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HR professionals have identified the power of information sharing for employer branding that could be obtained through the rapid growth of social media usage. The growing interest in and power of social media seem to be important for companies that want to make themselves known as interesting employers and to recruit prospective employees, using techniques that are more common to job seekers and recruiters. This study aims to explore the immediate future of employer branding through social media, as envisioned by academics and HR practitioners.

To look into the future of employer branding, we use the Delphi technique for forecasting, planning, issue identification, and framework development (Bobeva & Day, 2002). Two groups of respondents participated in this three-part study: 11 academics and 20 HR professionals. They were selected because of their research into the integration of HRM and IT from the e-HRM Global mailing list. The panelists participated in the research via electronic communication. The data were collected in three rounds from November 2010 to April 2011.

Research has revealed differences in the opinions of academics and HR professionals on the impact of social media on employer branding. The academics see its general effect as the targeting of audience for recruitment, marketing/company brand, and ways of communication/HR competencies. The practitioners see the image of the employer, visibility of the company, and organization responsiveness. The study presents other findings within the boundaries of employer branding value proposition, internal and external marketing, and the role of HR professionals. According to the academics, HR professionals in the future will need to possess knowledge about marketing and communication studies and web-based applications/develop new skills. They think that social media will impact the image of HR in organizations. On the other hand, HR professionals think that the future of their activities will depend on their awareness of recruitment trends, HR innovative thinking, and HR networking skills. Although the object of their activity will remain recruitment, HR professionals will have to be continuously updated on what is new in the social media in terms of recruitment.

This study presents the results of the Delphi technique, which is itself considered an original research method and not widely accepted in the tough “publish or perish” world. The value of the research is its forecast about the future developments of employer branding through social media, as envisioned by academics and HR practitioners.

There has been much research and many follow-up recommendations on how to introduce a new electronic human resource management (e-HRM) system to employees in order to avoid or minimize troubles during its implementation. However, implementation projects are known to be time consuming, indirect, and sometimes impulsive developments, leading to a mismatch between the initial ideas behind information technologies and the use in practice, the employees' perceptions and their experience. Paraphrasing Block, I put forward the following question: If I define successful e-HRM as one that is developed on-time and within budget, is reliable and easily maintained, and meets the specified requirements of HR professionals, line managers, and employees — how many organizations would acknowledge having successful e-HRM? (Block, R. (1983). The politics of project. New York: Yourdon Press). This chapter explores lessons from information technology (IT) studies that e-HRM researchers can learn and apply to better understand complex e-HRM implementation projects.

In this chapter, I take a symbolic interactionist look at the anthropomorphic projections of 38 people in four large Canadian cities who report having encountered ghosts. As part of a larger project on perceived encounters with ghosts, I interviewed these people using audiotape, transcribed the interviews, and identified themes within them. Together, they mentioned 195 ghosts and described their appearances and actions. I identified anthropomorphic projections in four areas: (1) Physicality – pertaining to the bodies of the ghosts, (2) Relational – pertaining to kinship ties, e.g., mothers, fathers, grandmothers, (3) Rational – the ghosts' motivations and justifications, and (4) Affective – pertaining to the ghosts' emotions. These anthropomorphic projections were the respondents' efforts at sense making after having encountered what they believed to be phantasmal.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

Multinational enterprises (MNEs) in the agri-food sector are continuously transforming their global value chains (GVCs) to address sustainable development challenges of food security (SDG2) and climate change (SDG13). However, the central role of non-governmental organisations (NGOs) in (re)creating GVCs across multilevel stakeholders through innovative approaches to solve sustainability challenges remains under investigated. This explorative study investigates how international NGOs influence the transformation of large-scale industrial animal agriculture to a more sustainable (cell-based) agri-food GVC. The authors conducted a case study on the Good Food Institute (GFI), an international NGO, that has been an active player in the transition to alternative sources of protein to solve animal-based agriculture sustainability issues. The results show that an international NGO can contribute to the transition to a more sustainable GVC and can enhance the GVC’s innovation capabilities.

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

In 1992, women presidents led 10 of 28 (36%) AIHEC member colleges (Ambler, 1992). In the intervening years, that number has grown; currently, 16 (48%) of the 33 American Higher Education Consortium regular member universities and colleges are led by women (AIHEC, 2010). Leadership in indigenous education is congruent with the role of woman as caregiver and nurturer, and barriers that prevent women from assuming leadership positions do not seem to be as prevalent in tribal institutions as in mainstream institutions. Tribal college leadership demonstrates commitment to the values of open access, diversity, and inclusiveness.

Tribal colleges have a common mission of restoring and preserving tribal culture and language; culture defines the purpose, process, and product. Tribal critical race theory (TribalCrit) may provide a foundation for understanding leadership because it “emphasizes the importance of tribal philosophies, beliefs, customs, traditions, and visions for the future” (Brayboy, 2005, p. 437). This chapter provides a perspective of the role of women in American Indian tribal college leadership, and begins with foundational information on tribal colleges and AIHEC as well as a brief review of leadership theory. TribalCrit frames indigenous education and tribal college leadership; storytelling provides the vehicle to relay precepts of indigenous leadership through the female voices of four tribal college leaders.