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This chapter takes on the role of the metaverse in skill development, such as skilling, reskilling, and upskilling in the digital age. Metaverse is instrumental in revolutionizing skill development in the digital age and bringing the paradigm shift in learning. This chapter will cover the capability of the metaverse to transform the ways of learning and developing skills in the evolving digital landscape. Individuals can be part of tailor-made solutions for their needs through innovative methodologies and interactive experiences. This chapter takes through real cases to get deeper insights about conventional methods that transform how an individual experiences learning to acquire skills to get exposed to the rapidly changing digital world, allowing people to customize their learning experiences to adapt their unique requirements through cutting-edge methodologies and digitally responsive encounters. It then deliberates the importance of the metaverse in the individual-led industry in a manner that allows people to reach their potential. Individuals succeed in the evolution of the metaverse dynamic by continually upskilling granted to them.

This study aims to identify key research clusters (or sub-fields) in the field of performance measurement research, analyse its historical development and propose future research avenues.

Several bibliometric analysis methods, including co-citation analysis and text mining techniques, were used to review papers published on performance measurement research.

This study reveals eight main clusters of research in this field, ranging from theoretical-focused clusters (e.g. strategic performance measurement) to practical-focused clusters (e.g. design of performance measurement). These clusters are further categorised into four groups based on the size and degree of connectedness. Regarding the analysis of historical development, the established clusters, such as supply chain management, remain important, while newer clusters, such as hospitality and humanitarianism, have recently gained increasing interest.

This study applies citation-based clustering, a type of bibliometric literature review method that has been underused in the field of performance measurement. Moreover, the results obtained from this study are also distinct from those of previous studies, offering valuable insights especially for researchers. With a comprehensive understanding of the field, researchers can use it to understand the key literature, observe ongoing developments within their specialisation and inform their future research directions.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.