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This book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education, to the field of work-applied management. It proposes that the many international models of changemaker education described in this book offer management professionals an array of innovative methods which support workplace learning and change by fostering organizational and educational flexibility.

This book review frames the collection's contribution in the context of work-applied management by systematically reviewing its chapter in order to present their relevance to conversations in and adjacent to the field.

This book review provides insights into how changemaker education might be conceived of and utilized in work-applied management contexts as drawn from the many innovative and demiurgic methods described in the collection and its chapters.

Changemaker education is a wide-ranging theoretical perspective, which is often loosely defined across contexts. However, this lexical amorphousness provides important flexibility for an expanded range of theoretical application.

This review includes important implications for the development of work-applied management theories drawn from models of changemaker education that demonstrate methods for achieving organizational agility and flexibility.

This review provides new and innovate models of use to work-applied management theorists and professionals.

More and more workers in Western economies are operating as freelancers in the so-called “gig economy”, moving from one project – or gig – to the next. A lively debate revolves around the question as to whether this new employment relationship is actually good for innovation in the 21 st century economy. Proponents argue that in this gig process valuable knowledge is created and transferred from one organization to the next via freelancers through their sequence of temporary gigs or projects. Antagonists reason that freelancers are only hired as one-trick ponies on a transactional basis, where knowledge is neither created nor shared. In this study, we focus on the characteristics of gigs. Which project characteristics lead to increased engagement of freelancers, and hence to knowledge-sharing behavior? Our study suggests that the gig economy can indeed lead to increased knowledge sharing by and engagement of freelance workers, provided that organizations and freelancers structure and shape gigs in such a way that they: (1) not only suit the task requirements at hand and (2) fit with the acquired skills of the freelancer, but that these gigs also (3) leave ample of room for the freelancer’s individual growth and development of new skills. This suggests that innovative organizations will need to shape gigs in such a way that freelancers are not only hired for their expertise, but rather that gigs also provide a learning opportunity for freelancers.

Utilizing film as a teaching tool in a personal leadership development course helped undergraduate students synthesize authentic leadership concepts. Iron Jawed Angels facilitated the culminating lesson as students applied course concepts to an observed leader. Three objectives guided the final lesson: (a) critique Alice Paul’s leadership as it relates to the components of the Discovering Leadership Framework described in Discovering the Leader in You, (b) identify key film scenes, quotes, and characters, applying them to course concepts and Alice Paul, and (c) analyze Alice Paul’s leadership as it relates to authentic leadership development. Four class meetings were designated for the final lesson. Students viewed the film on days one and two, and days three and four were spent identifying, critiquing, and analyzing Alice Paul’s leadership.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

In many security domains, the ‘human in the system’ is often a critical line of defence in identifying, preventing and responding to any threats (Saikayasit, Stedmon, & Lawson, 2015). Traditionally, such security domains are often focussed on mainstream public safety within crowded spaces and border controls, through to identifying suspicious behaviours, hostile reconnaissance and implementing counter-terrorism initiatives. More recently, with growing insecurity around the world, organisations have looked to improve their security risk management frameworks, developing concepts which originated in the health and safety field to deal with more pressing risks such as terrorist acts, abduction and piracy (Paul, 2018). In these instances, security is usually the specific responsibility of frontline personnel with defined roles and responsibilities operating in accordance with organisational protocols (Saikayasit, Stedmon, Lawson, & Fussey, 2012; Stedmon, Saikayasit, Lawson, & Fussey, 2013). However, understanding the knowledge that frontline security workers might possess and use requires sensitive investigation in equally sensitive security domains.

This chapter considers how to investigate knowledge elicitation in these sensitive security domains and underlying ethics in research design that supports and protects the nature of investigation and end-users alike. This chapter also discusses the criteria used for ensuring trustworthiness as well as assessing the relative merits of the range of methods adopted.

Worldwide academia is going through a major transformation because of Open Science and Recognition and Rewards movements that are linked to big societal challenges such as climate change, digitalization, growing inequality, migration, political instability, democracies under threat and combinations of these challenges. The transformations affect the human resource management (HRM) and talent management of universities. The main focus of this chapter is on collaborative innovation and the way universities participate in coalitions and strategic alliances on national and international levels. These platforms not only discuss the transformations and support the academic changes but also act as talent pools and talent exchange. This chapter provides an overview of the current state of affairs with respect to Open Science and Recognition and Rewards in academia. Next, a theoretical foundation is presented on the concepts of collaborative innovation, coopetition and HRM innovation in general. The leaders or leading organizations in the HRM innovation models often can’t make it happen on their own, in particular in highly institutionalized contexts such as academia. The legitimacy of transformations requires coalitions of the willing and therefore strategic alliances on different levels. The coalitions in academia can also contribute to academic talent management through sectoral transformations (see Recognition and Rewards) and through the way these coalitions operate.

Despite the potential for research institutes to advance interdisciplinary research on university campuses, There have been few studies on how interdisciplinary research centres integrate multiple disciplines in practice, how they influence the collaborative behaviours of scientists and how they establish collaborative communities. This study aims to provide a deeper understanding of how interdisciplinary research is being enabled at research institutes and offers signposts for how research institutes can further embed interdisciplinarity within their units.

Within this study, 30 interviews were conducted with leadership and faculty within 4 sustainability research institutes in the USA exploring how research institutes support interdisciplinary research within their units. A thematic analysis on the interview data revealed themes on how research institutes are enabling interdisciplinary research within their organisations and universities.

The study highlights eight themes on how research institutes are, and can further, enable interdisciplinary research within their organisations and universities. Some of the themes are fully implemented within the research institutes, whilst others are more aspirational and highlight where institutes can create additional capability and capacity for interdisciplinary research within their units and universities.

Whilst the study is limited to four major sustainability research institutes the findings will be applicable to all research centres and institutes attempting to create interdisciplinary research environments.

The study will be of particular interest to research institutes and university leadership who wish to cultivate a deeper culture of interdisciplinary research within their organisations.

The advancement of inter- and transdisciplinary research within universities are seen by many academic institutions, expert groups and funding bodies as essential for solving wicked problems and grand challenges facing society. The findings of this paper will help universities increase their capacity for interdisciplinary research.

There are few comparable publications in terms of methodology, approach and focus on research institutes.