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This paper aims to contribute to international business research by providing an integrative framework of the factors determining the learning process of outsourcing companies in developing countries.

A systematic review of the literature was performed with an analysis of 84 articles published in peer-reviewed academic journals, published between 2000 and 2020.

The results show that the different factors should be seen as complementary and not mutually exclusive. It is the interaction between macro and micro factors that jointly shape the learning of developing country subcontractors. Moreover, the results of the analysis show that many existing studies have not been based on specific theoretical frameworks.

This study develops a roadmap of the current state of research on the determinants of learning among developing country subcontractors and offers suggestions to guide future research. The authors conclude with a call for methodological advancement and theory development on the topic.

To the best of the authors’ knowledge, this study proposes the first comprehensive review of the literature on the factors determining the learning of subcontractors in developing countries. The authors have tried to provide an integrative analytical framework to discuss what has been known and what needs to be known in this regard.

The purpose of this paper is to understand the nature of leadership development (LD) methods adopted by companies operating in Syria by exploring the content, purpose, and the implantation of LD methods.

Middle and top managers were asked via semi-structured interviews to describe the content, purposes, and implementation of LD practices.

The findings revealed that the LD interventions are mixed between experiential learning and self and team analysis. Specifically, five major methods or activities used in Syria: action learning, coaching, feedback, rotation, and networking. These methods and activities were not only used for a specific purpose, but also for multiple purposes.

Research data were conducted during what was called the Arab Spring, which has negative implications not only on the participants, but also on the way they responded to questions. In addition, the for-profit sector was only involved in the study because of its flexibility, lack of bureaucracy, and the application of LD.

This study is the only study that investigated LD methods and activities in Syria.

This study explores resilience learning from uncertainty, taking a holistic view by considering individual, firm and contextual factors. Resilience development is understood by focusing on how uncertainty is related to entrepreneurs and their environment, suggesting that developing resilience needs to be a continuous learning process.

This qualitative study explores factors related to entrepreneurial uncertainty, resilience and learning. Evidence is drawn from interviews with rural entrepreneurs in two regions of Indonesia, and analyzed using a rigorous approach to generate codes, second-order themes and aggregate dimensions for the theoretical contributions.

Uncertainty readiness, uncertainty response and uncertainty opportunity for resilience emerge as the key learning areas from this study. They are related to resilience on a personal, community and systemic level. The proposed framework relates learning from uncertainty to the process of developing resilience for entrepreneurs and their communities.

This study proposes a framework based on resilience motivation and learning from uncertainty as usual. It explores the relationships between uncertainty readiness, responses and opportunities with personal, relational and systemic resilience factors. This contributes to entrepreneurship behavior research at the intersection of organization studies and management in the socio-economic and often informal context of developing countries.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Seeks to develop a model of different, contradictory, and even paradoxical, trends and approaches to management development (MD). Reviews current generic approaches to MD and offers a framework for the analysis of these approaches, based on Kolb’s work on experiential learning. Develops a four‐old analytical model which embraces both the practice and theory of MD in the UK and elsewhere. Makes brief mention of attempts to develop programmes for strategic managers, as opposed to more generic, usually operational manager‐oriented, programmes. Examines the relative paucity of advice on the development of strategic managers and whether there are qualitative differences between developing strategic and other managers.

This paper aims to investigate how manufacturers can foster insights and improvements from real-time data among shop-floor workers by developing organisational “learning-to-learn” capabilities based on both the lean- and action learning principle of learning through problem-solving. Second, the purpose is to extrapolate findings on how action learning can enable the complementarity between lean and industry 4.0.

An insider action research approach is adopted to investigate how manufacturers can enable their shop-floor workers to foster insights and improvements from real-time data at VELUX.

The findings report that enabling shop-floor workers to use real-time data consist of developing three consecutive organisational building blocks of learning-to-learn, learning-to-learn using real-time data and learning-to-learn generating real-time data − and helping others to learn (to learn).

First, the study contributes to theory and practice by demonstrating that a learning-to-learn capability is a core construct for manufacturers seeking to enable shop-floor workers to use real-time data-capturing systems to drive improvement. Second, the study outlines how lean and industry 4.0 complementarity can be enabled by action learning. Moreover, the study allows us to deduce six necessary conditions for enabling shop-floor workers to foster insights and improvements from real-time data.

Firms face the challenge of developing learning capabilities that enable them to work as part of an effective business network. While an extensive literature examines learning capabilities within the firm, little attention has been given to shared learning that occurs between networked firms. This study aims to explore how a manufacturer and businesses services provider learn to develop their supply network. Specifically, this research investigates four areas of shared learning that are central to supply network success, and discusses the development of shared learning capabilities within a supply network.

The paper presents an in‐depth, longitudinal case study of a supply network that involves an engineering company and two business services suppliers.

The study suggests that developing shared learning capabilities in four key areas is imperative for network success: business relationships, customers’ desired values, firm boundaries, and network structures. Furthermore, there are three distinct types of shared learning that were common to all four areas of shared learning identified. These are: strategic shared learning, operational shared learning, and exchange shared learning.

The research findings are based on a single case study. Additional research across multiple case studies is needed in order to verify the findings reported.

The four learning areas have significant managerial implications for the way managers develop mechanisms to capture and share learning associated with developing supply networks.

This research addresses a gap in the literature concerning the areas of learning capabilities for developing a supply network. The findings are important to research and practice with regard to how companies develop learning capabilities.

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

This study aims to examine the factors affecting behavioural intention to use E-learning during the COVID-19 pandemic. The study applies the unified theory of acceptance and use of technology 2 (UTAUT2) to identify the factors that predict intention to use E-learning. Also, the study examines the effect of personal innovativeness in information technology and perceived financial cost on intention to use E-learning.

The study adopted a cross-sectional quantitative study design involving 617 university students. The data was collected through an online survey due to the COVID-19 restrictions. The proposed hypotheses were analysed using partial least squares structural equation modelling.

The study found that personal innovativeness in information technology, perceived financial cost, performance expectancy, hedonic motivation and social influence have a significant effect on the intention to use E-learning. Contrary to expectation, habits, effort expectancy and facilitating conditions did not predict intention to use E-learning.

The study was conducted on university students and did not include other school-going students and working professionals. Also, the study sample was not drawn from many universities. The study used a quantitative approach. The use of a mixed-methods approach could provide deeper insights into the factors affecting the intention to use E-learning in developing countries.

The practical implications inform policymakers and educational institutions on how E-learning adoption can be enhanced. In this context, social influence, performance expectancy, hedonic motivation, personal innovativeness and perceived financial cost are identified as predictors of intention to use E-learning. This study has implications for the development of E-learning systems and the promotion of the use of E-learning in the context of developing countries.

The study is amongst the few studies from a developing economy to use the UTAUT2 model to examine students’ intention to use E-learning. The study proposes the inclusion of personal innovativeness in information technology and perceived financial cost as factors predicting intention to use E-learning. Again, the study adopts importance-performance matrix analysis to provide decisional areas where management may improve for successful E-learning acceptance and use.

The aim of this paper is to explore how a teaching restaurant could be developed as an internal research (R), development (D) and innovation (I) environment based on the ideas of the students and the teachers.

Theoretical framework is composed of constructivist pedagogy. The four types of internal environments, namely learning, development, research, and innovation are described. A case organization's pedagogical model of Learning by Developing is illustrated. Empirical data were collected by utilizing a sentence completion method from the students and the teachers at the case teaching restaurant.

The empirical results illustrated that a teaching restaurant could be developed from the viewpoints of all four environments. However, the students and the teachers do not necessarily perceive a great difference between the aforementioned environments. Furthermore, the students identify more innovative research, development, and innovation (R&D&I) opportunities when compared to the teachers. The socio-cultural constructivist pedagogy was emphasized in the form of team work.

When developing a teaching restaurant, both the students’ and teachers’ ideas could be collected. Also both cognitive and socio-cultural constructivist pedagogy proved applicable.

A teaching restaurant offers possibilities for constructive learning, R&D&I which can be applied to skills, processes, and services for both individual students and students as team members.