’ experience affects enterprise innovation.

Results demonstrate that CEOs’ academic education and rich work experience can promote corporate innovation. The authors also identified a mediating role of the tone of narrative disclosure in annual reports between CEOs’ academic education and corporate innovation. The imprinting effects of career experience and educational experience appear both independent and interactive.

CEOs are more inclined to engage in corporate innovation when influenced by the combined imprinting effects of strategic management training and work experience. Additionally, leaders should consider how communication styles indirectly influence innovation activities.

This paper introduces an integrated perspective that blends imprinting theory and episodic future thinking to bridge knowledge gaps regarding the interaction of CEOs’ past experiences. This work enhances understanding of how CEOs’ imprinted experiences, together with their capacity for envisioning future scenarios, can drive corporate innovation.