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This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of European countries through the development of the so-called LLL key-competences.

Built on a quasi-systematic review, this contribution explores traditional and new methods for promoting the LLL transition, and then employability, in young adults (e.g. apprenticeship, vocational training, e-learning, etc.).

It argues the need to identify all the possible approaches able to support policymakers, as they can differently impact key-competence development.

Finally, based on the consolidated EU policy experience, we propose a strategy of implementation of the LLL programmes that facilitates the institutions’ decision processes for policy-making through the use of decisional support system.

The purpose of this paper is to offer an alternative framework and solution for balancing exploitation–exploration tensions and their management.

A case study method was adopted to uncover what underlies tensions and contradictions between exploitation–exploration that emerge for Chinese manufacturing companies due to the competitive global environment and their latecomer disadvantages when they source new technologies by cross-border mergers and acquisitions. The acquiring firm that acquires two companies is thus not a single but a cross-case study.

The authors present three contradictory points needing to be balanced and according to which three paradoxes emerge: exploitation from a similar knowledge base and innovation from a complementary knowledge base, efficiency and flexibility, as well as profit and breakthroughs. The authors theorize how paradoxical integration helps manage these interwoven tensions. Further, the assimilate-integration-apply (AIA) path suggests a new behavior logic and path choice for Chinese companies when they follow an ambidextrous strategy.

This paper has implications for future research and for companies’ everyday practice on ambidexterity in Chinese society.

The authors combine ambidexterity perspective and AIA path with linkage-leverage-learning (LLL) to offer an alternative framework and solution for balancing exploitation–exploration paradoxes in EE firms’ internationalization to increase LLL’s explanatory power.

This paper aims to investigate the internationalization motives behind location choice among emerging country business groups (EBGs) and the way in which institutional factors affect Türkiye’s foreign direct investment (FDI).

This study develops a multi-perspective framework that integrates the ownership, location and internalization (OLI) paradigm (Dunning and Lundan, 2008) and the linkage, leverage and learning (LLL) model (Mathews, 2006) with neo-institutional theory to explain the internationalization of EBGs. It adopts a multiple-case study research method relying on 14 semi-structured interviews with top executives to explore the internationalization strategy of a set of Turkish BGs.

This study supports the combination of the OLI paradigm, the LLL model and neo-institutional theory to explain EBGs’ internationalizing behaviors. Turkish BGs have adopted both asset exploitation and asset augmentation internationalization strategies. The institutional legitimacy mechanism moderates the internationalization motives of Turkish BGs, and their host country location choice and normative pressures are more salient than their regulative and cognitive pressures.

This study is based on a sample of EBGs from Türkiye, and this restriction limits the generalizability/applicability of the findings to BGs globally.

Few studies have considered EBGs and their internationalization strategies in the international business field. This paper puts forward an integrated framework for analyzing internationalization and legitimacy in the institutional context of EBGs. This study highlights that BGs bridge institutional voids. Focusing on Turkish BGs helps to answer Granovetter’s Coasian question and contributes to the understanding of emerging countries’ economic development.

Education and training are critical factors for achieving the Lisbon strategy's objectives of encouraging economic growth, competitiveness and social inclusion in the European Union (EU). The role of continuing vocational training (CVT) and its contribution to personal development and fulfilment is increasingly recognised in EU Member States' National Reform Programmes. In this context the main objective of this paper is to establish a ranking of the importance of the competences required by CVT trainers in Spain according to national lifelong learning (LLL) standards.

A combination of literature review analysis and evaluation of experts' participation is used, based on two‐round e‐Delphi techniques. The literature review analysis identified the criteria, sub‐criteria and indicators that describe the trainers' basic (pedagogical) and specific (skills, abilities, aptitude/attitude and attributes) competences. The questionnaire summarises a wide range of competences and skills related to Spanish trainers. It was distributed among 20 national experts (with experience ranging from three to 30 years in informal and non‐formal training and professional profiles such as training manager, high manager, training programmer, trainers and tutors among others) in order to evaluate the importance of different competences.

The analysis of the e‐Delphi expert evaluation yields two main findings. First, it provides a unique e‐Delphi draft that contains trainers' professional competences in a non‐formal permanent learning context. Second, it also includes the evaluation of their importance by 20 Spanish experts who are considered to be a qualitative national sample.

The role of European and Spanish trainers has changed in the last two decades. Trainers need wide recognition of their professional profile in a LLL framework. This requires the recognition of new and renewal of traditional competences, so that they can work as professionals of non‐formal education and assume responsibilities.

CVT takes on a variety of forms in different countries and also within a given country. Thus the identification and anticipation of competences and skills required by trainers as important actors on whom training quality and efficiency depends is important. In this case study, the analysis of the expert evaluations shows that specific competences/skills (personal abilities, attitudes in classroom and workshop), are very important in developing a trainer's professional figure. Traditional pedagogical competences (planning, imparting and evaluation) are not forgotten, but new skills have additional characteristics such as “identification, and analysis of training needs”, “training management”, “training implementation” and participant focus.

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

This paper aims to examine the relationships between the perceptions of library and information science (LIS) professionals about organizational culture (OC) and lifelong learning (LLL) in the university libraries of Pakistan.

The study uses a positivist paradigm and quantitative research method to examine the relationships between OC and the dimensions of LLL among the LIS professionals in the university libraries of Pakistan. Using a stratified sampling technique, data were collected, through a structured questionnaire, from a sample of 226 LIS professionals (out of N = 545) working in 97 university libraries of the country.

The results of the study found that the respondents’ perceptions about OC had positively correlated with their LLL in the study context. All the dimensions of OC predicted respondents’ LLL practices in the study context.

This study has practical implications for library leadership and LIS professionals to determine how the university libraries are likely to behave with LLL practices to accomplish the target goals.

The results of this study can be used as supporting source and rationale for university libraries to develop strategic plans and policies for implementing LLL practices among LIS professionals of academic libraries.

The published literature shows the absence of any credible research carried out to know the influence of OC on LLL of LIS professionals.

Based on the linkage-leverage-learning (LLL) framework developed by Mathews (2006), the purpose of this paper is to examine how linking, leveraging and learning capabilities influence the choice of foreign-entry mode, and the way such influences are contingent on context factors in the emerging markets.

Contrary to a prior literature applying the LLL framework, which mainly used case studies, this paper adopts a quantitative approach and is based on a sample of 321 Chinese listed companies to test the hypotheses.

The results show that multinational firms from emerging markets (EMFs) with stronger LLL capabilities are more likely to choose the wholly owned mode in foreign entries. In addition, the relationship between linking capability and wholly owned entry mode choice is weaker at higher levels of cultural distance between home and host country. At the same time, the relationship between learning capability and wholly owned entry mode choice is weaker at higher levels of cultural distance between home and host country, and of institutional distance between prior entries and the focal entry.

An entry mode strategy for firms without ownership advantages and the identification of boundary conditions for applying different LLL capabilities are recommended. The generalizability of the findings from a single-country setting still needs further validation with other emerging economies.

This paper treats internationalization of firms from emerging countries with a different perspective. The underlying idea in this study is that internationalization is not only a process for EMFs to utilize externally accessible assets abroad, but also a process of simultaneously combining internationalization with experiential learning and capability utilization in overseas markets. In addition, the authors also contribute to the literature by providing strong empirical evidence for validating the LLL model and extending the existing entry mode studies.

The research attempts to aim to evaluate the perception that different stakeholder groups have of one of the largest and most important Romanian university with respect to its sustainability orientation. The exploratory empirical research reveals some important aspects which must be closely pursued and properly implemented by the management of the university to further develop sustainability strategies. The paper offers a novel approach regarding the way a university can and must focus on different specific measures on sustainability to gain a better position on the educational market, to attract new students and lifelong learning (LLL) programme participants, as well as to become a trend setter for defining and transferring good practices within the society.

Data were collected by questionnaires and in-depth-interview guides which were distributed to different stakeholder groups: bachelor (undergraduate) and master’s students versus LLL programme participants coming from different high schools across the country enrolled on a training course organized by the university and high school principals versus staff members of the university holding coordination and/or management positions. The collected data were then analyzed by means of econometric analysis. Data validity, reliability and internal consistency were checked (Cronbach’s α coefficient, “item-to-total” correlation, the KMO criterion (>0.7) and Bartlett’s test of sphericity). With the help of exploratory factor analysis, the way in which different stakeholders value and perceive the specific measures and efforts undertaken by the university has been extracted.

Students, LLL participants and members of the university staff perceived the university’s positive orientation towards sustainability and the measures taken in this respect. All stakeholders expressed highly favourable opinions of the university’s dealings with different sustainability aspects, such as its attitude towards its employees, its performance within the higher education market and its establishment of an attractive and innovative educational programme, in compliance with sustainability principles, environmental protection and modern attitudes towards society.

The research has been conducted on a sample of students of bachelor and master level, belonging to the biggest faculty of the university (as to number of students and staff). In a more comprising study, the focus should also be on bachelor, master and PhD students of the other faculties of the university, as well as on citizens of the community or in general on people from Transylvania and/or Romania. The university under investigation is one of the most important employers of the region. Further dimensions of sustainable development could also be pursued in a future study.

The university shows an orientation towards civil society by means of specific actions and programs. The university supports and takes part in the organization of cultural and artistic events in cooperation with local authorities and other cultural and/or social institutions and organizations. Respondents also refer to some examples of best practices that might be applied by education institutions to educate young people towards developing a proper sustainable mentality.

There exist almost no comparative empirical studies of sustainability on Romanian universities that take account of the perspectives of students, LLL participants and staff members. The findings have a high potential in developing a proper strategy for the university involved but could also be used by the government if designing a national wide policy regarding this issue. Different authors argue that young people are more conscious about sustainability, organic stuff, environmental protection, green marketing, etc. Taking into consideration the sensitivity of young peoples (students, staff members, etc.), as well as the fact that the university establishes social trends, the idea of studying sustainability in a university could be regarded as a novelty approach.

Current research on small to medium enterprise (SME) internationalization has generated valuable insight but continues to overlook the activities of business-to-business (B2B) SMEs located in small emerging economies. This study aims to fill this gap by testing the applicability of the ownership, location and internalization (OLI) framework to understand the internationalization strategies of small B2B firms in Trinidad and Tobago, a small emerging Caribbean economy.

The study used a qualitative research design, which involved in-depth interviews with senior executives of three firms in the B2B sector who were knowledgeable about their firm’s internationalization process. Thematic analysis was then used to understand the motivations and strategies underpinning the internationalization approach adopted by each firm.

Contrary to the stereotype of SMEs in emerging markets as fragile enterprises, there is evidence that firms exploited the development of innovative products and processes to facilitate foreign market entry and expansion. Additionally, firms overcame resource limitations by relying on governmental ties and leveraging networking opportunities. The findings also call attention to the impact of organizational learning and the role of knowledge as a dynamic capability.

Both the context of the study and the application of the OLI framework contributes to the extant literature by yielding substantive insights into the internationalization strategies of B2B firms in a small emerging economy. The findings further highlight how the OLI framework can be supplemented by other theoretical perspectives to better understand internationalization by emerging market SMEs.

The purpose of this paper is to examine the theories used to study the international equity-based entry mode strategies of emerging market multinationals (EMMs) and the contribution of these studies to extant literature.

The authors conducted a systematic review of the literature. A total of 73 articles were identified from key management, international business and international marketing journals published between 2000 and June 2015. Articles were analysed according to the theory(ies) used, thematic area, methodology, home/host countries studied and findings.

Despite the great interest around the topic of how the antecedents and outcomes of EMMs’ international entry mode strategies may challenge and amend existing theories, the findings that come out of this research mirror patterns observed in the entry mode literature in general. Whilst traditional perspectives such as internalisation theory and the OLI paradigm remain prevalent, a growing number of studies draw on institutional theory and combine multiple theoretical perspectives. Newer theories developed specifically to study EMMs (e.g., the springboard perspective) are used in only five studies and challenged to differentiate their theoretical underpinnings from extant literature. Overall, the theoretical contribution of EMM studies is simply a change in emphasis from the role of firm-specific factors towards the influence of home country institutions on entry mode strategies. The authors conclude that the literature has only made tweaks at the edge of theories with no significant changes to extant theorisations.

This is the first systematic review of the literature focusing specifically on the international equity-based entry mode strategies of EMMs.