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This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania.

A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work.

The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions.

The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.

The purpose of this paper is to analyse how the government, Lelija management and society realized the fact that being a global organization unethical labor practices will reflect badly on human resources management, the company, and the reputation of the country as a whole.

In the analysis of social facts, knowledge also consists of already existing ethical norms and values derived from practice, definitely designated, explicitly articulated and unambiguously evaluated. It especially applies to business, professional, and organizational practice. In case analyses, the authors usually deal with events that are presented from a certain viewpoint. However, it is essential to follow the objectivized knowledge and articulated standards. As it will be discussed later, the major parts of information sources for the Lelija's case are competing daily newspapers of Lithuania, their web sites.

Social realities associated with employment are relations between employers and employees, a labor agreement, working conditions, tasks and compensation for its fulfilment. Irrespective of contradictions of the subjective interests and opinions that accompanied the reality of poor working conditions at Lelija, media outlets have provided a verifiable information about violations of labor laws and payment of fines as restitution.

The present case is prepared for classroom teaching since resort to the journalist material is not very suitable for investigative analysis of cases. It is important to distinguish between facts, evaluation and real circumstances where the facts emerged. This factor is well taken care by the authors while preparing the case.

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

The purpose is achieved by proposing portfolio use for documenting adults' personal and professional growth as part of their learning outcomes gained through non‐academic learning, including informal learning, work‐based learning and non‐formal learning that occurred outside one's workplace. To gain insights into the use of the portfolio for documenting adults' personal and professional development through different learning environments qualitative/content analysis was used, with the focus on the descriptions of adults' learning outcomes according to Carter's taxonomy. The study involved 11 portfolios drafted by candidates having claims for academic credits in a management study programme at Mykolas Romeris University in Vilnius, Lithuania. A learning format combining a portfolio development seminar followed by online consultations was created by the university; it was aimed at supporting candidates seeking academic recognition of their learning outcomes gained outside academia in exploring their non‐academic learning experience.

A structured portfolio and, more specifically, the portfolio based on Carter's taxonomy used as a tool for empowering the candidates has highlighted three important aspects of their learning claim, i.e. personal qualities, skills and knowledge as acquired in the non‐academic environment and built the basis for proof of personal and professional development in line with the requirements of existing university modules.

The research is not intended to compare the taxonomy of personal qualities, skills and knowledge against any specific curriculum requirements; rather, it should be subject to further discussion. The research is based on one of the very first attempts to introduce a validation procedure of non‐academic learning and thus bears limitations of a pilot project.

A clearly structured portfolio of learning outcomes enables adults to highlight important aspects of their learning claim and match their proof of learning in line with the university requirements for academic credit.

While portfolio has been frequently identified as an effective tool for learning, assessment and professional development in higher education, little known research has focused on the use of portfolio as a tool for documenting adults' learning outcomes gained outside academia.

Volume 9 is a collection of advances in gender research from various parts of the world. The papers document the types of work in which women engage, and gender equity issues they face. They show the importance of considering the uniqueness of cultural contexts for understanding and resolving problems, but they also show how global interdependence affects local gender realities. The papers in this volume fall into two broad and overlapping categories: gender, work and development, and gender and discrimination.

This study examines the internationalization process within the textiles and apparel industry in two countries: Lithuania and Moldova. In particular, this study shows how the evolution by an industry toward greater internationalization is intricately linked to its ability to move up its specific value chain. This analysis compares and contrasts the ability of this industry in a Western European (Lithuania) and a nonaccession Eastern European country (Moldova) to move up the textiles and apparel value chain and so achieve higher levels of internationalization. In examining and relating the relevant factors, this analysis provides insights into – and suggests important modifications to – important concepts and themes such as the stage theory of internationalization, the role of “inward-outward” linkages in the value creation process, the mechanism of the internationalization of small and medium-sized enterprises, and the part played by the European Union in the internationalization (and thus globalization) process.