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The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances.

An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data.

The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment.

This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment.

Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times.

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.

This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

Global challenges that the world faces today call into question people's understanding of sustainability and the actions to be taken to meet that ideal. The role assigned to education in promoting sustainability by international documents has yet to be applied to national strategies in many countries. This paper aims to promote a strategic approach and to identify techniques for analysis to be used in development of quality education programs, tailored to specific needs in protected areas and to sustainability goals in a particular social context.

Using an adult education approach and social science methodology, a proposal for a research framework is offered, seeking a better understanding of the role of education in improving sustainable protected area governance. Within the framework of sustainable development and lifelong learning concepts, the existing gap in the field is discussed and a brief review of the issues present in Serbia as a country in transition is given.

This approach may be modified to specific contexts and goals, and applied with this purpose to other similar social environments, especially in countries in transition within the region. It may lead to creating more adequate education programs and increased capacities for managing protected areas.

The paper moves away from a project‐driven, ad hoc and rather scholarly to an integral approach to capacities for sustainable protected area governance, including an institutional, organizational and individual level and a lifelong learning perspective. It also promotes a specific, contextual and participatory definition of sustainability, rather than seeking for a universal one.

Describes the early stages of university executive education, including MBA and non‐degree executive development programmes, and gives examples of early in‐house executive education. Examines the current university EMBA and speciality programmes and today’s in‐house facilities. Sets out advantages and disadvantages of the two approaches, and considers a customized approach ‐ a movement towards jointly designed executive education, combining university and in‐house features. Looks at the future of executive education, the two most important trends being the effects of global competition and evolving corporate needs, and discusses future executive programmes ‐ university, in‐house and cutomized. Highlights the implications of recent developments in technology, and suggests that the underlying theme for tomorrow’s executive education is the likelihood of more company involvement.

This case study aims to show how a strategic intervention, using an in-house delivered university entrepreneurship education program, cultivates an entrepreneurial mindset and effective innovation culture amongst company staff. The intervention produces a measured change in staff decision making style from analytical to a more intuitive style. Also assessed is the resulting management-style change to the firm’s internal environment, strategic motivation and performance.

Through a qualitative longitudinal study of Partners and staff in the firm, the authors measure the impact of the selection, integration and performance of in-house entrepreneurship education on firm culture.

The authors identify organisation factors that inhibit staff entrepreneurial behaviour and by integrating an in-house education intervention, demonstrate unambiguously the resultant effective culture and entrepreneurial mindset.

Generalising results from this single longitudinal case study requires caution. The positive outcome from the in-house education concept can be considered for further evaluation within other organisations.

Using an entrepreneurial health-audit to assess in-firm cultural behaviour enables management to identify factors fostering/inhibiting entrepreneurial activity and devise interventions to cultivate a firm-wide entrepreneurial mindset.

In-house education is not a new concept, but a targeted focus on entrepreneurship applied strategically to a committed firm shows outstanding results. The added-value is in the demonstrated enhancement to effective innovation outcomes.

The purpose of this paper is to explore why corporations are forming corporate education partnerships with universities and the role of corporate education programmes.

The paper presents the findings from quantitative research involving 79 senior managers from North America, the UK, and Australia responsible for the management of their university‐corporate education partnerships.

The research finds that the primary reason for establishing university‐corporate education partnerships is to provide a recognised university award programme to complement an organisation's in‐house education programmes. Also, by aligning with a university an organisation is able to add strength and credibility to its in‐house corporate education programmes.

The research provides an insight into the growing role of university‐corporate education partnerships and helps to quantify some emerging aspects of these partnerships.

In this era of Fourth Industrial Revolution, also known as Industry 4.0, additive manufacturing (AM) has been recognized as one of the nine technologies of Industry 4.0 that will revolutionize different sectors (such as manufacturing and industrial production). Therefore, this study aims to focus on “Additive Manufacturing Education” and the primary aim of this study is to investigate the impacts of AM technology at selected South African universities and develop a proposed framework for effective AM education using South African universities as the case study.

Quantitative research approach was used in this study, that is, a survey (questionnaire) was designed specifically to investigate the impacts of the existing AM technology/education and the facilities at the selected South African universities. The survey was distributed to several students (undergraduate and postgraduate) and the academic staffs within the selected universities. The questionnaire contained structured questions based on five factors/variables and followed by two open-ended questions. The data were collected and analyzed using statistical tools and were interpreted accordingly (i.e. both the closed and open-ended questions). The hypotheses were stated, tested and accepted. In conclusion, the framework for AM education at the universities was developed.

Based on different literature reviewed on “framework for AM technology and education”, there is no specific framework that centers on AM education and this makes it difficult to find an existing framework for AM education to serve as a landscape to determine the new framework for AM education at the universities. Therefore, the results from this study made a significant contribution to the body of knowledge in AM, most especially in the area of education. The significant positive responses from the respondents have shown that the existing AM in-house facilities at the selected South African universities is promoting AM education and research activities. This study also shows that a number of students at the South African universities have access to AM/3D printing lab for design and research purposes. Furthermore, the findings show that the inclusion of AM education in the curriculum of both the science and engineering education is South Africa will bring very positive results. The introduction of a postgraduate degree in AM such as MSc or MEng in AM will greatly benefit the South African universities and different industries because it will increase the number of AM experts and professionals. Through literature review, this study was able to identify five factors (which includes sub-factors) that are suitable for the development of a framework for AM education, and this framework is expected to serve as base-line or building block for other universities globally to build/develop their AM journey.

The survey was distributed to 200 participants and 130 completed questionnaires were returned. The target audience for the survey was mainly university students (both undergraduate and postgraduate) and the academics who have access to AM machines or have used the AM/3D printing lab/facilities on their campuses for both academic and research purposes. Therefore, one of the limitations of the survey is the limited sample size; however, the sample size for this survey is considered suitable for this type of research and would allow generalization of the findings. Nevertheless, future research on this study should use larger sample size for purpose of results generalization. In addition, this study is limited to quantitative research methodology; future study should include qualitative research method. Irrespective of any existing or developed framework, there is always a need to further improve the existing framework, and therefore, the proposed framework for AM education in this study contained only five factors/variables and future should include some other factors (AM commercialization, AM continuous Improvement, etc.) to further enhance the framework.

This study provides the readers and researchers within the STEM education, industry or engineering education/educators to see the importance of the inclusion of AM in the university curriculum for both undergraduate and postgraduate degrees. More so, this study serves as a roadmap for AM initiative at the universities and provides necessary factors to be considered when the universities are considering or embarking on AM education/research journey at their universities. It also serves as a guideline or platform for various investors or individual organization to see the need to invest in AM education.

The contribution of this study towards the existing body of knowledge in AM technology, specifically “AM education research” is in the form of proposed framework for AM education at the universities which would allow the government sectors/industry/department/bodies and key players in AM in South Africa and globally to see the need to invest significantly towards the advancement of AM technology, education and research activities at various universities.

Intense competition, rapid technological changes and modern aspects of management force any enterprise to put emphasis on their personnel and invest in their training and education. In terms of in‐house education and training, experiential learning is chosen to be analyzed in this particular paper. The paper aims to present experiential methods developed by trainers during the process of carrying out in‐house training programs with the aim of motivating trainees to learn through participative experiences and simultaneously adopt for their part another way of thought, action or behavior. It also seeks to examine the reasons why experiential learning is important and the conditions under which this kind of knowledge can be effective.

The paper presents a general review of a range of experiential learning methods.

The paper results in a useful checklist for developers and trainers to assess the level of experiential learning they are currently offering.

The paper provides definitions of the three types of experiential learning and identifies the key reasons for including these types of developmental activities in any trainers portfolio of approaches.

The need to give force to change efforts is a problem of importance to all organizations. This paper addresses change efforts that are reinforced by in‐house executive education programs, in particular those that occur in educational institutions. Tracing the development of an in‐house executive education effort in a state university, this case study begins with the President’s cabinet meeting that endorsed the training that was to take place. It takes us through the process of how that training was designed, implemented, evaluated, and subsequently modified and then compares the results of the program to findings in the executive education literature. The study concludes that the program as conducted reinforces three critical aspects of effective executive education: that it be intimately tied to anticipating and causing industry change, that it focus on the centrality of active distributive leadership, and that it engage participants in activities that translate into action plans linked to actual organizational outcomes desired by the institution.