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Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this paper is to confirm these benefits of SL and EL in a work-based learning environment.

This case study research monitored changes in learning outcomes of a work-based EL training, the Model Warehouse, when adding SL. The Model Warehouse of the Karlsruher Institute for Technology, Germany intends to educate professionals in lean warehouse logistics. Following a pragmatic standpoint, two groups of students were considered and compared by using multiple-choice question based knowledge tests where one group participated in an additional SL session. The experiences and perceptions of students were assessed by conducting in-depth interviews.

Findings revealed that adding SL to the EL training resulted either in students’ knowledge retention or knowledge improvement. Additionally, participants of the SL session did not perceive it as being required to strengthen understanding of lean warehouse management.

This study recommends considering SL as an effective means to significantly enhance long-term knowledge retention of any work-based or EL training.

This study confirms the benefits of SL and EL drawn from laboratory-based studies in a real business context. Adopting both learning theories in training programmes which converge with realities of the workplace results in a significant improvement of long-term knowledge retention.

The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer.

The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company’s multicultural work environment.

The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today’s globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a “two-edged sword”, providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building.

The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.

This paper aims to analyse the most significant disruptive events affecting tourism during the twenty-first century, particularly the 2020 COVID-19 pandemic.

Based on a thorough literature review, this study takes a complexity science approach to the field of tourism to shed light on the challenges of disruptive events in tourism systems.

Focusing on the COVID-19 pandemic, in particular, this study acknowledges that disruptive events are complex and have tremendous impacts on several areas of society: people’s psychological well-being and the health-care system, as well as social, economic, cultural, technological, environmental and political dimensions. Whether they occur alone or interact, these dimensions add varying levels of complexity to the tourism system. In response, the tourism industry can adopt a resilience model as a crisis management tool to address disruptive events affecting this field.

As this paper is mainly theoretical, future empirical research will contribute to refining the findings and testing the usefulness of the proposed model.

The paper looks at examples of successful and unsuccessful of COVID-19 outbreak management in various countries to analyse issues such as crisis management, resilience and tools for coping with the impacts of disruptive events.

This theoretical paper proposes a first taxonomy of the multidimensional impacts of twenty-first-century disruptive events on tourism and dissects the phases of crisis management, with a corresponding conceptual model.

本文分析了21世纪影响旅游业的最为重要的破坏性事件, 尤其关注2020年新型冠状病毒肺炎大流行

本文将复杂性科学方法应用于旅游领域, 通过全面的文献综述, 揭示破坏性事件给旅游系统带来的挑战。

本文承认破坏性事件, 特别是新型冠状病毒肺炎大流行, 复杂且影响巨大, 涉及心理、医疗、社会、经济、文化、技术、环境和政治等诸多方面。这些影响不管是单一的还是相互作用的, 都在不同程度上增加了旅游系统的复杂性。旅游业可以将弹性模型作为危机管理工具, 以应对其领域内的破坏性事件。

本文首次提出了21世纪破坏性事件对旅游业的多维影响的分类法, 并对危机管理的各个阶段进行了剖析。本文还提出了一个综合模型。

由于本文以理论为主, 未来的实证研究将有助于完善研究结果和验证所提出模型的实用性。

本文着眼于不同国家新冠疫情管理的成功和失败案例, 分析危机管理、复原力以及应对破坏性事件影响的方法等问题。

Identificar los eventos disruptivos mundiales más importantes que han afectado el turismo en el siglo XXI poniendo especial atención en la pandemia causada por el COVID-19 en el 2020.

Mediante un enfoque a las ciencias de la complejidad aplicado al turismo y una exhaustiva revisión bibliográfica, este artículo esclarece el reto que significa un evento disruptivo en el turismo.

Los eventos disruptivos, en particular el COVID-19, son complejos y generan un alto impacto tanto en el aspecto psicológico, sanitario, social, económico, cultural, tecnológico, medioambiental y político. En su interacción, todos ellos añaden un diferente grado de complejidad al sistema del turismo. Este artículo propone adoptar un modelo de resiliencia como herramienta de gestión de crisis para afrontar eventos disruptivos en el campo del turismo.

Proponer una primera clasificación de los impactos multidimensionales de los eventos disruptivos del siglo XXI en el turismo y un desglose de las fases de gestión de crisis, como así también proponer un modelo integrador de ambos aspectos propios de un evento disruptivo.

Debido al carácter teórico de este artículo, el modelo integrador sugerido representa un marco prometedor para futuras investigaciones en el plano empírico.

Este artículo presta atención a aquellos países que han gestionado la pandemia de forma exitosa o no, para así tener una mejor noción de gestión de crisis y herramientas para hacer frente a futuros eventos disruptivos.

This study aims to explain how learning occurs in collaborative retailer–logistics service provider (LSP) relationships. The research is guided by two research questions, addressing absorptive and desorptive capacities and the interaction between these capacities.

The study is based on a case study of a Swedish, collaborative retailer–LSP dyad. The empirical data are structured around five specific learning situations within the retailer–LSP dyad.

The findings provide an explanation for how learning occurs within a collaborative retailer–LSP relationship based on subprocesses of absorptive and desorptive capacities. The interaction between these processes is found to rely on two types of support: one-directional and bidirectional. The findings also indicate positive outcomes of learning, such as improved cost efficiencies in warehouse operations, better customer services and improved long-term strategic planning.

This study shows how retailers and LSPs can learn from each other and together create an improved logistics system for end customers.

This research takes into account absorptive and desorptive capacities in a collaborative retailer–LSP relationship. This study enhances the understanding of inter-organisational learning processes in a retail logistics context.

Long-term forecasts about commodity market indicators play an important role in informing policy and investment decisions by governments and market participants. Our study examines whether the accuracy of the multi-step forecasts can be improved using deep learning methods.

We first formulate a supervised learning problem and set benchmarks for forecast accuracy using traditional econometric models. We then train a set of deep neural networks and measure their performance against the benchmark.

We find that while the United States Department of Agriculture (USDA) baseline projections perform better for shorter forecast horizons, the performance of the deep neural networks improves for longer horizons. The findings may inform future revisions of the forecasting process.

This study demonstrates an application of deep learning methods to multi-horizon forecasts of agri-cultural commodities, which is a departure from the current methods used in producing these types of forecasts.

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.

We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.

The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.

Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.

The study promotes equitable education, which eventually promotes learning outcomes of the students.

We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

The purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred from a production context to a knowledge work context for the purpose of becoming a learning organization while enhancing performance. This is important to study because many organizations struggle to enhance efficiency in the short term while still trying to be long-term learning oriented (i.e. learning organization development).

The authors draw on theory on learning interventions to show how lean practices for problem-solving can foster learning and help an organization to become adaptive. This study’s subject is a non-production department of 100 employees at the LEGO corporation. The authors applied survey results from a natural experiment lasting 18 months between a pre-measurement survey and a post-measurement survey. The results were compared to a control department of 50 employees who were not exposed to the lean practices intervention. The authors’ focus was on the individual level as individuals have different perceptions of lean practices, performance, and learning.

Using repeated-measures tests, difference-in-difference regressions analyses, and structural equation models, the authors find that a package of contemporary lean practices for problem-solving, along with leaders who function as learning facilitators, significantly improved learning organization dimensions while also enhancing efficiency and quality and that learning organizations positively mediate the relationship between the lean intervention and quality-related performance, while efficiency is directly affected by the lean interventions. Data from LEGO's key performance indicators (KPIs), benefit trackers, on-site observations and more than 40 interviews with managers provided results that were consistent with the survey data. A detailed description of the lean practices implemented is provided to inspire future implementations in non-operations environments and to assist educators.

The authors contribute to the learning literature by showing that a learning-to-learn approach to lean management can serve as an active and deliberate intervention in helping an organization becoming a learning organization as perceived by the individual organizational members. The authors also add to the lean literature by showing how a learning approach to lean, as used by LEGO, can positively affect short-term efficiency and quality and create a foundation for a longer-term competitive advantage (i.e. a learning organization) in a non-production context. By contrast, most of the lean literature streams treat efficiency separately from a learning organization and mainly examine lean in a production context.

The extant literature shows three research streams on lean, learning, and performance. The authors built on these streams by trying to emphasize both learning and efficiency. Prior research has not empirically tested whether and how the application of problem-solving lean practices combined with leaders as learning facilitators helps to create a comprehensive learning organization while enhancing performance in a non-production context.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

Virtual reality (VR) technologies have been gaining popularity in training and development in many fields to promote embodied training. However, its adoption in management has been slow and rigorous empirical research to understand its impact on learning and retention is scarce. Thus, this paper aims to examine the benefits of VR technologies for management training.

Through a longitudinal experiment comparing VR platforms and a traditional video platform, this study examines two as yet unexplored benefits of VR technologies vis-à-vis management training – the cognitive outcome and affective reaction of the training experience over time.

This study finds that, for cognitive outcomes, immediate gains are similar across video and VR platforms, but subsequent knowledge retention is significantly higher for VR platforms. In terms of affective reaction, VR platforms generate significantly more enjoyment, which carries over to two weeks later, and is partially associated with higher knowledge retention.

This study has implications for management and human resource trainers and system designers interested in integrating VR for training and development purposes.

This study makes a unique contribution by unpacking the long-term benefits of an embodied training system, as well as identify a possible link between cognitive outcomes and affective reaction.

This study aims to explore the management learning during a long-term crisis like a pandemic. The paper addresses both what health-care managers have learnt during the COVID-19 pandemic and how the management learning is characterized.

The paper is based on a qualitative case study carried out during the COVID-19 pandemic at two different public hospitals in Sweden. The study, conducted with semi-structured interviews, applies a combination of within-case analysis and cross-case comparison. The data were analyzed using thematic deductive analysis with the themes, i.e. sensemaking, decision-making and meaning-making.

The COVID-19 pandemic was characterized by uncertainty and a need for continuous learning among the managers at the case hospitals. The learning process that arose was circular in nature, wherein trust played a crucial role in facilitating the flow of information and enabling the managers to get a good sense of the situation. This, in turn, allowed the managers to make decisions meaningful for the organization, which improved the trust for the managers. This circular process was iterated with higher frequency than usual and was a prerequisite for the managers’ learning. The practical implications are that a combined management with hierarchical and distributed management that uses the normal decision routes seems to be the most successful management method in a prolonged crisis as a pandemic.

The gained knowledge can benefit hospital organizations, be used in crisis education and to develop regional contingency plans for pandemics.

This study has explored learning during the COVID-19 pandemic and found a circular process, “the management learning wheel,” which supports management learning in prolonged crises.