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The trend now in many organizations is to decentralize operations, giving greater responsibility to employees in the form of empowerment. Getting rid of a whole layer of management may sound wonderful to the company accountant and also to many employees, but where does this leave the majority of aspiring young workers who expect to have a career ahead of them? By eradicating middle management, the chain to the highest echelons of the company are dramatically reduced. This can of course be a very good policy in that people have quicker and better contact with the decision‐making people, but this can also leave a vacuum of promotional uncertainty owing to the flattening in the hierarchical chain. Many people like the extra responsibility that empowerment brings, but they must also be able to see that they also have a future within the organization.

The corporate virtual university model outlined in this paper embraces the workplace learning paradigm, but not in an exclusive sense. It seeks to understand the roles of academic and professional institutions as external forces in developing rigorous models of virtual corporate universities that meet the learning needs of individuals and organizations. This approach is enhanced by our ability to support knowledge creation and disseminate knowledge using electronic communications infrastructure.

The purpose of this paper is to understand the outcomes of Massive Open Online Courses (MOOCs) in the light of COVID-19 concerning the students of higher educational institutions (HEIs) in India. The COVID-19 has disrupted the normal teaching-learning role across the world and has put everyone in a nightmare. HEIs are now requesting students to take up MOOCs to explore and attain knowledge and the same is even followed by the corporate institutions. MOOCs are one of the crisis management solutions to ensure that education is continuous and not disrupted.

The data included in this research has been collected from students of HEIs across India using a convenient sampling method. The collected data was exposed to a factor analysis using a principal component analysis (PCA) technique to reduce multiple dimensions.

The various stakeholders such as the government, HEIs and the MOOC providers have to play a crucial role in developing intellectual human assets for the nation’s growth and progression by extending flexible and cost-effective learning facilities. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

From the research, it is well understood that MOOCs are useful to keep oneself updated with the market and industry trends especially when the world is focusing on business analytics, artificial intelligence and other technologically driven topics and concepts.

The present study contributes to the growing body of evidence that MOOCs play an important role in providing flexibility in learning. In the future, if there are similar crisis, which will disrupt education, then the best alternative will be MOOC through which many stakeholders will benefit. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation.

Education is a service for the society which will have a long-term positive impact on improving the standard of living of the people. Hence, MOOCs can be one of the educational elements to provide learning opportunities to all age groups.

This study has explored the perception of MOOCs among the students of HEIs in India in the COVID-19 pandemic. The fresh data collected from the students is a reflection of their experiences during the COVID-19 lockdown. Indeed, it is quite surprising to know that majority of the respondents have arranged to learn during the pandemic, which shows the thirst and urge to learn. Digital technology and tools are welcomed and accepted by the student community.

This paper aims to provide librarians with an in‐depth review of transformational management and its relation to organizational learning and adaptation.

The paper broadens the library literature related to management style, organizational learning and transformation, with concepts derived from the relevant management literature.

Librarians are experimenting with organizational learning and new management styles in an attempt to cope with rapid change. Transformational management styles can be learned and applied by library administrators. The extent to which library administrators are using transformational management techniques to cope with change remains obscured by the fact that appropriate surveys have not been conducted.

The self‐assessment tool is based on an adaptation of the multifactor leadership questionnaire (MLQ), developed by Bass and Avolio to study leadership styles in business, industry and the military. Relevance of the assessment tool to the library environment must be clarified by “factor analysis” before the questionnaire is used in formal statistical studies assessing management style and organizational learning.

The paper provides a useful review of the library and management literature relating organizational learning and management style. This information is presented with the objective of increasing awareness, debate and additional research. A self‐assessment tool accompanies the paper. This tool will allow library professionals to determine informally the degree to which their organizational culture is either transformational or transactional in nature.

This paper aims to provide an overview of the development of learning organization concepts from the perspective of Dr Peter Senge and presents an interesting evolution of his systems oriented view of the learning organization field over three decades.

Through a conversation with a thought leading scholar, Dr Peter Senge, this paper discusses several topics pertaining to the evolution of the learning organization through a systems approach and provides his perspectives on the development of his theories.

Dr Senge explains his origination of the learning organization from three distinctly different theoretical tracks. However, more important than the theory, he illuminates how the theories embedded within The Fifth Discipline actually originated from action research and have continued to evolve. Of particular interest, his sites personal mastery as the most often cited of the five disciplines and offers readers explanations as to why the personal change dimensions are so important, and so often neglected. He clearly describes what it takes to make genuine progress in becoming a learning organization.

The discussion with Dr Senge reveals his perspective on the evolution of the learning organization debate from his personal perspective. He provides insights that lead the reader to understand “what is a learning organization” and “what does it mean”.

The purpose of this paper is to explain how the intranet can be used to improve performance measurement and management.

The paper is a reflective in nature with a need tool to help managers manage.

The importance of measuring performance and setting standards is well known. A good performance measurement system helps groups, departments, or organizations communicate their current situation and future needs. Therefore, it is critical to measure the right things and to provide critical real‐time information to decision makers. Today's intranets have the potential solve these issues.

The paper offers insights into how intranets can aid performance measurement.

This article examines and defines the main concepts in knowledge management. Since our economy has evolved over the last couple of years into a knowledge‐based economy, knowledge has become one of the main assets of companies. Knowledge can be defined as: information; the capability to interpret data and information through a process of giving meaning to these data and information; and an attitude aimed at wanting to do so. In making these factors productive knowledge management can be defined as achieving organisational goals through the strategy‐driven motivation and facilitation of (knowledge) workers to develop, enhance and use their capability to interpret data and information (by using available sources of information, experience, skills, culture, character, etc.) through a process of giving meaning to these data and information. Consultants and managers should ask themselves strategic, organisational and instrumental questions regarding knowledge management to stay competitive in a highly dynamic and changing world.