Purpose Dynamic capabilities (DC) have been linked to firm competitive advantage, but the ways in which firms can create and build these DC are still not clear. The purpose of this paper is to propose a model with organizational learning (OL) and supply chain orientation (SCO) as antecedents of dynamic logistics capabilities and firm performance as the outcome. The study tests this model on a sample of logistics service firms. Design/methodology/approach Partial least squares structural equation modeling was used to analyze the data collected from 103 logistics firms drawn from the Chartered Institute of Logistics and Transportation of Hong Kong. Findings Results show that OL directly enhances DC and indirectly through SCO. The relationship between OL and SCO is stronger than the relationship between OL and DC. DC are positively related to logistics firm performance. Research limitations/implications The study relied on perceptual and self-reported data from senior management. Relationships among variables may also be inflated by common method variance but efforts were taken to reduce this threat. Practical implications Logistics firms should promote a learning culture in the organization. Organization learning enhances a firm’s willingness to change and innovate. It also helps employees to gain a better understanding of clients’ supply chains and possibilities. SCO helps the firm to direct its reconfiguration and renewal efforts where the returns are the highest. Originality/value There is scant empirical research on the antecedents of DC outside of manufacturing and knowledge-intensive services. The study focused on the logistics services industry. SCO, a necessary strategic orientation for firms in the supply chain, has not been empirically investigated in the previous research. This study addressed these gaps in the literature and contributes to the understanding of the factors giving rise to DC.

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With the growing importance of the logistics industry and the increasing demand for logistics professionals with a bachelor’s degree qualification, the government and industry in China have long been looking for ways to attract more logistics sub-degree students to pursue higher education. This article aims to provide insights into the factors that determine logistics sub-degree students’ intention to pursue a bachelor’s degree. The study extended the theory of reasoned action (TRA) model to include four variables, namely perceived difficulty, job opportunities, job starting salary and genuine interest. The findings from the study involving 361 logistics sub-degree students from three institutions show that logistics sub-degree students’ decision to pursue a bachelor’s degree is determined by attitude, subjective norm, perceived difficulty, job opportunities, job starting salary and genuine interest. Genuine interest is identified as a new precursor of intention. The findings also show that there is a significant difference between students from different types of programmes. Based on the findings, this article proposes some measures for the relevant parties to motivate and attract logistics sub-degree students to further their study at bachelor’s degree level.