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This paper investigates the extent to which disability type contributes to differential evaluation of employees by managers. In particular, the authors examined managerial prejudice against 3 disability diagnoses (i.e. psychiatric, physical disability and pending diagnosis) compared to a control group in a return-to-work scenario.

Working managers (N = 238) were randomly assigned to 1 of 3 scenarios containing medical documentation for a fictional employee that disclosed either the employee's psychiatric disability, physical disability, or a pending diagnosis. The authors also collected a separate sample (N = 42) as a control group that received a version of the medical documentation but contained no information about the disability diagnosis.

Compared with employees without stated disabilities, employees with a psychiatric disability were evaluated as more aggressive toward other employees, less trustworthy and less committed to the organization. Compared to employees with either physical disabilities or pending diagnoses, employees with psychiatric disabilities were rated as less committed to the organization. The authors discuss implications for future research and the trade-offs inherent in disability labeling and disclosure.

The current study extends prior research by examining a broader range of outcomes (i.e. perceived aggressiveness, trustworthiness and commitment) and moving beyond performance evaluations of employees with disabilities. The authors also assess the relative status of a “pending diagnosis” category—a type of disclosure often encountered by managers in many jurisdictions as part of accommodating employees returning to work from medical-related absence.

This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.

This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.

A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.

This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.

This paper aims to develop and empirically test a model of relationships between antecedents and outcomes of flow experience of users of massive open online courses (MOOC).

The researchers surveyed individuals primarily from India, who had enrolled in at least one MOOC offered by MOOC providers such as Coursera, edX and FutureLearn. The data were collected from 310 individuals using an online questionnaire. The partial least squares technique of structural equation modeling (PLS-SEM) was used to test the reliability and validity of the data, and the study’s hypothesized relationships.

The study found support for identification of telepresence, challenge and skill as antecedents of flow experience. MOOC satisfaction and MOOC usage intention were found to be the outcomes of flow experience, as hypnotized. The study also found the mediating role of MOOC satisfaction in the relationship of flow experience and MOOC usage intention.

The findings indicate that if the MOOC providers can orchestrate flow experience for MOOC users then that will increase the satisfaction of MOOC users, which will lead to increase in MOOC adoption.

The study makes the contribution towards better understanding of flow experience in the context of MOOC usage by identifying both antecedents and outcomes of flow experience. Further, it highlights the influencing role of flow experience on MOOC adoption.

Antecedents and outcomes of workplace deviance have been studied over the past few decades but there is still a lack of research from an organizational climate, witness and cultural point of view. Theoretical considerations for the present research are based on the social cognitive theory perspective where the authors expect employees's involvement in workplace destructive deviance would depend on their organizational climate perception, witness behavior and cultural orientation.

A total of 987 participants from India (N = 404) and USA (N = 583) completed an online questionnaire, and multi-group structural equation modeling analysis was conducted to test the hypothesized model.

Across cultural groups, higher collectivism is associated with lower engagement in workplace deviance. Furthermore, employees' higher intervening witness behavior is associated with lower destructive deviant behaviors when employees showed higher endorsement of collectivism in India (not USA). However, employees' higher self-serving witness behavior is associated with higher destructive deviant behaviors. Interestingly, employees with higher endorsement of individualism associated with organizational climate are more likely to engage in destructive deviance.

The main originality of this study is to further increase the understanding of the relationship between organizational climate, witness behavior (self-serving and intervening behavior) and workplace deviance (organizational and interpersonal destructive deviance) considering the role of employees' cultural orientation (individualism vs collectivism).

Due to the global labor market challenges, international companies react and adjust fast to these circumstances by implementing digital solutions into all business processes. Organizational ambidexterity is seen as the response of digital transformation and it can be divided into structural, contextual, and sequential dimensions. In this context, organizations representing the smart industry will need employees with specific competencies which let them meet technological challenges.

This chapter aims to clarify the state of opinion on expectations towards, and preparedness for, the impact of Industry 4.0 on human resources management and the implementation of various types of ambidexterity in these companies. We have conducted interviews with key HR informants from manufacturing companies operating in Germany and Poland. We have found that Industry 4.0 has a significant impact on HR practices. In both international companies, various digital solutions in employee recruitment, development, and performance, have been implemented. There have also been mature examples in both companies of structural, contextual, and sequential ambidexterity.

San Jose State University’s (SJSU’s) Global Leadership Advancement Center (GLAC) was established in 2007 in response to a reported scarcity of global leaders in all sectors. Its mission is to advance, foster, and disseminate knowledge on global leadership and its development. The center created various programs in three focal areas: Knowledge Creation and Dissemination, Development and Training, and the Social Innovation Initiative. We briefly explain the assessment center, the GLLab (Global Leadership Laboratory), used to varying degrees in all development programs and courses. This chapter describes in detail three of GLAC’s innovative global leadership efforts and their theoretical foundations – an undergraduate global leadership course, the GLLab Exchange Program, and the Global Leadership Passport Program. All GLAC programs are based on research and best practices, which are referenced.

As US firms expand into Canada, it becomes necessary for them to be aware of Canadian law governing labour and employment. Unlike what many might think, the laws in the two countries are substantially different. Further, the effects of these differences have been demonstrated empirically. Considers the differences between US and Canadian labour law in seven areas: certification procedures; first contract arbitration; new technologies; strike replacements; successorship; employee participation programmes and union security. Discusses the effects of the laws in these areas.

Much research to date on professional transitions has focused on predicting them and then preparing individual practitioners to navigate transitions as sites of struggle. The purpose of this paper is to critically examine, within the context of professional practice and learning, diverse theoretical approaches that are currently prominent in researching transitions and to propose future directions for research.

The paper begins by describing work contexts integral with professional transitions: regulation, governance and accountability; new work structures; and knowledge development. The discussion then examines transitions research in developmental psychology, lifecourse sociology, and career studies. These perspectives are compared critically in terms of questions and approaches, contributions to understanding professional transitions, and limitations.

The implications for educators are a series of critical questions about research and education directed to support transitions in professional learning and work. Future directions and questions for research in professional transitions are suggested in the final section, along with implications for supporting professional learning in these transitions.

The paper is not intended to be comprehensive, but to identify issues for the reader's consideration in thinking about various forms of transition being experienced by professions and professionals. The discussion is theory‐based, exploratory, and indicative, rather than definitive.

Antecedents and influences of workplace incivility have recently been studied in many areas of research but there is still a lack of consideration for the impact of culture. Theoretical considerations for the present research are based on the cultural dimensions of power distance and tightness/looseness because the collective levels of power distance are similar between Korea and Spain, but the collective levels of tightness/looseness are different between the two countries. The purpose of this paper is to examine whether individuals’ occupational position affects their normative reactions to incivility differently.

Participant (victim)’s (those who react to uncivil behaviors) social power (low vs high) and perpetrator’s (those who exhibit uncivil behaviors) social power (low vs high) were experimentally manipulated; all participants were randomly assigned to one of four perpetrator × victim conditions in relation to hierarchical positions (Ntot = 467).

The results suggest that the level of social and personal acceptability was greater either among Koreans than Spanish at a collective level or among people who endorsed higher power distance and tightness values. All in all, the findings highlight cultural influences on the importance of social hierarchy as a factor that can impact the people’s normative reactions to incivility.

The findings broaden our understanding of the psychology of employees in relation to incivility, by simultaneously considering the influences of culture (power distance and tightness/looseness) and social power.