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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 purpose of this paper is to understand the market for various e-learning platforms existing globally. The global pandemic transformed the traditional education sector into an e-learning industry and impacted the digital education sector proportionally. The wide impact on people to maintain a social distance shortened the space and enhanced student engagement with digital screens. The merchandise of electronic gadgets and e-learning platforms boosted global revenues ever before.

A digital data analytical tool retrieved the data for e-learning companies. While screening companies, the authors came up with more than 150 and later narrowed it to 71. Furthermore, revenues and market capitalisation data were collected from open-source websites of respective e-learning platforms at national and international stock exchanges. The data from the year 2018 to 2021 was used to predict the compound annual growth rate (CAGR) of the 2022–2027 market value of e-learning companies. The demographics of the statistical data were plotted using GraphPad Prism and Python Plotly. Also, the study attempted to underpin the association of annual revenue with market capitalisation for e-learning companies using Statistical Package for the Social Sciences (SPSS).

The financials of the e-learning platforms were compared from 2018 to 2021 based on the stock market exchange, which showed a gradual increase in revenues and influenced the market capitalisation by the 2022 financial year. Also, simultaneously validating the CAGR of 13.16%, the expected revenues from 2022 to 2027 were $830bn. The data plotted on the atlas choropleth exhibiting the e-learning users increased globally by 2022. The Web traffic data validated by the browsing gadget helped to validate the increase in revenues of the electronic gadget companies.

To the best of the authors’ knowledge, this is one of the pioneer studies postulating the study of e-learning demographics comparing the e-learning influence on the global digital market, Web user traffic and the education sector. The demographics of e-learning users by age, gender and gadget distribution validate the e-learning induction globally.

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.

The paper aims to clarify the relationship between perceived contextual issues and the self-efficacy beliefs of the employees with e-learning engagement for their competency development. It proposes a model for the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues. Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute the impact of the negative contextual issues which were not addressed through similar research.

The paper focuses on an exploratory study using a deductive approach grounded on self-efficacy – one of the main dimensions of Bandura's social cognitive theory. It adopted a mixed methodology, and primary data were collected through an online survey (792 responses analyzed through Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through thematic analysis). The population comprises employees of private commercial banks who have recently introduced e-learning.

The paper provides empirical insights into the contextual issues influencing e-learning and how self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related to technological, organizational, personal and time-intensive factors influence e-learning engagement. The strengthening of self-efficacy beliefs (learners' enthusiasm and gaining) can be utilized to manage personal and time-intensive factors. However, technological and organizational factors cannot be managed through a similar approach as they did not report a significant relationship with self-efficacy.

This paper fulfills an identified need to study how e-learning can be utilized as an effective competency development tool in the banking sector.

A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

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.