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This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

Hydrological and climatological modeling is increasingly being used with the intent of supporting community-based climate change adaptation (CCA) and disaster risk reduction (DRR) initiatives in the Hindu Kush-Himalaya (HKH), as well as filling critical data gaps in a region that contributes significantly to the water resources and ecosystem diversity of Asia. As the case studies presented in the previous chapters illustrate, the utility of modeling in informing and supporting CCA and DRR initiatives depends on a number of criteria, including:•appropriate model selection;•ability to interpret models to local contexts; and•community engagement that incorporates and addresses underlying vulnerabilities within the community.

There are significant challenges to meeting all three of these criteria. However, when these criteria are met, we find:•There is a clear role for modeling to support CCA. The climate is changing now and will continue to do so for several centuries, even if carbon emissions were to stabilize tomorrow. Models, and other scenario development tools, provide our best insight into what the future climate might be and resulting impacts on dynamic social, environmental, political, and economic systems.•There is a clear role for local CCA. The impacts of climate change will be felt mostly at local levels, necessitating community adaptation responses. At the same time, most of the HKH communities and countries engaged in CCA initiatives have pressing, immediate development and livelihood needs. Making current development and livelihood initiatives incorporate climate adaptation considerations is the best way to ensure that the choices made today can set us on paths of increasing resilience, rather than almost inevitable disaster, for the future.•To achieve the best of both modeling and CCA requires thoughtful and patient application of modeling, tailored to local needs, conditions, and politics, with communities engaged around all stages of generating, interpreting, and applying the results. This requires a rare combination of technical skill, cultural sensitivity, political awareness, and above all, the time to continually engage with and build relationships within the community in order to foster resilient change.

Purpose: Although the transnational mobility of youth is prevalent across the globe, the policies and strategies used by developing countries to promote youths’ transnational mobility remains unclear. This chapter aims to discuss a few emerging trends and concerns related to youth transnational mobility and human capital accumulation. It focuses on the specific case of youth transnational migration from India. As such, this chapter considers the factors that have led to the construction of aspirations for transnational migration among Indian youth.

Study approach: In this chapter, we examine youth transnational mobility by synthesising the major literature available in the area of globalisation and transnational migration in the developing countries context. The study also incorporates the policy debates and secondary data evidence in these domains to substantiate the arguments.

Findings: Mainly focussing on the internal state of affairs of India, this work highlights three critical issues (a) new norms and practices of human capital accumulation within India’s knowledge economy; (b) understanding state and formal-informal ‘commoditised’ market dynamics in the changing aspirations for global human capital formation, specifically through transnational migration; and (c) examining the upshots of youth transnational mobility in terms of the production of relatively new forms of caste and class inequalities within Indian society.

Originality: This conceptual piece of work is an initial foray to unpack the complexities of Indian youths’ migration for specialised forms of human capital accumulation in a global landscape. The study motivates future policy-oriented interdisciplinary research on education and transnational mobility, specifically in empirical research projects.

COVID-19 not only has impacted adversely the health infrastructure, taking away lives of millions of people but it has also crippled the economy. The worst effected were food supply chain due to restrictions imposed on operations of shops and retail outlets. The consumers were suffering due to lack of supply. Similarly, agriculture produce were getting wasted due to lack of cold storage.

In this case we have proposed how a mobile-based application solution during COVID lockdown can successfully transform the livelihood of rural farmers in the state of Maharashtra (India), a state worst affected by the pandemic.

The technology-integrated supply chain model jointly developed by financial institutions, self-help groups (SHGs) and NGOs has enabled direct selling of fresh produces by rural women farmers to urban large residential societies at their doorsteps. It has provided a solution of municipality waste management by converting the waste to compost, getting them collected and used in the farmlands.

It will help the urban consumers to have the continuous supply of fresh vegetables and fruits available at their doorsteps, and keep a track of transport of foods from farm to fork. The farmers will be able to get better price for their produce. The model will also contribute towards circular economy (CE) through citizen partnership.

In this chapter, we explore the role of disability-based employee resource groups (ERG) in implementing large organizations' disability inclusion strategies and how pandemic responses shaped the workplace treatment and inclusion of disabled employees.

We conducted semi-structured interviews with disability-based ERG members and diversity, equity, and inclusion (DEI) professionals in large corporate settings. Then, we analyzed how pandemic-induced changes in the workplace impacted disability inclusion efforts and experiences of disabled employees.

Results from our study revealed that workplace disability inclusion responsibilities shifted to disability-based ERGs during the onset of the pandemic. Participants detailed how organizational disability inclusion practices and policies expanded through increased awareness among some employee bases and were de-prioritized to the point of erasure in other situations. Within the context of the pandemic, members of disability-based ERGs played an integral part in both enhancing visibility of disability and responding to instances of ableism in their respective organizations.

Findings provide context as to how shifting organizational contexts, such as pandemic related workplace policies, becomes disabling, and in turn illustrate the fluid nature of disability. By framing disability as an evolving (fluid) identity category and prioritizing the awareness of disabled perspectives, organizations can better support disabled employees in their future, overarching DEI strategies and approaches to workplace inclusion post-pandemic.

Despite many neurodiverse individuals possessing skills that are desperately needed, few organizations have redesigned their attraction, development and retention practices to capture them. In this chapter, we alert organizations that embracing neurodiversity bodes well for expanding the diversity of the talent pool, thereby mitigating talent risks. We proceed to analyse and explain how neurodiversity can be positioned within the talent management literature and identify opportunities for integrating neurodiversity and talent management research. We begin by exploring the concept of neurodiversity and in particular neurodiversity in the workplace. We then use this foundation to establish how neurodiversity can be engaged within the talent management literature. Finally, we outline a plethora of future research questions and avenues to further explore neurodiversity in the context of talent management.

We develop a discourse of strategic management as design, using a conceptual base drawing upon the work of Michel Foucault, as an alternative to the prevailing strategy discourse (strategy as “economizing”). We then use contemporary design theory to theorize strategic management as a design activity in which the focus is on innovation, with the emphasis on future strategies based on the creation of desirable unknowns.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.