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This study aims at analyzing the impact of perceptions of the fourth industrial revolution (crisis and opportunity) in the relationship between workers’ career attitudes and future learning intentions.

This study analyzed the multiple mediating effect of the perception of the fourth industrial revolution in the relationship between career attitudes and future learning intention using data of 305 Korean workers. As career attitude variables, boundaryless and protean career orientation variables were used, and perception of the fourth industrial revolution was analyzed (opportunity and crisis perception).

Both workers’ boundaryless career orientation and protean career orientation influenced future learning intention through the perception of opportunity for the fourth industrial revolution. This result suggested that flexible career attitudes positively recognized the changes of the fourth industrial revolution and had an effect on promoting attitude toward future learning.

The study confirmed that workers’ flexible career attitudes could promote perception of opportunity rather than crisis in changing situation and strengthen their intention to prepare for the future by mediating this perception. These results suggest that lifelong learning and competency development can be reinforced by facilitating perception of an opportunities for external change for individual career development.

Insights for personal career development were provided by analyzing the relationship between flexible career attitudes, which are increasing in importance in the modern society, and perceptions of changes in external environment.

Course recommendations are important for improving learner satisfaction and reducing dropout rates on massive open online course (MOOC) platforms. This study aims to propose an interpretable method of analyzing students' learning behaviors and recommending MOOCs by integrating multiple data sources.

The study proposes a deep learning method of recommending MOOCs to students based on a multi-attention mechanism comprising learning records attention, word-level review attention, sentence-level review attention and course description attention. The proposed model is validated using real-world data consisting of the learning records of 6,628 students for 1,789 courses and 65,155 reviews.

The main contribution of this study is its exploration of multiple unstructured information using the proposed multi-attention network model. It provides an interpretable strategy for analyzing students' learning behaviors and conducting personalized MOOC recommendations.

The findings suggest that MOOC platforms must fully utilize the information implied in course reviews to extract personalized learning preferences.

This study is the first attempt to recommend MOOCs by exploring students' preferences in course reviews. The proposed multi-attention mechanism improves the interpretability of MOOC recommendations.

Facing increasing global competition, firms must ceaselessly acquire new knowledge and enhance their capabilities in response to rapidly changing customer requirements. Amidst the varying collaborative relationships that occur between firms, it is particularly important for firms to learn from international joint ventures. However, few existing studies have explored this issue empirically. Rooted in the organizational learning perspective, this study seeks to investigate the learning intent, learning process and learning outcomes of host parent companies taking part in international joint ventures, and to propose and verify a theoretical model of learning for host parent companies.

The study used Taiwanese firms as research objects and employed the survey method to collect sample data. In total, 64 international joint ventures involving Taiwanese firms were collected and analyzed. The objective of this study was to examine the relationships between latent constructs, such as learning intent, learning process and learning outcome. Thus, the structural equation modeling approach was adopted to test the theoretical model. However, the sample size used in this study was small, so the partial least squares (PLS) method was employed.

The empirical results showed that a parent company's learning outcome is affected by the interaction between the parent company and the joint venture, as well as the internal knowledge integration capacity of the parent company. The interaction between the parent company and the joint venture will simultaneously drive the parent's intra‐organisational knowledge integration. Moreover, the parent company's strategic intent to learning from the joint venture will affect the parent company's knowledge integration, along with the interaction between the parent company and the joint venture. Likewise, the parent company's learning intent will affect its evaluation of the joint venture's knowledge, while further influencing its intra‐organizational knowledge integration.

The paper combines the perspectives of learning intent, learning process and learning outcomes in order to propose and test empirically a model that explains how the host parents of developing countries enhance their knowledge and capabilities by means of international joint ventures. Thus, the study attends to the deficiency of the literature in addressing the field of learning through international joint ventures. It also provides some insights and suggestions for firms that regard alliance strategy as a learning opportunity for enhancing a firm's knowledge base and organizational capabilities.

Organizational learning in inter‐firm exchange relationships poses a double‐edged sword. On one hand, inter‐firm learning is a desirable extension of organizational learning, developing a firm’s knowledge base, and providing fresh insights into strategies, markets, and relationships. On the other hand, inter‐firm learning can lead to unintended and undesirable skills transfer, resulting in the potential dilution of competitive advantage. This risk can be exacerbated by disparities in inter‐firm learning, resulting in uneven distribution of benefits and risks in the collaborative relationship. This paper articulates these two different views on inter‐firm learning, and second, develops a framework for the role of governance in regulating knowledge transfer. In particular, appropriate governance mechanisms must be crafted which match the learning intentions of the partners, the type of knowledge sought, and the designed duration for the collaboration, so as to maximize the benefits of learning while minimizing the risks. Implications for strategy and future research are offered.

The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable).

The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research.

Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation).

The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.

Faced with increased global competition, suppliers must continually update their technology and capabilities to effectively respond to the rapid changes in customer requirements. In the original equipment manufacturer (OEM) supply relationships, it is particularly important for suppliers to enhance their product development capabilities by learning from customers. However, few existing studies have empirically explored this issue. This paper aims to fill some of the gaps.

Based on the organisational learning perspective, this paper investigates learning between the suppliers and customers of OEM relations as well as its impact on suppliers' product development capabilities. Structure equation modelling was used with data collected from 147 OEM supply relations of 117 Taiwanese information technology (IT) companies. The relationships among learning intent, interactive learning, internalised learning, and product development capabilities were examined.

Results show that suppliers with a high learning intent are able to facilitate inter‐organisational and intra‐organisational learning to enhance their product development capabilities.

The paper proposes and empirically tests a model to explain how the OEM suppliers' product development capabilities are enhanced by the relationships between learning intent, inter‐organisational learning, and intra‐organisational learning.

Intent detection and slot filling are two important tasks in question comprehension of a question answering system. This study aims to build a joint task model with some generalization ability and benchmark its performance over other neural network models mentioned in this paper.

This study used a deep-learning-based approach for the joint modeling of question intent detection and slot filling. Meanwhile, the internal cell structure of the long short-term memory (LSTM) network was improved. Furthermore, the dataset Computer Science Literature Question (CSLQ) was constructed based on the Science and Technology Knowledge Graph. The datasets Airline Travel Information Systems, Snips (a natural language processing dataset of the consumer intent engine collected by Snips) and CSLQ were used for the empirical analysis. The accuracy of intent detection and F1 score of slot filling, as well as the semantic accuracy of sentences, were compared for several models.

The results showed that the proposed model outperformed all other benchmark methods, especially for the CSLQ dataset. This proves that the design of this study improved the comprehensive performance and generalization ability of the model to some extent.

This study contributes to the understanding of question sentences in a specific domain. LSTM was improved, and a computer literature domain dataset was constructed herein. This will lay the data and model foundation for the future construction of a computer literature question answering system.

This paper aims to describe in depth case studies demonstrating that many small companies that participate in collaborative relationships are not realising the knowledge and skill acquisition benefits that policy makers envision when they formulate public policy that promotes creation of collaborative business relationships.

Hamel's theory of inter‐partner learning is built upon to explain the possible reasons why firms fail to derive learning‐related benefits from participation in collaborative relationships, and the implications for public policy, for firms participating in collaborative relationships, and for future research are discussed.

Key findings reveal that small companies are not realising the intended benefits of collaboration. Many New Zealand firms that participate in alliances are not using them to develop new skills and competencies.

Learning was neither an objective nor an outcome of most of the collaborative business relationships investigated in this research. The cases studied were selected from a large database of collaborative business relationships involving New Zealand firms, so there is no reason to believe that these findings are unique to the particular relationships examined; however, it would be useful to investigate the extent to which the findings generalise to other collaborative relationships in New Zealand and in other countries.

Policy makers should carefully consider the types of collaborative relationships that they promote as not all relationships generate public benefits. Firms should consider collaborative relationships as a possible option for acquiring new skills and, if they wish to learn through participation in such a relationship, then they should make this a specific objective.

The paper shows that the adoption of a qualitative approach allows a more insightful examination of collaborative relationships and learning.

Describes the Merlin Exercise and its use by the authors integrating two models of the future ‐ “forecasted” and “invented” – to educate management in the development of a strategic intent and in implementing such an intent.

The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.

Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).

The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.

This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.