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This study shows how presumed “HR-trends,” such as the recent promotion of Employee Experience (EX) design, are never value-free ideas of a presumably objective “best practice”, but rather a vehicle for legitimizing HR in the organization, and investigate the implications.

This study is rooted in critical HRM studies. Our methodology is the critical discourse analysis (CDA) of online job postings concerning “EX-positions.”

EX is a new vehicle for HR's ongoing struggle for legitimacy. By repositioning HR managers as “EX-designers,” it promises to integrate the previously conflicting roles of HR as advocate of the individual employee and as strategic partner on the organizational level. Yet, it also raises the question of what is at stake for HR and might even decrease the organizational involvement of HR.

This study highlights the relevance of a critical HRM perspective for moving beyond disciplinary blind spots. It shows the value of CDA for gathering insights into the hidden assumptions underlying HRM theory and practice.

EX design has been put forward as a new best-practice HR trend, promoting the relevance of HR in the organization. This paper shows that this trend is associated with potential gains as well as with potential losses. Practitioners need to be aware of these risks in order to increase the likelihood for a positive impact when implementing EX design.

The authors show how HR trends, such as EX, are manifestations of HR's ongoing struggle for legitimacy. Specifically, the authors uncover the legitimization agenda underlying EX, its implications for HR roles and responsibilities and the knowledge claims associated with it.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

This study aims to explore the dual-path effects of challenge (CTP) and hindrance time pressure (HTP) on knowledge sharing, which provides theoretical reference for knowledge teams to carry out knowledge sharing smoothly.

This study collected two waves of data and surveyed 416 employees in China. Regression analysis, bootstrapping and structure equitation modeling was adopted to test the hypotheses.

CTP has a positive impact on employee knowledge sharing, while HTP has a negative impact on employee knowledge sharing. Self-efficacy plays a mediating role between CTP and knowledge sharing, and emotional exhaustion plays a mediating role between HTP and knowledge sharing. The perceived organizational support can moderate the relationship between CTP and self-efficacy and between HTP and emotional exhaustion.

This study explains the reasons for the academic controversy about the effect of time pressure, enhances the scholars’ attention and understanding of the dual-path mechanism between time pressure and knowledge sharing and augments the theoretical research of time pressure and knowledge sharing.

The purpose of this paper is to explore the growth and development of periodical literature on Web 2.0 technologies and their other fields.

Bibliographic data of the articles published in the 13 leading peer‐reviewed journals are obtained from the Emerald database (www.emeraldinsight.com) directly using such keywords as “Web 2.0”, “blogs”, “wikis”, “RSS”, “social networking sites”, “podcasts”, “Mashup”, and multimedia sharing tools, i.e. YouTube and Flickr. The bibliographical surrogates such as author, title, subtitle, source, issue, volume, pages, etc. were recorded in MS‐Excel (2010) sheet for the analysis and interpretation of data. A bibliography of selected articles is provided.

The study found 206 research articles on the subject published in 13 leading library and information science journals of Emerald for period 2007‐2011. Further, the study found that 2009 was the most productive year with 69 articles. The study observed Online Information Review published 49 articles, and hence can be considered the core journal on the topic. Mike Thelwall from the UK was found to be the most prolific author, having authored or co‐authored five articles.

The study was based on 206 research articles published during the years 2007‐2011. The study was restricted to this period because the Web 2.0 concept was originated during 2004‐2005 and the undertaken period has sufficient published literature on the topic.

The paper provides reliable and authentic information on the subject. This is the first study on this topic.