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This literature review is on advanced computer analytics, which is a major trend in the field of Human Resource Management (HRM). The authors focus specifically on computer-assisted text analysis (CATA) because text data are a prevalent yet vastly underutilized data source in organizations. The authors gathered 341 articles that use, review, or promote CATA in the management literature. This review complements existing reviews in several ways including an emphasis on CATA in the management literature, a description of the types of software and their advantages, and a unique emphasis on findings in employment. This examination of CATA relative to employment is based on 66 studies (of the 341) that bear on measuring constructs potentially relevant to hiring decisions. The authors also briefly consider the broader machine learning literature using CATA outside management (e.g., data science) to derive relevant insights for management scholars. Finally, the authors discuss the main challenges when using CATA for employment, and provide recommendations on how to manage such challenges. In all, the authors hope to demystify and encourage the use of CATA in HRM scholarship.

Migrants and refugees from around the world flee to European countries to avoid situations of hardship, persecution and violence. The integration of refugees and migrants is a challenging issue. Despite diffused cosmopolitan attitudes and internationalized aspirations, people are often negatively predisposed against migrants and refugees. There are many cultural barriers to overcome in order to reduce tensions between foreign cultures and host communities.

The integration of migrants embraces immigrants' willingness and openness to learn and adapt their attitudes to the host environment; on the other hand, natives must also be prepared to accept the changes that immigrants can bring.

Digital technology can support the process of integration, providing access to online language learning programmes and health-related services, or offering opportunities to gather information and socialize. However, whilst the same digital technologies are shared by migrants and host communities, different processes of technology appropriation can limit their benefits for refugees' and migrants' integration.

This chapter focuses on digital social innovation (DSI) and the social inclusion of migrants and refugees. It also analyzes how innovative digital solutions can overcome ambivalence concerning cultural diversity. Integration should foster pluralism but, at the same time, should preserve cultural identity and linguistic diversity as well as improve economic and social participation.

The first step is designing DSI solutions avoiding the stereotype that immigrants are a homogeneous social group. Digital technology can support the implementation of multi-context applications whilst the information society may be the common cultural environment shared by all. This chapter also illustrates some relevant digitally based initiatives developed in Italy.

With the introduction of the Teaching Excellence Framework (TEF), the status of teaching has been moved towards the centre of concerns in the UK higher education (HE) sector. This interest develops further the notion of teaching excellence created through various institutional and sectoral schemes such as the Higher Education Academy (HEA) fellowship. Whilst excellence schemes and the TEF all highlight the importance of teaching, they also run the danger of reducing it to lists and simplified proxies.

This chapter argues that reductive characterisations of teaching, through metrics supporting the TEF, such as the national student survey, or ‘idealised’ descriptions of the foundational aspects of ‘excellent practice’, all lead to partial accounts of the teaching process. Such characterisations might lead to creeping performativity and increasing organisational attempts to control. An alternative account of teaching is proposed based on complexity theory. This sees teaching as emergent, multifaceted and contextually based. It refutes notions of ‘best practice’ and argues that any attempt to capture ‘excellent practice’ is to reduce the holistic nature of the processes that bring teaching, learning, curriculum and assessment together.

To explore the potential of conversations with an authentic audience through blogging for enriching in young writers the understanding of the communicative function of writing, specifically language and vocabulary use.

We situate our work in the language acquisition model of language learning, in which learners develop linguistic competence in the process of speaking and using language (Krashen, 1988; Tomasello, 2005). We also believe that language learning benefits from formal instruction (Krashen, 1988). As such, in our work, we likened engaging in blogging to learning a language (here, more broadly conceived as learning to write) through both natural communication (acquisition) and prescription (instruction), and we looked at these forms of learning in our study.

We were interested in the communicative function of language learning (Halliday, 1973; 1975; Penrod, 2005) among young blog writers, because we see language learning as socially constructed through interaction with other speakers of a language (Tomasello, 2005; Vygotsky, 1978).

The readers and commenters in this study supported young writers in their language study by modeling good writing and effective language use in their communication with these writers. Young writers also benefited from direct instruction through interactions with adults beyond classroom teachers, in our case some of the readers and commenters.

Blogging can extend conversations to audiences far beyond the classroom and make writing a more authentic endeavor for young writers. Teachers should take advantage of such a powerful tool in their writing classrooms to support their students’ language study and vocabulary development.

This chapter focuses on network links as knowledge flows and relationships. Knowledge links are defined as channels for communicating and distributing knowledge. The literature on network links is aligned with the literature on knowledge sharing, transfer, exchange, and appropriation. This chapter focuses on the peculiar attributes of knowledge network links. The authors identify the attributes to include a link’s direction, length and distance, strength and durability, concentration and congestion, velocity and impact, meaning and intention, and the coverage and spread. The authors also describe standard configurations of knowledge networks.

Chapter 5 changes focus from the external stimulus to the internal sensemaking by integrating and comparing new learning with the prior learning of the individual, which is the process of sensory cognition. These processes are identified and compiled into a model of the processes the brain uses to construct a cognition from the information, including both individual and collective learning. This results in the internalization of a new individual cognition constructed from the integration of the new information with prior information.