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Introduction: The application of artificial intelligence (AI) can substantially enhance both short- and long-term decision-making in human resource management (HRM) practices. However, academic research fails to address the dark side of AI in confluence with HRM and primarily paints a bright picture of the advantages of AI.

Purpose: The current research emphasises the challenges faced in the HRM domain in applying AI in HRM practices and further discusses the future path to maximise the effect of AI on HRM.

Methodology: The study rigorously surveyed secondary sources like the journal papers, consultant reports and other databases to critically examine the challenges encountered in applying AI in HRM practices.

Findings: Analysis of the above-mentioned sources shows that AI algorithm might bring routinisation of work. HRM ethics, data safety and integrity, biased algorithm from the programmer, fewer data to train the AI model, lack of technical skills of HR executive, neglecting values, and ignoring the creative thinking by employees are a few aspects that might cause difficulty in the adaptation of AI in the HRM domain. As a consequence, there could be unnecessary extra monitoring of employee behaviour, which in turn could lead to loss of workplace well-being and trimming of the human element in HRM.

Practical Implications: This study adds value by focusing on the challenges and suggests the path for robust HRM practices; because, the biased decision-making by AI could potentially lead to improper decision-making by the top management, and in turn, the sustainability of a firm could be at stake.

A defining aspect of humans is our self-consciousness; we experience ourselves as selves, and thus the self is a vital theme for information experience. A self can be conceptualized informationally, showing how the information and documents we deal with, and the practices by which we deal with them, constitute who we are. At root, a self is an encapsulation of an entity from its environment. To speak of human selves, this involves a biological encapsulation, a cognitive one, and a conscious one. The biological encapsulation is formed by chemical bonds; the cognitive by perceptual information processing; and the conscious by semantic bonds of narrative and self-awareness. Selves can change within all these encapsulations, and “being informed” simply is this change. Following this theory of the self as well as discussions of the extended mind, we can understand one's information and documents to also in part constitute a person's self. Among these, self-documents are a special case, those documents we create about ourselves (e.g., online profiles), which both represent and modulate who we are.

Researchers continue to seek understanding of industrialization as a state managed process. How to create and implement new industries based on advanced knowledge is on the policy agenda of many advanced nations. Measures that promote these developments include national capacity building in science and technology, the formation of technology transfer systems, and the establishment of industrial clusters. What these templates often overlook is an analysis of use. This chapter aims to increase the understanding of the processes that embed new solutions in structures from an industrial network perspective. The chapter describes an empirical study of high-technology industrialization in Taiwan that the researcher conducts to this end. The study shows that the Taiwanese industrial model is oversimplified and omits several important factors in the development of new industries. This study bases its findings on the notions that resource combination occurs in different time and space, the new always builds on existing resource structures, and the users are important as active participants in development processes.

This chapter explores the potential of grounded theory research methods for eliciting threshold concepts. It begins with an overview of threshold concept theory, then reviews current methodological approaches, as well as challenges encountered, when researching threshold concepts. The discussion argues for the suitability of grounded theory for this purpose, using a specific case for illustration. Specific elements of the research design that strengthened the use of grounded theory in the exploration of threshold concepts are described. The case example used is of graduate students and practicing professionals’ learning experiences when acquiring expertise in the online environment. The case is used to demonstrate the grounded theory method’s efficacy for eliciting evidence of transformative learning experiences, leading to implications for improving curriculum design.

This chapter focuses on the dispositions and values of The Education Doctorate (Ed.D.) students in England and the United States as they conducted research, graduated, and entered their work communities.

We will present a brief review of the history of the Ed.D. and an explanation of signature pedagogy, which leads to a consideration of values, particularly as they relate to the connection between the researcher and the community. A synthesis of Banks (1991, 1998) description of the researcher’s position and stages of ethnic development provide a framework to analyze the experience of a doctoral student in England and a doctoral student in the United States.

The leaders developed multicultural dispositions through doctoral pedagogies that included the supervised creation of a doctoral thesis in a Higher Education Institution with access to resources. The resources included pedagogical relationships with program providers, a library and access to intellectual networks that built leadership capacity within the doctoral education system. Leaders designing and implementing their research and drafting and redrafting their doctoral thesis, engaged with pedagogies that developed a deep understanding of “what counts as evidence,” and critical and reflective thinking tools that enhanced their multicultural dispositions and habits of hearts, minds and hands.

The findings may contribute to informing decisions to invest in the doctoral dividend, policy and a research agenda into doctoral pedagogies.

New insights into the benefits of educational leaders investing in the doctoral dividend are revealed.