The global transition toward a sustainable and low-carbon economy has intensified the demand for green skills as a critical component of future workforce development. As governments, industries, and educational institutions increasingly prioritize sustainability, scholarly interest in green skills has expanded rapidly across multiple disciplines. However, the growing body of literature remains fragmented, limiting a comprehensive understanding of its intellectual structure, thematic development, and future research directions. This study aims to systematically map the evolution of green skills and future workforce research through a bibliometric analysis of publications indexed in the Scopus database between 2015 and 2025. A total of 323 peer-reviewed publications were analyzed using Biblioshiny and VOSviewer to examine publication trends, influential sources, intellectual structures, thematic evolution, and emerging research themes. The findings reveal a substantial increase in research output, particularly after 2020, reflecting the growing strategic importance of green skills in sustainability transitions. Keyword co-occurrence analysis identifies five major research clusters related to sustainability competencies, employability, green jobs, vocational education, and Green Human Resource Management. The thematic analysis highlights the emergence of digitalization as a central research theme, indicating an increasing convergence between green and digital competencies within the context of the twin transition. The study contributes to the literature by providing a comprehensive overview of the field, identifying critical research gaps, and proposing an integrated future research agenda linking human capital development, organizational capability, digital transformation, and sustainable workforce competitiveness.
Rieka Mustika, R. Hurriyati, Juliana Juliana et al.· Human Resources Management a...· 0 citations
Corporate universities have become a recurrent reference point in debates about how organizations build human capital, yet the term carries two largely disconnected meanings: a firm-operated learning-and-development (L&D) institution and a critical shorthand for the corporatized, managerialist transformation of higher education. This ambiguity fragments the evidence base on which human resource management (HRM) and human resource development (HRD) scholars rely. This review asks how scholarly output on corporate universities evolved from 2010 to 2026, what conceptual meanings coexist in the literature, and what themes, theories, and methods characterize each. Following the PRISMA 2020 guidelines, a single Scopus search (June 8, 2026) identified 69 journal articles, of which 59 met the eligibility criteria and were synthesized. Bibliometric mapping in Biblioshiny and VOSviewer complemented the thematic synthesis. The corpus grew at an average annual rate of 9.05%, was highly dispersed across 62 sources with no dominant outlet, and was citationally skewed (mean, 13.3; median, 4 citations). Two strands emerged: Strand A frames the corporate university as an instrument of strategic human capital development (n = 22), whereas Strand B treats it as an object of critique within higher education (n = 37). These two strands rarely cite each other and rest on different theoretical foundations. By naming and mapping this conceptual split, the review clarifies which evidence is usable for HRM/HRD theory building and argues that the L&D strand, though smaller and less cited, is where the field's most actionable contributions are concentrated.
Keywords: corporate learning; corporate academy; learning organization; talent development; bibliometric analysis; PRISMA
F. Sembiring, J. Sojanah, Juliana et al.· Human Resources Management a...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
