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The purpose of this study was to provide a model for informal workplace learning. Despite the prevalence and recognized importance of informal learning in the workplace, scattered literature and different perspectives have caused a lack of shared understanding about its nature, and little research effort has been made in this direction so far.

This paper identified the most significant components of informal workplace learning using the qualitative meta-synthesis method. For this purpose, after searching sources from different databases and screening them, 17 sources were selected due to compatibility with the research criteria. The texts extracted from the sources were analyzed using a thematic analysis method and synthesized using an aggregation approach. Finally, a themes network was created as a model with 8 main components and 11 sub-components.

The results indicated that eight components were considered significant to informal workplace learning, including learning stimulus, awareness and intent to learn, action or experience, critical reflection on action, facilitators, collective learning, self-directed and context.

This meta-synthesis contributes to the coherence and integration of the informal workplace learning literature. The obtained conceptual model, in addition to the general components of informal workplace learning, provides an explanation of the characteristics of each and the relationships between its components to achieve a complete understanding of the nature of informal workplace learning. Since no study has been done so far to comprehensively identify the most significant components of informal workplace learning, it is not possible to refer to their results in comparison with the results of this study.

This paper systematically reviewed research on accounting fraud in the non-profit organisation (NPO) sector during 2004–2024 to identify gaps in theory and practice with the aim of producing a new parsimonious global fraud model.

This paper utilised a structured literature review methodology.

We propose a new holistic approach for the NPO sector worldwide, with two foci of “what may contribute to fraud” and “what may prevent fraud”.

The future research agenda for the new holistic approach is provided.

The approach helps donors promote accountability and transparency in the NPO sector worldwide, thereby sustaining the development of this sector.

To the best of the authors’ knowledge, this paper is the first comprehensive worldwide fraud research review, making distinct contributions. Globally, the approach is the first dedicated to the NPO sector, including different stages of fraud occurrence (undetected, suspected, actual/detected and future), and using a multi-disciplinary approach to prevent these stages. The approach is also the first to incorporate individual-level, organisational-level, industry-level and country-level factors into predicting future fraud.

This study aimed to examine the impact of learning organization (LO) on job satisfaction and individual performance in Vietnamese enterprises. The study further explores the mediating effect of job satisfaction on the relationship between learning organization and employee performance.

Data were collected from 653 employees from various types of organizations in Vietnam. Structural equation modeling was implemented to test the hypotheses.

The results revealed that the proposed research model was supported. Results indicated that LOs positively influenced employees’ job satisfaction and the broader range of their individual performance. In addition, employees’ job satisfaction motivated them to achieve higher performance levels. The study also found a mediating effect of job satisfaction on the relationship between LO and employee performance. The results underscore the importance of implementing an LO culture for individual outcomes such as job satisfaction and employee performance in the Vietnamese cultural context, which is based on socialism and Confucianism.

To the best of the authors’ knowledge, this is the first study to examine the relationships among LO, job satisfaction and individual employee performance in the Vietnamese context. The results offer a deeper understanding of the LO concept in the Vietnamese cultural context and highlight the cultural impact on the LO concept and its effects. The results suggest how the LO concept is applied in the Vietnamese context.

A learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human resource development (HRD) practice and employee competencies using organizational learning culture as a mediating variable.

Data were collected from 828 employees of 37 health care institutions comprising 24 (internationally-owned) and 13 (indigenously-owned). Construct reliability and validity was established through a confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.

Data supported the hypothesized relationships. The results show that training and development and employee competencies were significantly related. Career development and employee competencies were significantly related. Organizational learning culture mediates the relationship between training and development and employee competencies. However, organizational learning culture did not mediate the relationship between career development and employee competencies.

The generalizability of the findings will be constrained due to the research’s health care focus and cross-sectional data.

The study’s findings will serve as valuable pointers to policy makers and stakeholders of health care institutions in developing system-level capacities that promote continuous learning and adaptive learning cultures to ensure sustainability and competitive advantage.

By evidencing empirically that organizational learning culture mediates the relationship between HRD practices and employee competencies the study extends the literature.

This study aims to explore the dynamic interplay between employee resilience (ER) and learning organisations, specifically examining the mediating influence of psychological empowerment (PE).

Drawing on responses from 208 participants working in the United Arab Emirates, we used regression analysis with bootstrapping to scrutinise the data.

The results unveil a positive correlation between ER and learning organisation. Furthermore, PE is found to mediate this relationship.

In practical terms, organisations are urged to prioritise the cultivation of ER and the establishment of an environment fostering PE. Such initiatives contribute to a culture of continuous learning within the organisation and equip it with the adaptability needed to navigate new challenges.

This research contributes to a deeper comprehension of the importance of ER highlighting its positive effect on both organisational learning and PE.