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Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.

While writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.

The literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.

The discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.

It is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.

This paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessity

This paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work.

This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review.

The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables.

The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees.

This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.

The purpose of this paper is to establish a conversation between international business and international entrepreneurship literatures by analyzing if and how international opportunities are related to the internationalization process of the firm.

This paper reports finding from a backward-looking longitudinal, qualitative, embedded case study of an internationalized Brazilian firm, covering all 13 foreign markets where the firm has operated over 18 years.

Modal shifts within foreign markets were rare. Over time, the firm learned how to refine, rather than change, the servicing modes within each foreign market; it also learned how to better develop internal and exploitative opportunities, manage a portfolio of servicing modes across foreign markets, and use more complex mode servicing packages. Overall, international opportunities and the internationalization process of the firm were inextricably connected.

The authors acknowledge limitations related to the statistical generalizability of the research method and suggest that statistical validation is needed as the research on opportunities and the internationalization process of the firm progresses.

Internationalizing firms should carefully consider the choice of entry mode in foreign markets. They should also understand that learning is not necessarily associated with change.

The authors show that the internationalization process of a traditional firm can be analyzed through an opportunity lens. This means associating characteristics of international opportunities with mode continuation and modal shifts in all foreign markets where the firm operates.

The purpose of this paper is to discuss conditions for workplace learning (WPL) in relation to temporary agency staffing (TAS), focusing on temporary and regular nurses’ experiences of social relations.

Data were gathered using qualitative semi-structured interviews with five agency nurses and five regular nurses. Thematic analysis was used to analyse the data.

Similarities and differences regarding conditions for WPL among “temps” and “regulars” emerged, pointing towards both challenges and opportunities for WPL on various levels. Moreover, although challenges stood out, the context of professional work provides certain opportunities for WPL through, for example, knowledge sharing among nurses.

Results are valid for the interviewees’ experiences of WPL conditions. However, the findings may also have currency in other but similar workplaces and employment circumstances.

Client organisations and temporary work agencies could benefit from developing management and HR strategies aimed at strengthening the opportunities for WPL, related to professional work, to ensure that these opportunities are leveraged fully.

This study adopts a WPL perspective on TAS in the context of professional work, which is still rare.

The purpose of this paper is to present an overview of the development process and outcomes from a six-year collaboration between Halifax Bank (part of the Lloyds Banking Group) and Middlesex University between 2010 and 2016 in the UK. The collaboration involved the construction of work-integrated higher education programmes that were, from the outset, predicated on clear return on investment criteria for the Bank. One unexpected outcome from the collaboration was the emergence of critical reflection as a valued business benefit that, it is argued, has the potential for significant cultural change within the organisation.

This case study discuses how “productive reflection” can lead to an integrated approach to organisational learning. The study is located in the context of Halifax’s specific organisational objectives established following the banking crash of 2008. Quantitative and qualitative evidence is considered to illustrate the extent to which the “return on investment” criteria established by Halifax have been achieved.

The case study indicates that the challenging business context of the financial crash of 2008 provided the impetus for a sustained collaborative development that allowed the potential pitfalls of restricted learning opportunities to be addressed resulting in an integrated approach to organisational learning. In addition to the organisation’s return on investment criteria being met, there is evidence that the work-integrated approach has raised the prospect of productive reflection becoming part of an emerging learning culture.

The scale and sustained period of the university-business collaboration is unique and provides valuable insight into how an organisation’s learning culture can be affected by a work-integrated approach. In demonstrating the perceived business value of productive reflection, the case presented illustrates how learning can start to become considered as a normal aspect of working life.

In a best-case scenario, both organisations and their employees gain from technological changes by staying up to date on developing digitalisation. However, opportunities to learn and use modern technologies may not be shared equally in the workplace. Employee groups can be divided between those with and without access to new technologies. This study aims to examine the extent to which the position of an employee may be associated with the opportunity to work with robots.

Health-care work was chosen as an exemplary context of emerging robotisation. To gain correlative evidence on how the position and technology orientation of an employee associate with access to care robots, the study used online survey data collected from Finnish care workers (N = 226).

Workplace hierarchies were found to play a significant part in robotisation. Management experience increased the probability for an employee to have access to care robots, but this position did not differentiate between the employees in their aspiration to use care robots. Individual interest in technology was associated with robot use only among care workers with no management experience, whereas managers’ access to robots did not depend on their personal interests.

This study brings new information about the equity of robot-use opportunities in workplaces. Distinctive to care robots was the significant number of motivated non-users. Thus, adding to the categories of “have-bots”, “have-nots” and “want-nots”, this study introduces an important group of “want-bots”.

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices.

In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.

The teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.

The findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.

This paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.

The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees.

The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation.

The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts.

This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry.

Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes.

A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work.

The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.