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This study aims to empirically examine the research related to work values published in the two major databases Scopus and Web of Science.

This paper opted for a bibliometric study using the R (Bibliometric R package). The bibliometric analysis was conducted on 498 papers after removing duplicates published between 1964 and 2022.

This study finds that the number of articles and citations is limited but growing. Journal of Applied Psychology was regarded as the most influential journal with maximum citations. Maximum citations and publications came from the USA. The study revealed that maximum collaborations were done between authors located in the USA and China.

The researcher used only two databases in the study, so papers included in other databases are left, which can affect the study results.

This research may be beneficial for both human resource practitioners and researchers because it identifies the research gaps and future research needs in the field of work values. Besides, this paper will help the researchers to understand the publishing trends in the subject area.

This research incorporates bibliometric analysis for a critical analysis of Work Value literature. This research contributes to the existing literature and assists fellow researchers in future studies.

To improve the frequency of adoption of mobile health services (MHSs) by users (consumers), it is critical to understand users' MHS adoption behaviors. However, the literature primarily focuses on MHS adoption-related factors and lacks consideration of the joint impacts of reasons for (RF) and reasons against (RA) on users' attitudes and adoption behaviors regarding MHSs. To fill this gap, this study integrates behavioral reasoning theory (BRT) and protective motivation theory (PMT) to develop a research model by uncovering the reasoning process of personal values, RF and RA, adoption attitudes and behavior toward MHSs. In particular, health consciousness (HC) is selected as the value. Comparative advantage, compatibility and perceived threat severity are considered the RF subconstructs; value barriers, risk barriers and tradition and norm barriers are deemed the RA subconstructs.

A total of 281 responses were collected to examine the model with the partial least squares structural equation modeling (PLS-SEM) method.

The results show that HC positively affects attitude through RA and RF. Additionally, RF partially mediates the relationship between HC and adoption behavior. This study contributes to a deeper understanding of user adoption behavior in MHS and provides practical guidance for the health services industry.

This study contributes to the existing MHS literature by understanding the joint influences of personal values, RF and RA on user attitude, which eventually determines users' adoption decisions regarding MHSs.

Digital Service innovation (DSI) plays a fundamental role in the successful transition from product manufacturer or traditional service provider to a provider of digitally-enabled service solutions. Multiple impediments make managing this transformation using digital technologies difficult for firms, their customers and wider ecosystems. Extant knowledge of these digital technology impediments requires synthesizing and mapping.

A systematic literature review (SLR) was conducted. DSI tools and terminology are synthesized via thematic analysis. Subsequently, impediments to DSI for servitization (covering barriers, challenges and tensions) faced by actors across three key innovation phases: strategic planning, design planning and implementation, and four interaction levels (Micro, Meso, Macro-environment, Macro-ecosystem) are mapped via template analysis.

Six impediment categories (external environmental factors, internal firm factors, capabilities, business models and processes, value creation and interaction) encompassing 28 unique impediment types to DSI during servitization are identified. A framework enabling impediment comparison across innovation phases and ecosystem/network interaction levels, revealing that the majority of barriers can be framed as “challenges” was developed.

Whilst literature is emerging relating to digital servitization, there is a lack of research on the role DSI plays in facilitating digital servitization and no comprehensive study of DSI impediments exists. Additionally, consensus around the cross-disciplinary terminologies used is lacking. This study is a structured attempt to map the domain, summarizing the terms, identifying and clarifying impediment categories and providing recommendations for researchers and managers in tackling the latter.

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

The purpose of this paper is to identify the inter-partner dynamics-based enablers of joint venture (JV) competitiveness. In addition, this paper models the interactions among identified enablers/factors to project the strength of their relationship with JV competitiveness.

ISM- and total interpretive structural modeling (TISM)-based fuzzy TISM approach has been used to examine the interactions and strength of interactions among identified enablers of JV competitiveness.

The analysis concludes that inter-partner dynamics-based enablers, such as partner fit, power symmetry and trust, have strong driving power and low dependence power and are at the lowest level of hierarchy in fuzzy TISM model. Variables like collaborative communication, organizational learning and absorptive capacity are linkage variables and they have high dependence as well as driving power and they lie in the second level of fuzzy TISM hierarchy. Strategic flexibility is found to have high dependence power and has weak driving power. The outcome variable JV competitiveness found to have zero driving power and highest dependence power.

The findings have implications for practitioners and policy makers. JVs may achieve competitiveness by managing identified enablers (inter-partner dynamics).

Present paper is one among the few efforts that address the issue of JV competitiveness (post-formation of JV). Methodologically also, this study is one among few initial efforts of using modified fuzzy TISM to explore and understand the linkage among enablers and outcome variables. Modified fuzzy TISM process carries out transitivity checks along with the successive pair-wise comparisons and simplifies the fuzzy TISM approach.

Social entrepreneurship is an area that has been extensively researched from a variety of angles and across a broad range of academic disciplines. Parallel to this, practitioners have applied social entrepreneurship ideas to a variety of industries and at varying degrees of complexity. The purpose of this study is to understand how the social capital of an entrepreneur drives the growth of social enterprises by contributing to the social entrepreneur skills. A systematic assessment of available literature was carried out based on searches of major academic databases (Web of Science, EBSCO and CAPES Portal de Periódicos), with an initial list of 3,106 publications being narrowed down to 472 articles that were subjected to content analysis after being narrowed down. Further, a theoretical proposal and research propositions were developed, highlighting the relationship between social capital and the activities of social entrepreneurs, as well as their relationships with the collective actors and institutions that make up social entrepreneurship in its totality. The conclusion of the chapter is that the interface between social entrepreneurship and social capital is a latent field for research. Further contributions of the chapter are a theoretical model to help researchers consolidate their efforts by identifying three key themes identified by intensive literature: creation of social capital by the social entrepreneur, relationships between institutions and the formation of groups and social capital as a formation of groups. In these words, a future agenda for discussing these topics is outlined for discussion.

With a population of 472 million, Generation Z in India is the largest in the world. This chapter studies the demographic breakdown of the members of Generation Z, their political and social concerns, their career aspirations, their workplace preferences, and the changing consumer attributes. The research design for this study incorporated a qualitative approach comprising of four focus group discussions (see Appendix). Members of Generation Z in India show common behaviours and preferences with their counterparts around the world. However, members of Generation Z in India have clear opinions and ideas of how youth can contribute to a developing nation like India.

Massive open online courses (MOOCs) are among the most recent e-learning initiatives to gain widespread acceptance among universities. However, despite MOOCs' “much-documented” benefits, many questions are being raised late regarding the long-term sustainability of the open online teaching e-learning model. With high dropout rates in MOOCs courses, recent research has focused on the challenges limiting MOOCs’ growth. But most of the research is directed toward students’ perspectives, leaving the instructors’ perspective. One of the most important aspects of instructors’ perspective is the motivation for MOOCs' development and delivery.

The present study collected the data from 25 MOOC developers of Indian origin. To prioritize or rank the motivational factor behind developing a MOOC, a fuzzy-analytical hierarchical process (F-AHP) technique was applied to the data set. The primary motivational factors considered for the study were professional development, altruism, personal development, institutional development, intrigue, monetary benefits and peer influence.

The results showed that professional development and personal development are two prime motives that drive MOOCs development. Monetary benefits and peer influence were the least important factors among all the factors considered for the study.

Previous studies have identified and modeled the motivational factors that contribute toward developing MOOCs. However, there was little knowledge about the hierarchy among the motivating factors. The present study fills this gap by establishing the ranking of motivational factors responsible for MOOCs development.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2021-0205.

This paper aims to describe the use of electronic resources and services provided at the social science library of Jimma University, Jimma. The paper is focused to find out the use of those resources by the students of information science and how frequently they are using, from where the information is accessed. Also, they have been requested about their preferences between an electronic and print journal format.

The questionnaire method is used for collecting the data from the undergraduate students of information science (2015/2016 batch). The questionnaire was distributed to 182 students, and the response rate 81.32 per cent was encouraging.

It has been found that the usage of e-journals is increasing; this is due to awareness among the students of information science about the e-resources and services. Owing to an easy access available at various places in the university, they are accessing these resources at hostels and departments more as compared to the library. Their visits to library have decreased.

The study has been limited to Jimma University undergraduate students of information science only

It suggests for future improvised solutions.

The present paper will help other institutions to understand the need for library electronic resources and motivate them to update their resources in the larger interest of the students. The paper also indicates how a suitably designed survey can show the awareness and use of types of information services, in this case, e-journals. There is a dearth of such studies in India and abroad. The methodology and findings can be applied to other libraries to reveal similar trends, as well as comparisons.

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.