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Drawing on a study of three public science funding organizations in Ireland, Finland and New Zealand, we investigate the implementation of talent management (TM) through the lens of institutional complexity and paradox theory. Multiple institutional logics and institutional complexity create tensions, which TM actors must respond to and manage. We identify an important interplay of four institutional logics with the dominance of the professional logic acting as a unifying function to respond to tensions in TM implementation. We add to the emerging literature on day-to-day responses to competing institutional logics and public sector TM. The work was supported by the Science Foundation Ireland [SFI 17/SPR/5334]. peer-reviewed

Organizations are operating in a dynamic landscape, creating unexpected changes to their internal and external environments. Employees must adapt to these changes, while also having to perform routine aspects of tasks. Hence, employees oscillate between adapting to changes and performing within the status-quo, making adaptive expertise increasingly important. Adaptive expertise is the ability to perform at a high level when faced with novel situations, while also exhibiting expert performance for routine tasks that may still be relevant in the novel situation. Employees can develop adaptive expertise on the job if they are presented with an appropriate level of non-routine tasks after performing satisfactorily on routine aspects of their tasks, and if provided with adequate support by their organization. The key is to provide a variety of tasks, which help employees learn to recognize opportunities and develop creative skills. These learning experiences provide employees with opportunities to create new knowledge and tools, and to combine them in novel ways, thus dealing appropriately with changes in their dynamic environment. This chapter explores how adaptive expertise can be developed through informal learning and focuses on the importance of adaptive expertise for organizations operating in increasingly dynamic environments. We argue that the importance of adaptive expertise for organizations lies in their ability to recognize opportunities and through this adopt innovative work behaviors.

Research on innovation and sustainability is prolific but fragmented. This study integrates the research on innovation in management and business and STEM fields for sustainability in a unified framework for the case of developing countries (i.e., the Global South). It presents and discusses the output, impact, and structure of such research based on a sample of 14,000 + articles and conference proceedings extracted from the bibliographic database Scopus. The findings reveal research output inflections after global announcements such as UN-Earth Summits. The study also reveals the indisputable leadership of China in overall output and research agenda-setting. Nonetheless, countries such as India, Mexico, and Nigeria are either more efficient or impactful. GS research published in highly reputable journals is still scarce but increasing modestly. Central topic clusters (e.g., knowledge management) remain peripheral to the global Sustainable Development Goals (SDGs) research landscape. Finally, academic-corporate collaboration is in its infancy and limited to particular economic sectors: energy, pharmaceuticals, and high-tech., innovation; sustainability; management; STEM; developing countries; bibliographic coupling

The increasing number of changes at the workplace created through automation, political upheavals, and new technology frequently exposes individuals to unfamiliar situations. Mastering these situations requires individuals to possess adaptive expertise. By being an adaptive expert, individuals are able to deal with novel situations and remain performing at their original level. By drawing on recent literature, the goal of this chapter is to describe what adaptive expertise is. We contrast it with routine expertise to clarify when adaptive expertise produces superior performance to routine expertise. Subsequently we compare adaptive expertise to other expertise concepts. Following this, we describe how adaptive expertise can be developed and measured. The chapter ends with a number of recommendations of how individuals can be stimulated to develop adaptive expertise.

The extant work on talent management has largely promoted neoliberal agendas concerned with ranking, rating, and recording employees’ talent, or indeed lack of talent. While there are emerging insi...

Education has traditionally focused on the importance of content, and has guided curriculum design according to this principle. While content knowledge is important, to excel in the labor market today graduates need to develop procedural knowledge, with greater emphasis on capacity development for transferable skills. This need is amplified by emergent technologies, which increase the demand to develop knowledge in this domain. To disentangle and measure the impact of content and procedural knowledge on academic achievement, the study occurred in a virtual setting. Based on the findings, we provide recommendations for course designers and course developers to improve students‟ performance.

Bottom-up managed change processes offer the advantage to use the creative power of faculty to design and implement blended learning programs. This article proposes four factors as crucial elements for a successful bottom-up change process: the macro and micro contexts, the project leader and the project members. Interviews were conducted with 5 administrators, one student council member and 13 faculty members involved in a large-scale bottom-up change process. The interviews reveal that, with the necessary elements in place, a bottom-up change process leads to three important outcomes: firstly, the development of blended learning programs which match the needs of faculty and learner, secondly, incentives for new task forces to solve institutional bottlenecks which only faculty could have discovered and thirdly, new knowledge for the institutes. (C) 2012 Elsevier Inc. All rights reserved.

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers' skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers' TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. © 2013 Copyright Association for Teacher Education in Europe.

Multidisciplinary teams are a common sight in many work settings such as hospitals, business, and universities. A common problem is that team members exchange information with each other, but don't distribute their information exchange evenly among team members. Information exchange can be asking for information, but also without a request giving new information to others. This research found that adaptive experts, team members who are flexible and can deal effectively with unfamiliar situation, develop more information exchange relationship. Managers can stimulate adaptive expertise by allowing employees to work on a variety of tasks and master diverse skills.

This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result. (C) 2012 Elsevier Inc. All rights reserved.

The increasing digitalization of business processes require business school graduates to possess soft skills and data science skills necessary to perform in a data-driven work environment. These skills consist of Big data, relational Big Data, data analysis, communication, collaboration, ICT literacy, and citizenship. Business schools should provide learning activities that stimulate the necessary skills. In order to assess how business schools, on aggregate, are performing with regard to providing the necessary learning opportunities, we have investigated business schools social media engagement with regard to curating topics on the relevant skills. This enabled to collect a large amount of data on representative institutions, and provide insights into business schools engagement. The results indicate that business schools consider some skills to be important to talk about (e.g., Big Data), whereas other skills are less attractive for general engagement, but score higher on our scale of ‘skills to teach about’ (e.g., communication). We conclude that social media behavior of business schools provide a real-time proxy measure of the skills they are stimulating in students and the skills they desire to be perceived to have expertise in.

In light of growing complexity and volatility in the world, universities are challenged to tackle connected, ill-defined problems in need of innovative solutions. Yet higher education finds difficulty in organizing initiatives to address such issues and continues to structure solutions in traditional, hierarchical, and restrictive ways. In order to confront these changes and remain a relevant part of society, a mid-sized European university has started to challenge itself, the manner in which it conducts education and the group of people to whom it offers education. To achieve this goal, a bottom-up project structure was adopted, giving lower-level faculty members the autonomy, money and time to experiment and explore unorthodox methods. The research presented in this chapter details the perspectives and experiences of this unique project team, and outlines capacities needed and relevant questions to consider in dealing with wicked problems.

Recently the construct of transactive memory systems (TMSs) has been the focus in a number of studies. The TMS provides a group of people with an expertise map and processes to retrieve information from the most reliable source in a timely fashion. While most research has analysed the factors behind the creation of a TMS, a few have looked into characteristics, which analyse the retrieval of information from a TMS in real life teams. These studies reveal that factors related to the awareness of other’s expertise and its importance for team members to accomplish work related tasks play a role when seeking advice. However, individual factors, which have an impact on knowledge sharing behaviour, were not included in these studies. For this reason, this study places the TMS within a wider framework to analyse the impact of individual factors on information search from the TMS. To analyse the impact of individual factors on the frequency of information search, two teams were analysed. A survey was conducted to create scores representing the awareness team members have of each other’s expertise, how important they judge this knowledge to accomplish their tasks and how extravert each team member is. Those individual characteristics were combined to create a TMS profile for each participant. Subsequently, the influence these profiles have on the network position and information search was analysed. The results reveal that team members who score high on knowing and valuing are more often sought out for information than other team members. In addition, if the main communication channel is face-to-face contact, extraversion has an impact on information search.