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The purpose of this study was to explore the experiences of engineering student interns, as well as the perceptions of internship supervisors.

The study was designed to investigate internships as a complex social phenomenon in the field, through the use of an inductive qualitative design grounded in a naturalistic paradigm guided by theories of learning and socialisation. The researchers used semistructured interviews of 24 engineering student interns and 10 internship supervisors at various organisations.

Students reported varying levels of learning about how a company works and how to work with others in a professional environment as the results of their internships. The researchers found that students did not look for connections between the classroom and the workplace, making it difficult to apply skills from one setting to the other. Supervisors received very little training, if any, prior to supervising interns. They were unsure how much work students could handle during an internship and perceived that making sure students had a positive experience was part of their role. In addition, internship goals for companies and educational institutions did not necessarily align.

Both students and supervisors would benefit from more formal preparation or training prior to the start of an internship. Educational institutions and companies would also benefit by collaborating to better understand each other's goals and coordinating student experiences to foster learning and positive outcomes.

This paper emphasises the importance of helping students understand the nature of work and the importance of developing relationships in the workplace.

The purpose of this study was to better understand the more complex social, technical and personal socialization experiences of engineers when they started new jobs in Taiwan. Much of the research and practice on the socialization of newly hired employees is narrowly focused on newcomer learning.

The study is a qualitative, case study approach designed to collect in-depth data about the socialization experiences of engineers in Taiwan. Thirteen participants reported their experiences from when they began new jobs, and the researchers collected and analyzed data from semi-structured interviews. The analysis followed qualitative analysis methods for content analysis.

The findings indicated that interpersonal relationships are critical to successful socialization, and the relational structures encountered by newcomers reflect the broader culture of Confucianism and the social interactions of guanxi in the Taiwanese workplace. Three main dimensions of socialization emerged from the data referring to social, technical and personal learning experiences.

The findings identify what is working (mentoring) and what is not working well (training). Human Resource managers and supervisors of newcomers can take actions to better manage the multiple dimensions of socialization.

Unlike most studies of socialization in Asia, this study took an in-depth, qualitative look into the experiences of newcomers. What emerged from the analysis of the data was a framework composed of three interdependent dimensions of socialization experiences. The findings inform both managers and newly hired employees about socialization experiences and how they can be improved.

The purpose of this paper is to review social identity theory and its implications for learning in organizations.

This article is a conceptual paper based on a multidisciplinary review of the literature on social identity theory. This article explains the theoretical concepts, constructs, and findings of an identity‐based view of learning in organizations. The article describes the theoretical foundations of social identity theory and its elaboration as self‐categorization theory, along with some of the limitations of the theory. Important implications for workplace learning are presented.

Although multiple factors influence how people work, social identity theory portends to be a unifying theory of organizational behavior because what and how people think as members of social groups influences subsequent behavior and attitudes in social systems. This influence has important implications for workplace learning..

The social identities in organizations serve as important drivers of performance. How people think as members of groups affects the outcomes of learning interventions. Therefore, social identity is a key input to or driver of learning and performance in organizations.

Training and development have focused primarily on the individual and occasionally the organizational levels with little attention to the identity‐based dynamics of group behavior in organizational settings. This paper offers insights from social identity theory for training and development.

The aims of this paper is to reviews the latest management development across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The paper finds that, despite being overlooked in the literature on training and development, social identity is a critical factor influencing learning and performance in organizations. Social identity is important because it provides insights about individual behavior in groups and the group dynamics that affect individual learning and performance. There is a gap in human resources development to provide training at a group level. Although the individual is usually placed at the centre of the organization, it is essential to recognize identity‐related constraints beyond the individual level to ensure continuous individual learning. This article reviews social identity theory and looks at its potential implications for training and development.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

This study explores labor relations management behaviors of administrators and Party organizations in resource-based state-owned enterprises (SOEs) in China based on social exchange theory and embeddedness theory. It builds up a process model for managing collective labor conflicts in resource-based SOEs in the Chinese context.

A comparative case study is conducted using two resource-based SOEs with similar backgrounds but differing in effectiveness of the management of collective labor conflicts. Data are collected from interviews, archival sources and a one-month participatory investigation.

The administrators and Party organizations of resource-based SOEs manage collective labor conflicts by means of human resource practices (HRPs) and Party organizations' boundary-spanning behaviors (PBSBs), respectively; foremen and unions perform a mediation role, especially under circumstances where administrators employ high-performance HRPs and PBSBs are closely integrated with the production process. The marketization of the “new danwei system” exerts a “provocation effect” but does not necessarily lead to collective labor conflicts. The root cause of conflicts lies in the inherent defects of specific HRPs and PBSBs, as well as the absence of the Simmelian tie in the social exchange interaction of actors.

First, this study develops a new construct of PBSBs for enterprises' Party organizations and explores its underlying mechanisms, which enriches the range of actors studied in the context of Chinese labor relations; Second, the authors develop a new dimension called “exemplification” building on the existing three-dimensional structure of boundary-spanning behaviors, which expands boundary-spanning theory. Third, the findings that Simmelian tie structure could better maintain the stability of labor relationship in the mediation process of labor-capital conflict management enrich the social exchange theory from the perspective of structure. Finally, this study deepens the existing research on HRPs by proposing a new explanation for disputes.

Diversity education and training have been a standard in higher education for decades now. While it is widely accepted that they can have significant value and impact, there is much uncertainty in how to build programs that deliver in positive ways for increasingly diverse college campuses. The need for contextual application of diversity education makes it difficult to develop a general framework for building such a program. Still, research shows essential theoretical components of diversity education programs that can be critical to the success of these initiatives. How do we take these larger theoretical concepts and ground them within unique higher education environments in ways that meet specific campus needs – needs that exist in the context of the campus, as well as within the larger social, cultural, and political landscape? The model has to be agile enough to respond to both the internal and external factors that shape the campus climate while being true to its theoretical roots. This chapter presents a programmatic framework for building a diversity education certificate program to enhance progress toward achieving institutional change goals, as well as a case study snapshot that demonstrates the practical implications of implementing the framework. The program can drive campus change supporting diversity and inclusion – change that may have been dormant, not supported, or not articulated in ways that result in effective outcomes.