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The purpose of this paper is to analyze the significant factors which encourage and motivate the library and information science (LIS) academics to respond to and embrace e‐learning (EL), to explore how EL tools and technologies support the LIS education process, and to measure weights of factors constraining the use of EL in LIS education. It also reports perceptions of how LIS academics manage EL‐knowledge resources, the problems they face in managing those resources, the ways to solve those problems, and their predictions about future usage of EL in LIS education.

The methodology includes a combination of quantitative and qualitative methods. The authors used an exploratory online e‐mail interview method to gather experiences and data from LIS academics worldwide. The authors also used (www.docs.google.com) to prepare a questionnaire, and sent a link to the questionnaire to 85 LIS academics globally to gather their perceptions regarding EL in LIS schools.

The findings confirmed that EL overcomes location and time constraints, provides opportunities for employed and/or busy people, etc. is a driving force in education, which encourages and motivates LIS academics to respond to and embrace EL in LIS education, and EL accelerates accessibility of a wide range of knowledge, supports the process of exchanging knowledge, and increases knowledge storage capacity to enhance the LIS education process. This paper concludes that the respondents hold highly positive perceptions regarding the future of EL in LIS schools.

The paper explores the original perceptions of LIS academics, and their predictions regarding future usage of EL in LIS schools.

Because the discontinuous and uncertain characteristics of knowledge-based innovation cannot be reasonably interpreted by conventional management approaches, quantum mechanics which begins with uncertainty and concerns with a dynamic process of the complex system, has been exploratorily used in the management field. Although the theoretical new insights are provided by pioneering studies, quantitative research is in short supply. This paper aims to propose a quantum mechanics-based framework for quantitative research, thus extending the application of quantum mechanics in the knowledge management area from a dynamic system evolutionary standpoint.

Based on the similarity comparison between knowledge-based system evolution and atomic motion, the authors construct the atom-like structure of the knowledge-based system and elaborate the evolutionary mechanism of the knowledge-based system, thereby establishing the quantitative model. Apple and Zhongxing Telecom Equipment were selected for an empirical study to demonstrate the usefulness of the models for research on knowledge-based innovation and explore the unique knowledge-based innovation characteristics of the two firms.

First, the transition force of dynamic knowledge shows an inverted U shape; accumulating dynamic knowledge to a moderate degree not only facilitates transforming dynamic knowledge into static knowledge but also balances the relationship between the influence of knowledge force range and dynamic knowledge transformation. Second, existing knowledge is gradually substituted by new knowledge and knowledge density at a high knowledge energy level distinctly increases with a narrower bandwidth. Third, the investment loss is associated with resource configuration, resource utilization and the amount of accumulative dynamic knowledge before investment. Knowledge loss is negatively correlated with the knowledge compatibility coefficient.

The authors use the advanced method in quantum mechanics to legitimately unveil the emergence mechanism of knowledge-based innovation. Meanwhile, the authors capture the non-linear transformation relationship of heterogeneous knowledge and expose the change in ways of both investment loss and knowledge loss that cannot be quantified by conventional models. In doing so, the authors not only reveal the principle of qualitative knowledge change but also offer practical implications for developing flexible and targeted innovation strategies.

First, by proposing a complete quantum mechanics-based framework, the authors not only supplement the quantitative research contents to knowledge-based innovation literature which proposed calls to conduct research in way of quantum mechanics but also overcome the difficulties of knowledge-based system conceptualization and measurement. Second, the authors reveal the uncertain change of knowledge transformation and measure the loss of investment and knowledge, which contribute to identifying defects of firms in knowledge-based innovation. Third, the authors explore the internal mechanism that led to knowledge-based innovation exhibits non-linear characteristics and capture unique dynamic relationships between different variables which affect the emergence of knowledge-based innovation.

In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes.

A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme.

Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues.

One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.

This paper aims to examine whether and how internal and external typologies of corporate social responsibility (CSR) and employees’ CSR participation (CSRP) differentially impact organizational citizenship behavior (OCB) and turnover intentions (TI), mediated by meaningful work (MW) and affective commitment (AC) and moderated by CSR motive attributions.

Bootstrapped structural equation modeling using AMOS and mediation and moderation analysis using Hayes’ Process macro in SPSS are performed on a sample of 193 employees from diverse industries in India.

The CSR-work outcomes relationship is rather multifaceted. Internal CSR (ICSR) and CSRP directly promote the meaningfulness of work and AC. Further, all three kinds of CSR (ICSR, external CSR (ECSR) and CSRP) influence work behaviors (OCB and TI) sequentially via MW and AC. Intrinsic (extrinsic) CSR attributions strengthen (weaken) the positive effect of ECSR on MW. Nevertheless, the conditional indirect effects could not be established, warranting further investigation.

The management must elevate employees’ CSR awareness allowing them to partake in the planning and execution of CSR programs that are authentic, righteous and seamlessly unified with core business activities to nurture work meaningfulness and positive employee attitudes and behaviors.

This is the foremost study that involves a bibliometric analysis of employee-based CSR research and a systematic meta-analytic review of the relationship between CSR and meaningfulness from employees’ perspectives. The present study is novel as it divulges an integrative framework about how employees’ CSR perceptions, participation/volunteering and attributions collectively influence the work outcomes at three levels (namely, cognitive, attitudinal and behavioral), drawing on sensemaking, needs and justice-based views, social identity, social exchange and attribution theories. Thus, new nuances are added to extant micro-CSR literature.