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The purpose of this paper is to analyze the extant human resource development (HRD) definition research literature and theorizes a new definition of HRD.

The authors adopted keyword and content analyses to examine selected 32 HRD definitions in relation to different organizational and sociopolitical contexts base on theory development criteria and methodology for definition research.

From a theoretical perspective, the extant definitions were mostly empirical descriptions of HRD practice with conceptualization being absent. From a context perspective, the definitions were based on HRD phenomena indigenous to the western world, especially the USA and Western Europe. They can hardly explain HRD phenomena in a non-western context. The glaring gaps lead to theorizing a new definition by focusing on the hard core of HRD in defining and criterial attributes. The defining attribute of HRD is its host-system-dependence, and the criterial attributes are its shaping and skilling mechanisms.

This study unveils that HRD is a means to support the ends defined by the corresponding host system, and not an end in itself. This definition is applicable to different sociopolitical, cultural, and organizational contexts. It provides clear criteria and boundaries to gauge the relevance of HRD research and shows the unique identity of HRD, thus offering new directions to expand the landscape of HRD research.

The new definition can help human resources practitioners better understand the role and mechanism of HRD that the worldwide practitioners can resonate in various sociocultural and political contexts. Communicating the definition and goals of HRD will enhance internal clients’ understanding and appreciation of the value of HRD.

This study fills important research gaps in HRD definition research. It is the first HRD definition derived through a rigorous theory development process. The new definition connects the HRD research niche to the general human resource literature and lead to new HRD research.

The purpose of this study was to apply social exchange and organizational support theories to examine the relationship between mid-level strategic enrollment managers’ perceptions of managerial coaching behaviors enacted by their senior managers and their own reported job engagement, as mediated by perceived organizational support (POS) within the US higher education context.

A quantitative survey-based half-longitudinal design, which used the latent marker variable technique, was conducted with a sponsoring professional organization in the strategic enrollment management (SEM) field in the USA. A total of 301 usable surveys were analyzed using structural equation modeling.

The results of this study indicate that SEM managers’ job engagement and the perceived managerial coaching behaviors provided to them by their senior managers were positively correlated, and that POS fully mediated this relationship. These findings highlight how coaching behaviors may allow managers to elicit positive emotional responses and, by fostering enhanced POS, ultimately enhance job engagement among their team members.

This study addresses several calls for research on managerial coaching, job engagement and POS in an under-examined higher education context within the human resource development field.

Although most labor and microeconomic textbooks contain a theoretical discussion of the backward‐bending labor supply curve, scant empirical evidence of this phenomenon exists. In this paper we investigate the behavior of PGA golf professionals as they make labor‐leisure choices for performing on the PGA Tour. Using tournament theory to model this labor market and data from tournament performances over three seperate years, we find significant evidence that higher paid PGA Tour players do indeed operate in the backward‐bending region of their labor supply curves.

As a part of a larger study, the purpose of this study was to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their respective employees.

A qualitative, multi-case study using an adaptation of the critical incident technique (CIT) and semistructured interviews was employed with 12 managers and their respective direct reports totaling 24 interviews. Content and constant comparative analyses were used to analyze the data.

A total of five themes and 19 subthemes were identified regarding managers’ learning outcomes from managers’ perspectives. From the perspectives of their employees as coachees regarding their managers’ learning outcomes, one theme with three subthemes emerged.

Limited empirical research has explored the developmental outcomes for managers who serve as coaches for their employees. This study examined the outcomes associated with managerial coaching from both the perspectives of the managers who coach and their direct reports. The findings of this research provide more insight into the benefits managers derive from coaching their employees.

The purpose of this study is to document the process of transformative learning during students’ internships.

A qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.

The study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.

This paper provides important guidance for supporting transformative learning during student internships.

This paper provides important guidance for supporting transformative learning during student internships.

Jim Collins' Good to Great is but one of many popular press books on management. In his book, Collins discusses the keys to success for today's corporations. Many managers flocked to bookstores to discover what they might be missing in making their organization great. This paper aims to use methodologies more commonly found in the finance literature to validate the results of Collins' study.

This paper uses methodologies more commonly found in finance literature (e.g. event study methodology, Fama‐French three‐factor model with momentum, buy‐and‐hold abnormal returns) to validate the results of Collins' study.

The results show that the Good to Great firms had unexceptional performance when compared to other benchmark lists of firms, on an ex‐ante or ex‐post basis.

From a management perspective, the advice that one might obtain from Good to Great should be carefully examined by managers before they implement it, only to find that great is not really so great.

The paper is original in its methodological design and is valuable to managers who are seeking advice for opportunities that enhance shareholder wealth.

The purpose of this paper is to explore whether socially responsible firms recognize the potential conflicts that come with higher levels of executive compensation, and thus limit executive pay relative to what is being paid in other firms. In the process, the relationships between executive compensation and financial performance, and corporate social performance and financial performance are examined to determine whether potential compensation and social performance links are coming at the expense of company financial performance.

The empirical data for this research were obtained from a stratified sample of Fortune 1000 companies pulled from across more than 15 industries. Multiple regression analysis is utilized to test three hypotheses.

In line with the hypotheses, results indicate that companies identified as good corporate social performers do in fact have lower levels of executive compensation and there is some support found for a positive relationship between social and financial performance.

The results provide support for the view that firms concerned about social responsibility can put restrictions on executive compensation and still achieve good financial performance, and make a case that executive compensation should in fact be a concern of all socially responsible firms.

There are few studies that examine the direct link between executive compensation and corporate social responsibility. This study addresses this gap in the literature and adds to the discussion as to whether socially responsible firms might seek to better balance compensation across the firm and emphasize that profit, both individual and corporate, must be earned within a system that is fair and balanced for all.