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This qualitative study explores the issue of library management support in providing a self-directed learning environment for research-support librarians which is an under-explored feature of librarianship in Malaysian public university libraries.

A total of nine research-support librarians purposely selected from these libraries took part in in-depth interview sessions. The responses were analysed using Miles and Huberman's technique, which involves data reduction, data display, conclusion-drawing and verification.

Five emerging themes and 31 sub-themes were identified. There was a general consensus among the respondents that their library management does provide research-support librarians with a self-directed learning environment to enhance their competencies as academic librarians. Nevertheless, these librarians also highlighted some challenges, issues and barriers related to the initiative and support received. Some suggestions are advanced for improvements to support self-directed learning by research-support librarians working in public university libraries.

Empirically, this study attempts to fill the gap in the knowledge that needs to be addressed from the perspective of Malaysian librarians, especially the research-support librarians, who serve in public universities in Malaysia, who have received little attention from local librarianship researchers.

March 30, 2020 is a day of qualitative changes in the Lithuanian education system. This day in history – at least in the history of education – will record the day when mass distance learning began in the entire Lithuanian education system. All educational activities from kindergarten to higher and adult education were organized at a distance. In fact, the idea of distance learning was not so new in Lithuania. The first steps in developing a distance learning system in Lithuania were taken 25 years ago, but before the pandemic, it was more the exception than the norm and, of course, it had never been global. But in Spring 2020, all educational institutions (in general education during 2 weeks, in higher – even only during 2–3 days) were transformed from contact to distance learning. From a few-month perspective, it can be said that, despite all the circumstances, this transformation has been quite successful. In order to better understand the reasons for this quite sufficiently successful transition, it would be worthwhile to briefly review the organization of distance learning in Lithuania until the 2020 pandemic.

As “teaching libraries,” many academic libraries are committed to teaching not only in classrooms but also at the reference desk. As reference has expanded to include digital modes of e‐mail and chat, reference librarians are prompted to consider approaches to teaching in these new reference venues in ways that are meaningful to the user. A promising approach to teaching through digital reference is the application of the ACRL Information Literacy Competency Standards. This paper presents some challenges and benefits of teaching via digital reference. Practical methods for promoting self‐directed learning by examining online instruction, and suggestions for effectively advancing a pedagogy based on the ACRL Information Literacy Competency Standards, are offered.

The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea.

The research method of the study is a literature review. Articles were identified through a keyword search from major academic databases. The literature search covers the time period of 1960-2012.

This paper shows that enacting PEL is a social policy that benefits to both employers and workers because it reduces training costs, eliminates educational barriers for employees and enhances opportunities to develop skills and competencies.

This study contributes to research by exploring the crucial role of PEL based on the Person-Process-Context model for SDL. It also examines the relationship between SDL and PEL in the workplace learning.

This study provides a rationale to legislate PEL as a right of workers. Through an appropriate revision of the Lifelong Education Act, the right of workers to receive the PEL benefit should be legally adopted to promote workers’ SDL in South Korea.

This paper provides theoretical and practical evidence for institutionalizing PEL in South Korea. It suggests the passage of PEL legislation because it is beneficial to all stakeholders.

Managers are, whether they realise it or not, the architects of their own development: this is often overlooked or avoided in many executive development programmes. Self‐directed learning, the primary learning strategy employed by managers during periods of non‐formal learning, is discussed.

The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students’ satisfaction and stress reduction.

An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format.

The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes.

This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

Informal learning is seen as the most important way to acquire and develop the skills and competencies required for work. The Dutch Defence organisation (DDO) aims to use the opportunities for development of employees that informal learning offers better and is looking for suitable interventions. Four possible interventions to improve informal learning were developed, based on factors that influence informal learning. The purpose of this paper is to assess how Dutch Military personnel rate these interventions and to gather their opinions and preferences per intervention.

A total of 96 employees completed an online mixed-method vignette study. In the questionnaire, the four interventions were introduced by a visualisation in the form of a “comic strip” (vignette), and respondents’ perceptions were measured with multiple choice and open-ended questions.

Respondents clearly indicated a preference for two of the four interventions, i.e. informal mentorship and safe learning environment. They provided numerous advantages and disadvantages per intervention. They also indicated that all four interventions could be used throughout the entire Dutch Defence Organisation.

The results contribute to a thoughtful design of interventions that can be used in practice; also, the interventions can be improved based on the advantages, disadvantages and suggestions formulated by the respondents in this vignette study.

The designs of interventions are studied in a systematic way by the target population before they are actually developed and implemented. In addition, the use of “comic strips” and visualisations in vignette studies is quite original.

The world has seen a lot of disasters which have affected some part of the globe and healed in due course but rarely has any health disaster affected the entire world like COVID-19. It not only affected the health sector but caused a downward spiral of the world economy. The world was not prepared to face such a magnitude of the disaster. Overnight, schools and universities declared a lockdown affecting 1.57 billion students in 191 countries (UN, 2020). The sudden closure of educational institutions negatively impacted education around the world and much of the education sector shifted to remote learning. This exacerbated the shortcomings of those institutions who were unprepared for the sudden shift to remote learning. The global pandemic triggered the need to reconceptualize how educational institutions provision teaching and learning. Universities resorted to intensive use of different technology platforms and resources to achieve their learning outcomes. This volume explores how educational institutions needed to rethink teaching, learning, research and innovation, and implement innovative approaches to address such complexities. International case studies have been compiled that highlight the issues related to the impact of the COVID-19 pandemic on higher education and how different countries tried to cope with the sudden shift of remote learning and tried to resolve challenges around the issues of digital pedagogy.