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The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations.

This is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13.

Overall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue.

Pedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager.

This study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.

This study aims to integrate social embeddedness with learning society philosophy to explore how grassroots associations of Indigenous women tourism entrepreneurs can leverage their social network to co-create value.

A critical feminist perspective considers the intersectional experiences of Indigenous women tourism entrepreneurs from the rural Manasalu region of Nepal. Twenty-one semi-structured interviews with local tourism stakeholders were carried out. Hermeneutics in tandem with Indigenous methods of analysis ensured consideration of Indigenous ontologies and social locations beyond being merely theoretically driven.

A paradox of Indigenous women’s empowerment emerged where several efforts for empowerment presented themselves as a double-edged sword. Individuals’ social capital and social support for the sustenance and stability of grassroots associations ensure collective and continuous learning through a value-creation framework.

Collective self-reflection and self-determination for knowledge creation and sharing amongst social ties shed new light on the role of an Indigenous standpoint on value creation.

To the best of the authors’ knowledge, this is the first study that captures how the intersectionality of Indigenous women entrepreneurs in grassroots associations use their social capital through contesting, leveraging and learning to transform their social network into a value network.

Mindfulness is the human ability to be fully present, aware of where we are and what we're doing. This study explores on the impact of mindfulness on different elements of knowledge management, knowledge creation, knowledge sharing and knowledge hiding.

The authors undertake an inductive reasoning approach whereby they try to generate themes from specific observations and conceptualize the theory of mindfulness and knowledge transfer.

This study finds out that mindfulness critically facilitates an open environment and enhances the clarity of thought which aids in effective knowledge creation. Such a realistic understanding about the present scenario encourages employees to share knowledge and equips them to collaborate and effectively work in teams. Surprisingly, this study also finds that mindfulness increases the result orientation to the extent that employees tried to hide knowledge from their co-workers targeting certain self-desired outcomes. In other words, similar to knowledge creation and knowledge sharing, mindfulness increases agenda-based knowledge hiding.

The theory of mindfulness and knowledge transfer states that mindfulness increases knowledge creation, knowledge sharing and agenda-based knowledge hiding.

Given the critical importance of green innovation (GI) for organizations in developing economies, this study aims to examine the interrelationship between knowledge management (KM) enablers, KM processes and GI. The research also indicates that certain combinations of KM enabler dimensions and KM processes can lead to better GI.

The study sample consists of 328 participants from Pakistan's medium- and large-sized manufacturing enterprises. Smart PLS 3.2.9 is used to verify the relationships. Moreover, the fuzzy set qualitative comparative analysis (fsQCA) investigates configurational paths for improving GI.

The results demonstrate that KM enablers significantly affect two aspects of GI – green product and process innovation – and KM processes. Moreover, KM processes significantly enhance two aspects of GI. The fsQCA findings indicate multiple combinations of KM enablers and KM processes dimensions that result in better GI.

To better understand the critical role of knowledge resources, future studies should explore the potential mediating mechanisms of KM processes or the moderating effects of strategic organizational factors in the relationship between KM enablers and GI.

The study offers valuable insight and a unique approach for policymakers and executives of corporations in developing countries to enhance their organizations' GI capacity through KM enablers and KM processes.

This research contributes to bridging research gaps in the literature and advances insights into the interrelationship among KM enablers, KM processes and GI. In addition, the study offers methodological significance by combining direct and configurational techniques to address two distinct facets of GI.

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 chapter aims to discuss the challenges facing these countries building productive capacity for development. This chapter makes use of data published by international organizations as indicators for measuring the state of development in the Arab region. Several indicators are presented to compare Arab countries with other world regions. The use of data identifies some of the gaps that countries in the Arab region need to close to strengthen capacity building for development and fostering economic growth. The findings from the data presented reveal that the productive structure in most Arab countries remains weak to generate production linkages and provide incentives for investment in nonenergy sectors. The failure of the export-led growth model to diversify output and promote development in energy producing countries has increased the dependence of these countries on global trade. Fluctuations in commodity prices and uncertainty about global demand for energy have influenced the ability of the state to construct strategies for rapid transformation. Except for the energy sector, the productivity of nonoil sectors remains low reflecting inadequate incentives and ineffective entrepreneurial capabilities. The study examines the challenges for building productive capacity in the Arab world. It illustrates the failure of the led-export model and its inability to prompted economic diversification, especially in the Gulf countries. The study contributes to the literature on capacity building in the Arab world so that to encourage researchers and students of development conducting studies concerning the main development challenges facing these countries.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

This study aims to extend ambidexterity theory from the perspective of organisational learning and examine how process ambidexterity, which comprises operational flexibility and operational routine, responds to environmental uncertainty and ultimately reduces organisational risks.

This study tests the hypotheses by analysing 464 annual reports of 115 listed companies in the Chinese agricultural and food industry using content and secondary data analyses. Four case studies are also provided.

The results show that (1) environmental uncertainty has a positive effect on either operational flexibility or operational routine; (2) both operational flexibility and operational routine have negative effects on organisational risks, supporting the view that process ambidexterity mediates the relationship between environmental uncertainty and organisational risks; and (3) organisational slack plays the role of “double-edged sword” by negatively moderating the effect of environmental uncertainty on operational flexibility and positively moderating the effect of environmental uncertainty on operational routine.

In an uncertain environment, companies are exposed to greater risk. This study contributes to risk management in three ways: first, it extends ambidexterity theory to process management and proposes how process ambidexterity balances operational flexibility and routines. Second, it distinguishes between the different conditions under which flexibility or routines are superior. Third, it explains the mechanisms related to how organisations can resolve environmental uncertainty into risk through process ambidexterity.

In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.

This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.

The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.

The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.

This study stands out as it explores an underexamined area while providing novel educational insights.