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1 – 7 of 7In this chapter, I propose an integrative framework for theorizing and empiricizing about talent management, based on the notion of “talent philosophies.” I believe that current…
Abstract
In this chapter, I propose an integrative framework for theorizing and empiricizing about talent management, based on the notion of “talent philosophies.” I believe that current debates about whether talent management should be inclusive or exclusive create the risk that our field will become fragmented, thereby undermining its social-scientific legitimacy. Nonetheless, this debate is absolutely correct in identifying the tensions between inclusive and exclusive approaches to talent management as a phenomenon. This, however, creates issues for talent management as a construct for scientific inquiry, as we need clear definitions and measures to create a cumulative body of research as a community. I propose that the solution lies in an expansion of our vocabulary as talent management researchers and identify four constructs that can help us structure and categorize our collective work: giftedness, talent, potential, and strength. Each of these constructs map logically onto different talent philosophies and talent management practices. In establishing “unity in diversity,” I believe talent management could finally make the transition into a more mature field of academic inquiry – although clearly phenomenon driven – characterized in equal parts by construct clarity, rigor, and relevance.
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This chapter discusses the employment of migrant women to work as ‘nannies’ in private homes in the United Kingdom.1 The term nanny has been used in the United Kingdom to denote a…
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This chapter discusses the employment of migrant women to work as ‘nannies’ in private homes in the United Kingdom.1 The term nanny has been used in the United Kingdom to denote a ‘qualified childcare professional’ (Cox, 2006; Gregson & Lowe, 1994). In this chapter, however, I argue that in 2010 it also referred to a form of deprofessionalised unqualified childcare provided in private homes across the United Kingdom. Migrant women have long been over-represented in care and domestic work in a range of advanced and emerging states (Anderson, 2007; Lutz, 2008) and this form of deprofessionalised nanny employment was no exception. This alternative use of the term nanny in the United Kingdom therefore referred with increasing frequency to migrant women who could be tasked with caring for children while also shopping, cooking, cleaning, driving, providing homework assistance etc. The chapter argues further that deprofessionalised nanny employment, occurring as it did in private domestic spaces and in the context of very low levels of state control, was likely to be characterised by high levels of informality (Cyrus, 2008). This meant that an important element of the childcare and associated domestic work sector in the United Kingdom was performed illegally. Deprofessionalisation and informality in the employment of (often migrant) nannies in the United Kingdom is troubling not only because of its association with illegal employment but also because it represented a marked failure to realise the demands for the upgrading of the status of care- and housework that have been key themes of feminist debate since the 1970s (Lutz, 2008).
This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the…
Abstract
This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.
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