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The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research.

The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions.

Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century.

The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.

The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.

Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.

Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.

This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.

The purpose of this paper is to evaluate the value of internship as a function of the disparity between the initial expectation from the internship and its actual experience. The perceived internship experience has been evaluated through the expectation confirmation theory (ECT).

A sample of 106 students pursuing Master of Business Administration in a business school in India were administered a questionnaire to assess their expectations and experience before and after the internship. The self-designed questionnaire based on review of extant literature on internship included items related to supervisor–intern exchanges, significance of prior classroom academic preparation, prior work experience and perceived learning value. Students’ assessment scores on the internship project were taken as the outcome variable.

Pre- and post-analysis of perceived internship value indicated a positive expectation disconfirmation. The result indicates that “Positive Expectation Disconfirmation” has a significant direct relationship with overall satisfaction with internship. Structural equation modeling further revealed that perceived quality of the supervisor–intern exchange has a significant relationship with perceived internship value. Perceived significance of classroom academic preparation has a weak negative relationship with both perceived internship value and internship performance. Perceived internship value has a weak positive relationship with internship performance.

It is first time an attempt has been made to look into the issue of internship from the ECT.

Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools.

The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling.

The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources.

Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability.

The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback.

The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor.

The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern.

The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

This paper aims to represent an exploration of drivers of workforce agility under the lens of dynamic capabilities to advance the existing workforce literature on agility and strategic human resource management.

In-depth qualitative interviews with senior information technology professionals, managers, directors and leadership were conducted. Data coding and analysis followed the Gioia methodology to develop a theoretical framework.

The theoretical paradigm of workforce agility is seeing revisions. In the past it was solely connected to resource-based view theory, current literature superficially speaks of the link with dynamic capability but lacks comprehensive and strategic understanding. The research brings in the evolutionary change by viewing workforce agility directly under the lens of dynamic capability theory and recognizes workforce agility as a high-level strategy. Based on the analysis of the qualitative interviews this study has developed a conceptual heuristic of workforce agility drivers, interlinked with dynamic capabilities micro-foundations – “sensing”, “seizing”, and “continual renewal”. This paper conceptualizes workforce agility as a response to high pressures for the dynamic capability of the company, which requires reconfiguration and redeployment of external and internal human resources and an inherent need to bring some stability to the internal resources of the company.

There is a growing body of literature linking organizational agility with dynamic capabilities, which overlooks workforce agility. This study is theory-based research on workforce agility, which guides practitioners in making human resource processes more agile.

This research examines the effects of the context on the relationship between work design, learning mechanism and total quality management (TQM). The exploratory study examines the differential effects in context on how human resources and their activities are strategically managed for achieving TQM. Two theoretical frameworks – activity theory and contextual learning theory – are concurrently used for analysis. Specifically, the manufacturing companies, the authors examine are (1) technology-intensive company which has bought technology from a global foreign establishment (MU1), (2) technology-intensive companies having their own technology (MU2) and (3) labor-intensive units (MU3) of varying organizational sizes.

This case study-based research consists of 27 in-depth interviews with managers and employees of different hierarchies in each manufacturing unit. The authors interviewed them using semi-structured questions that were pre-validated by five senior HR experts from the manufacturing industry. Document analysis, multiple site visits and website content helped triangulation. The data are coded and analyzed using Dedoose software for qualitative research.

Activity diagrams for each manufacturing unit provides task and interaction analysis. Within and cross-case analysis address complexity and challenges of contextual reality, influences on work design and learning mechanism. HRD executives must recognize that there may be well-differentiated learning behaviors that align with organizational strategy. The learning behaviors may not be well-differentiated and become very dynamic. This dynamism may be characterized by double loop and single-loop learning feeding into each other.

This study provides substantial practical implications for HRD and other managers in the manufacturing sector.

The new theoretical framework adds to organizational behavior studies through multi-level and cross-contextual approach. It informs strategic combinations and interactions between internal and external context, and learning needs implicating work design and TQM.