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The purpose of this research paper is to investigate the presence of learning conditions for non‐formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for.

The questionnaire developed by Clauwaert and Van Bree on learning conditions was administered to 1,162 employees of 31 different organisations. An explorative factor analysis was performed to reduce the number of variables and to look for underlying constructs in the data. Second, a series of analyses of variance were calculated in order to be able to compare the factors in different kinds of groups of employees.

The authors concluded that for the five learning conditions that were identified in this research, different kinds of groups of employees have different chances for non‐formal and informal learning. These learning conditions are “feedback and knowledge acquisition”, “new learning approach and communication tools”, “being coached”, “coaching others”, and “information acquisition”.

The value of this research is that it has shown that characteristics of the employee and his or her organisation have a relationship with the presence of learning conditions or chances for non‐formal and informal workplace learning. Moreover, this research included all kinds of employees and not only those responsible for training and education in the organisation. This research focused on conceptions and perceptions of “regular” employees.

This paper aims to explore whether formal, non-formal, and informal learning experiences contribute to developing sustainable development competencies (SDCs) among students in a Principles of Responsible Management Education (PRME) signatory business school.

An online survey based on the students’ learning experiences and a questionnaire on sustainability competencies already validated in the literature were given to a sample of 274 bachelor students at a PRME signatory business school. Nominal variables representing students’ categories were created to test a set of hypotheses developed according to the literature. Because the data was not normally distributed, non-parametric independent-samples Mann–Whitney U test was conducted, and descriptive statistics was used to help the analysis.

The results suggest that a hybrid format with a combination of formal, non-formal and informal learning experiences is essential to maximising the development of SDCs and raising students’ sustainability literacy.

This study is one of the first attempts to understand the importance of a hybrid approach in developing sustainable competencies (SDCs). Future studies could adopt longitudinal analysis to check the development of these competencies over time, assess students from different PRME signatory schools or comparing students to those in non-signatory business schools.

This study provides insight into how business schools could address challenges in developing sustainable competencies through redirecting their educational systems by balancing formal, informal and non-formal learning approaches to educate future responsible leaders.

This research provides evidence on how a hybrid learning approach could maximise the development of sustainable development competencies and, therefore, generating insights for educational policies.

This paper aims to depart from the premise that human capital investments and human capital outcomes are often tacit – an aspect, which is often neglected in the current literature on entrepreneurial human capital. The idea of this conceptual paper is to shed light on the social process of how human capital investments and human capital outcomes can be valued and made visible through the validation of prior learning. Thus, this study conceptualises the validation of prior learning as a post hoc, the reflective process through which an aspiring entrepreneur is guided.

This paper is conceptual and introduces a process model.

Findings indicate that the process of the validation of prior learning is well-suitable to inform aspiring entrepreneurs of their investments into human capital and their human capital outcomes. The process results in a (partial) certified qualification that provides entrepreneurial legitimacy.

Thus far, the model is conceptual and should be validated via interviews and further empirical studies in the field.

Literature in the field of entrepreneurial human capital suggests that human capital outcomes are more important for success than inputs. Furthermore, context-specific knowledge, skills and abilities are more important than generalised outcomes. These findings have implications for the design of validation procedures.

Human capital has only been recently conceptualised as consisting of human capital investments and outcomes of human capital investment. However, thus far the literature falls short in acknowledging the tacit nature of human capital investments and human capital outcomes. This paper contributes a structured process of how human capital investments and human capital outcomes are linked and assessed. In so doing, this study extends a recent model of human capital investments and outputs (Marvel et al., 2016, p. 616).

The purpose of this paper is to contribute to the understanding of workplace learning, with a focus on the non-formal learning that takes place among online journalists. The focus of this article is journalists working in an online newspaper and their experiences with workplace and non-formal learning, centring on framework conditions and learning environments.

The empirical data in this article are based on qualitative interviews conducted with journalists working in an online newspaper in the Western part of Norway. The sample comprises of five informants. The interviews were based on a combination of open-ended and more specific questions where the aim was to get a broad perspective on the informants’ experiences workplace non-formal learning and to investigate alternative perspectives that emerged during the interviews.

The findings indicate that a theory of online journalists’ workplace learning should take into account the fact that learning, in this context, takes place at various levels of conscious awareness, encompassing cognitive, behavioural, motivational and emotional aspects.

This project provides the field of workplace learning and journalism with context-specific research on the non-formal learning processes of online journalists.

This paper aims to examine and summarize the findings of a comparative survey carried out to assess how learning outcomes acquired non‐formally or informally are validated and recognized. Owing to limitations of the study, this paper just seeks to consider the challenges that higher education faces, and the new possibilities that might emerge.

The methodology of the study includes critical and systemic analysis of references, also quantitative and qualitative research, which was completed as a three‐stage survey. The following methods were used: analysis of recent legal and political educational documents, structured interviews of experts, and a questionnaire comprising open and closed type questions.

The EU is committed to the principles of transferable learning but, until the principles and processes of recognition and validation of learning are integrated within national policy, this is unlikely to happen in any meaningful way. The current situation of autonomous HE management militates against consistency and equity of access for students wishing to have learning recognised and accredited.

A total of 55.3 per cent of questionnaires were returned (as 600 questionnaires have been sent out to NGOs in the countries mentioned), so this must be seen as a limitation of the study.

Findings can be used in designing and implementing procedures of validation and recognition in higher education (of learning outcomes acquired non‐formally and informally, e.g. in work place).

A targeted study enables one to make an informed comparison of practices (in the field of validation and recognition) among different countries, and to identify elements of the process that are successful in a variety of contexts.

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.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

The paper aims to analyze the relationship between managers' informal learning and their job satisfaction in Lithuanian small and medium‐sized enterprises (SMEs).

The methodology of the survey has been developed in respect to the ideas on informal learning and job satisfaction. The questionnaire on informal learning factors was developed by the author. Also, the adapted Minnesota Satisfaction Questionnaire was used. A representative sample of 173 SMEs managers in Lithuania was surveyed.

The paper reveals the relationship between managers' informal learning and their job satisfaction in Lithuanian SMEs. Informal learning factors not only correlate with but also have an impact on job satisfaction. The survey findings correspond to similar surveys carried out in other countries.

The research could be replicated in large organizations as well as in other countries to confirm or deny the relations established in this survey.

Understanding and managing informal learning factors can help improve job satisfaction in Lithuanian SMEs.

The clarified concept of informal learning is presented. Also, the systematized set of informal learning factors is introduced and tested empirically.

The purpose of this study is to understand how to improve librarians’ skills, using an active and reflective participative process, to develop a university e-book service. This research involved librarians who could not participate in a formal learning course and explored the possibility of improving their skills with e-books by means of informal and non-formal learning.

Using a qualitative methodology framework, the research was a participatory action research (PAR) study, utilizing a recurrent five-phase cycle – analysis, plan, action, evaluation, reflection/sharing – that joins research and reflective practice in action. Each phase has been discussed by categories defined from the gathered data, highlighting the evidence of participants’ contributions, to analyse the situation, plan and carry out interventions, and evaluate outcomes. Participants suggested and put into action informal and non-formal methods of learning to develop e-book skills that they named and included in broader categories such as technical, content selection, purchase and management and use.

Participants increased their awareness of the topic, and the PAR process also contributed to their personal development. PAR is recommended as a research process that fosters learning outcomes, as well as personal and professional development.

PAR has been applied in the Italian academic setting to understand how librarians can develop skills in e-book services through informal and non-formal learning methods.

This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements.

The authors use qualitative content analysis to analyse 43 country reports of the “European inventory on validation” published by the European Centre for the Development of Vocational Training (Cedefop) in 2019.

This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited.

VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.