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Emphasizing the increasing role of talent management (TM) as a global phenomenon and a source of sustainable competitive advantage for organizations, this study aims to present a scoping review of empirical literature on TM, examining the transition of TM from a phenomenon-driven to a theory-driven field.

Using a scoping review, this study analyzed 200 empirical studies published between 2010 and 2023 on TM.

The results indicate that TM is extensively studied in nationally operated, large, private, engineering-led organizations in Anglo-Saxon countries. The study highlights the necessity for more empirical studies and statistically robust evidence to establish the effectiveness of TM.

This review intends to provide a vision and direction for future researchers, guiding TM towards becoming a theory-driven field characterized by widely accepted theoretical frameworks and research designs.

The findings of this study may not be generalizable to other types of organizations or cultural contexts, as it primarily focused on large private engineering-led organizations in Anglo-Saxon countries.

This paper offers a comprehensive view of the definitions, contextualization, conceptualization, frameworks, practices, processes and under-explored areas of TM, which are essential for its development as a discipline.

This study aims to propose that inclusive talent management (TM) philosophy and TM practices are related to individual outcomes, such as job satisfaction, turnover intentions and job performance.

Using the resource-based theory, the research explores the mediation relationship between inclusive TM philosophy and job satisfaction, turnover intentions and job performance via TM practices. The study uses structural equation modelling for analysing the data collected through a questionnaire-based survey among a sample of 373 employees and 65 supervisors.

The results show that inclusive TM philosophy is positively related to individuals’ job satisfaction, job performance and decreased turnover intentions, through TM practices.

The study’s limitation lies in its restriction to a narrow set of organizations operating in Romania, thus limiting the generalization of the findings. Consequently, future studies can extend the scope of the study to include a larger sample size consisting of more organizations operating across multiple sectors and countries. While it is appropriate to assess talent philosophies at the level of the individual employees, future studies may wish to tackle the constructs from the organizational (managerial) standpoint where the TM practices and programmes are designed. Furthermore, future researchers could draw comparisons with large enterprises to investigate the differences in the impact of implementing TM practices within these organizational types. Finally, future research could explore the outcomes of inclusive TM philosophy by using a qualitative design, which sheds more light on other factors that support or hinder the outcomes of embracing inclusive TM in organizations.

The study’s findings have practical implications for organizations that want to improve their employees’ outcomes and provide evidence on how organizations can achieve this through their TM practices. First, the paper establishes a relationship between inclusive TM philosophy and employees’ outcomes (turnover intention, job satisfaction and job performance) through the mediating impact of the organization’s TM practices in the context of organizations operating in Romania. The relevance of the context for TM studies has been highlighted in the literature, and thus, the findings make an important contribution to the TM literature, given the limited number of empirical studies on TM practices from emerging European countries (Skuza et al., 2013). Second, the model was tested empirically by collecting data from two sources – employees and supervisors from the surveyed organizations. The perception among employees that they are treated as a talent by the organization can have a positive impact on their satisfaction, and job performance, and decrease their turnover intentions. This suggests that organizations should invest in talent development programmes to help their employees develop into talented performers who help improve the organization’s performance. The findings are of particular importance to human resources practitioners, as it suggests that organizations should consider implementing TM practices systematically across the organization to ensure that all employees benefit from them. By doing this, organizations can improve individual outcomes, which can ultimately lead to improved organizational performance.

Organization that develop the talent of their workforce in its totality are likely to be more successful in the long term. Similarly, it can be inferred that organizations that enhance the talent of their workforce through practices such as staff rotation, talent identification are likely to derive greater benefit from the capabilities that their staff display.

The study sheds light on the impact of talent philosophies and TM practices on outcomes at the individual employees’ level, which is an understudied study area within the broader TM discipline.

Global talent shortages, new skill demand and rising numbers of unfilled posts are fuelling an increasingly challenging job market, exacerbated by economic uncertainty and transformational digital change. Seeking creative solutions in response, the authors examine talent management’s (TM) theoretical and conceptual foundations, specifically the identification and selection of talent and TM programme design to explore the challenges and benefits of side-of-desk projects as interventions.

Taking an inductive qualitative approach, questionnaires, focus groups and semi-structured interviews gathered data from three employee groups in a UK digital communications organisation.

The authors reveal inconsistencies in the definition and selection of talent, highlighting programme quality challenges to expose a direct correlation between participant experience and motivation and retention, along with the longer-term challenges of balancing talented human capital, shareholder expectations and sustainable workforce resourcing.

The authors' research extends existing knowledge concerning the effect of organisational culture, context and workforce demands upon TM programmes, providing theoretical and practical implications for leaders and policymakers in designing enrichment activities to motivate, develop and retain talent. The authors make recommendations to inform the future design of TM programmes, revealing new opportunities to develop hidden talent and presenting a realistic and sustainable toolkit for future practice in the form of an organisational logic model.

This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China.

Qualitative case studies were conducted.

Findings showed that the C District government varied its power in initiating school networks; collaborative networks were developed but addressed local problems in a limited manner and collaborative networks had difficulties innovating to solve novel problems.

This article presents an “external-internal context” framework for understanding local government's role in school networks and turnaround school transformation in China.

This chapter explores the development of middle leaders in the specific context of Catholic schools. It considers the interplay between contemporary thinking on educational leadership and the insights of Catholic theology and ministry. Two key themes foundational to this interplay are examined: the connection between leading and following, and the central importance of relationships for leadership. For each of these themes, the reader is provided with related questions for middle leaders in a Catholic school context, an activity for engaging with leaders, and an exercise inviting middle school leaders to reflect on their own experience and the context within which they lead.

The purpose of this paper is to provide a comprehensive framework that identifies thematic clusters and their interconnections within Global Talent Management (GTM), global careers and talent management (TM).

In this paper, this study conducted a co-citation analysis using bibliographic data to unveil the intellectual connections and relationships among thematic articles related to GTM sourced from the Web of Science.

This review highlights three key research themes: experiences working abroad, TM approaches and the complex nature of GTM as a living system.

The main limitation of this research is the sample itself. Content analysis based on the co-citation method resulted in some more recent releases being omitted.

The practical implications of the paper include providing a structured framework for understanding the complexities of GTM.

Research into the academic literature in this area is divided into various clusters, empirically demonstrating how GTM and global mobility are intertwined, revealing the need for us to more thoroughly comprehend the social ramifications of GTM practices and activities and the need to further analyse the influencing social aspects in a GTM strategy, like diversity, increased mobility and virtual reality.

The analysis revealed the emergence of three distinct thematic groups: (1) global work experiences, (2) TM approaches and (3) GTM.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

This study aims to analyse how talent management practices in family-owned hotels contribute to their employees' fulfilment of their psychological contract.

Semi-structured interviews were conducted with 30 employees working at three different family business hotels in Sharm El-Sheikh, Egypt. Moreover, thematic analysis was undertaken on the collected data resulting in four major themes.

The findings revealed that stimulating employees to fulfil their psychological contract towards their family-owned hotels leads to several benefits. First, it leads to talent management practices that support crisis management, sustainability and resilience. Second, it contributes to empathy towards or at least a deep concern for the future of work in the hospitality sector. Third, to fulfil their psychological contract, employees, particularly non-family members, require inclusive talent management and ongoing training programmes tailored to prepare them to meet current and future challenges in the hospitality sector.

To the best of the authors' knowledge, the present study is the first study to empirically investigate the relationship between talent management practices and the psychological contract of employees in family-owned hotels, especially in developing economy context of Egypt. Also, it is one of the pioneering studies to unpack these dynamics for family as well as non-family employees.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.