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Purpose: This chapter explores the strategic role of human resource development (HRD) as a function of talent management (TM) and discusses how HRD activities can help to facilitate more creative behaviours, in the international hospitality industry.

Approach: We focus on TM and HRD research exploring how these lenses are conceptually positioned given our current knowledge on creativity. We draw on the system-based approach to creativity and reconceptualise the creativity components by levels of flexibility/plasticity and outline how such approaches can help creative practice development.

Findings: We rationalise the existing conceptual approaches to creativity and propose a simplified model considering the developmental aspects of creativity. First, we theorise the TM/HRD strategies, such as training and development via learning, as a mechanism to connect TM/HRD to creativity in the organisational setting. We inform the current literature on whether and how creative processes emerge at work and affect creative flow in the bottom-top and top-bottom directions. Second, we advance the development of creativity theory by reconceptualising the established creativity components by degrees of flexibility/plasticity. Such re-conceptualisation allows for more nuanced examinations of organisational stimuli (i.e. training and development) on developmental conceptions of creativity.

Originality: This is the first piece of work that has investigated the fit between TM/HRD and creativity research. Our conceptual model illustrates that creativity can be promoted and developed at work by incorporating developmental initiatives such as TM/HRD.

The work of Henri Lefebvre Rhythmanalysis, Space, Time and Everyday Life (2004) is generally known as the original proposer of rhythmanalysis, inspired by the last chapter of Gaston Bachelard's book La dialectique de la durée (1963), entitled ‘Rhythmanalysis’. Nevertheless, it was the Portuguese philosopher Lúcio Pinheiro dos Santos who developed the notion of rhythmanalysis. In this chapter I address this episode of the genealogy of rhythmanalysis aiming to contribute to a broader understanding of its context of origin. I also present fragments of a rhythmanalysis exercise developed in Caminito, Buenos Aires, as part of my research in the field of art studies. Following a pre-Platonic notion of rhythm (Benveniste, 1966), I draw on those fragments as much as on the reflexive confrontation of rhythmanalysis with feminist and ch'ixi epistemologies (e.g., Haraway, 1988; Rivera, 2018) in order to propose what I come to call rhuthmanalysis.

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.