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1 – 10 of over 22000Josephine Namugumya, John Chrysostom Kigozi Munene, Sam Samuel Mafabi and James Kagaari
The purpose of this paper is to examine the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary…
Abstract
Purpose
The purpose of this paper is to examine the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions in Uganda.
Design/methodology/approach
To achieve the study purpose, the authors used responses from 91 tertiary institutions following a cross-sectional survey design. Partial least structural equation modelling (PLS-SEM) was used to analyse the data and done at an institutional level.
Findings
The results reveal that systems adaptability plays a full mediating role in the relationship between emotional intelligence and talent management in tertiary institutions as it accounts for 96.68% variance.
Research limitations/implications
Managing talented employees is not a snapshot process, yet the authors used a cross-sectional design. This paper is limited in this regard. Also, talent management in this paper is only explained by emotional intelligence and systems adaptability.
Practical implications
Talent management is explained by emotional intelligence and systems adaptability, which are metaphors of emotional intelligence and complex adaptive system theories. The authors also add to theory by establishing a fully mediating role of systems adaptability between emotional intelligence and talent management.
Originality/value
This paper establishes the mediating role of systems adaptability in the relationship between emotional intelligence and talent management in tertiary institutions.
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Nathalie Liechti García and Albert Sesé
A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential…
Abstract
Purpose
A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings.
Design/methodology/approach
A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management.
Findings
Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings.
Originality/value
The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.
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James C. Kable and Charles J. Margerison
When the coal industry in Queensland was facing serious decline the companies combined forces with the Queensland Combined Management Schools (QCMS) to design a management…
Abstract
When the coal industry in Queensland was facing serious decline the companies combined forces with the Queensland Combined Management Schools (QCMS) to design a management development programme to lift the performance of industry managers. The programme was designed specifically for middle and senior management from all the companies in the industry. For such a programme to be successful an organisation must recognise that training in management is crucial to its success. The scope of the programme must then be defined and the staff to be trained chosen. Establishing good communications with the organisers is essential. Follow‐up after the course reinforces the degree to which participants use the material learnt on the course. The design and implementation of the programme is discussed.
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In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional…
Abstract
Purpose
In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study.
Design/methodology/approach
The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership.
Findings
There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training.
Originality/value
This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.
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Ana Maria Gomez-Trujillo and Maria Alejandra Gonzalez-Perez
The purpose of this study is to provide a revision of the literature that links the concepts of sustainability and internationalization in the context of emerging markets
Abstract
Purpose
The purpose of this study is to provide a revision of the literature that links the concepts of sustainability and internationalization in the context of emerging markets
Design/methodology/approach
The results are presented following the recommendations of Challahan (2014), who introduced the concept of the “Six W” as components of a literature review.
Findings
It can be noted that there are common characteristics among the study of internationalization and sustainability in emerging markets. It is possible to suggest a framework of research that considers internationalization as a driver for the pursuit of sustainability initiatives.
Originality/value
There is an increasing evidence of the inclusion of corporate social responsibility activities and sustainable development on international business. This way, the present paper can serve as a base to understand the internationalization processes of emerging market multinationals (EMNEs) and their commitment to sustainability.
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The engineering education accreditation (EEA) is a principal quality assurance mechanism. However, at many education institutions, the most labor-intensive work of EEA process is…
Abstract
Purpose
The engineering education accreditation (EEA) is a principal quality assurance mechanism. However, at many education institutions, the most labor-intensive work of EEA process is accomplished manually. Without the support of computer and information technology, the EEA process leads to high labor intensity, low work efficiency and poor management level. The purpose of this paper is to build a complex network model and realize an information management system of talent training program for supporting the EEA process.
Design/methodology/approach
Based on polychromatic graph (PG), this paper builds a network model of talent training program for engineering specialty. The related information and data are organized and processed in this network model. From the bidirections of top-down and bottom-up, the user requirements are retrieved automatically in logic layer. Together with the specialty of mechanical engineering, the proposed PG-based network modeling method is applied and the corresponding information management system is realized.
Findings
The study results show that the PG-based network modeling method takes full advantages of the strong simulation ability of PG to model the complex network system and has some unique merits in formal expression of problem, efficient processing of information and lightweight realization of system. Further, the information management system of talent training program can reduce the tedious human labor and improve the management level of EEA process dramatically.
Originality/value
This paper proposes a PG-based network modeling method, in which the nodes and the edges can be painted by some unified colors to describe the different kinds of activities and the various types of interactions. Theoretically, this modeling method does not distinguish the activities, the interactions and their properties in graphic symbol and the problem size is diminished about a half. Furthermore, this paper provides an effective experience and idea to the education institutions for implementing the engineering education accreditation, increasing the education management efficiency and promoting the talent training quality.
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Ingmar Björkman, Adam Smale and Tomi J. Kallio
In this chapter, the authors review talent management in the research university sector, business schools in particular. The authors adopt an “exclusive” perspective on talent…
Abstract
In this chapter, the authors review talent management in the research university sector, business schools in particular. The authors adopt an “exclusive” perspective on talent management, assuming that some scholars contribute disproportionately to organizational performance. The authors identify two particular groups of scholars likely to be the target of exclusive talent management practices in business schools: (i) faculty on a tenure track career path and (ii) “star” tenured faculty with exceptionally strong track records. Focusing on these current and potential future “stars,” the authors review and discuss talent management practices related to talent identification, recruitment and selection, performance management, talent development, benefits and rewards, and tenure, promotion, and retention. In the extant literature, these topics have been mostly examined in the general university environment and less so in the business school context. This is somewhat problematic given that business schools have their own special characteristics. Moreover, some of the reviewed topics – especially talent development – have received only marginal scholarly interest thus far. Based on this literature review, and by drawing on their own experience working in different roles in academia, the authors highlight some of the gaps in the current body of knowledge and propose an agenda for future research.
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Atheer Abdullah Mohammed, Abdul Hafeez Baig and Raj Gururajan
The key objective of the study is to understand the best processes that are currently used in managing talent in Australian higher education (AHE) and design a quantitative…
Abstract
Purpose
The key objective of the study is to understand the best processes that are currently used in managing talent in Australian higher education (AHE) and design a quantitative measurement of talent management processes (TMPs) for the higher education (HE) sector.
Design/methodology/approach
The three qualitative multi-method studies that are commonly used in empirical studies, namely, brainstorming, focus group discussions and semi-structured individual interviews were considered. Twenty-three individuals from six Australian universities participated in this study.
Findings
The qualitative study explored three key themes and ten subthemes of TMPs that are used in AHE. These were: (1) talent attraction, (2) talent development and (3) talent retention.
Research limitations/implications
This study only targeted one country (Australia) and one sector (HE).
Practical implications
This study offers three major contributions as follows: theoretical, practical and policy aspects. Theoretically, the study provides a value-add to Talent Management (TM) theory through designing a guide (conceptual model) of TMPs for the HE sector. Practically, it collects original qualitative data regarding TM in the HE domain. From a policy point of view, this study adds more debate around adding new ideas to Australian education strategic plans for HE.
Originality/value
This study has a unique methodology because of strengthening the effect of an in-depth case study. For instance, two different techniques were used for data analysis for the same research objective as follows: (1) both manual methods and content analysis software (NVivo 11) and (2) the three-stage approach. Using these techniques for the same purpose in one study can provide greater flexibility to examine the relationship between theory and data.
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In this chapter, the emerging education workforce management approach known as talent-centered education leadership (TCEL) is reviewed. The approach takes inspiration from…
Abstract
In this chapter, the emerging education workforce management approach known as talent-centered education leadership (TCEL) is reviewed. The approach takes inspiration from progressive and cutting-edge talent management thinking and practices that emphasizes employers' intentional focus on humanizing and authentically engaging with their workforce. Pertinent to the theme of the book, the discussion then segues to the importance of diversity and inclusion as a precursor for these efforts and demonstrates how equity and organizational excellence are mutually compatible in the workplace. Relatedly, consideration is given to how traditional perceptions of “professionalism” can exacerbate inequity in the workplace. The chapter concludes by highlighting the seven core principles of TCEL to prepare school employers to embrace the future of education work.
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Eileen Sepúlveda-Valenzuela, Marcelo Careaga Butter and María Graciela Badilla-Quintana
To apply effective teaching and learning strategies, it is essential to understand the complexity of human groups, especially in educational contexts. To look for the relationship…
Abstract
To apply effective teaching and learning strategies, it is essential to understand the complexity of human groups, especially in educational contexts. To look for the relationship between the contributions that people make, it is critical to understand the singularities of cultures when developing innovations and to foster leadership in education. This chapter presents an experience developed in Higher Education in Chile focused on the ability of preservice teachers to enhance the development of individual talents as an active teaching and learning strategy to create a society made up of integrally developed people in educational contexts. In addition, we use virtual learning environments as a vehicle to connect students between physical and virtual boundaries. This strategy is based on the Talent Management Model which was implemented in intercultural primary schools by professors and preservice teachers from the south of Chile. The virtuality dimension promoted the detection of individual traits of students and contributed to the development of a cultural identity. Additionally, it offered theoretical and practical knowledge that implied an innovation in the training of future teachers.
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