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This paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work.

To measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis.

Results revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning.

Major limitations of the study concern the convenience sample and the disregard for the sequence of the activities.

This study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.

Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences of online teaching and learning (T&L) during the COVID-19 pandemic in South Africa. The study specifically focused on the transferable skills students acquired and their relevance to working in the local retail and hospitality industries.

Following a case study research design, this study retrospectively delved into the multi-perspectives of students enrolled in vocational programmes. A total of 145 students completed reflective questions via a Qualtrics link regarding the topic in question. Student reflections were grouped and analysed for recurring themes using Atlas.ti. Through thematic analysis, two topical themes emerged related to transferable skills development and the usefulness of skills for future work.

The findings suggest that although students had to rely on online classes during the COVID-19 pandemic, they still developed vital transferable skills, including communication, teamwork, organisational, self-management, flexibility, technology, metacognition and problem-solving.

The findings offer valuable input into planning and developing student-centric online courses to facilitate the development of desired transferable skills. Findings could also guide best T&L practices regarding how education and training across digital platforms could be used to ensure that graduates are prepared to navigate the future complexities of working in ever-changing globalised industries.

This study provides new insights into the evolution of T&L and how unexpected situations could provide an opportunity to hone desired skills and prepare students for employment and the 21st century workplace.

The human resource and talent management fields have been increasingly focusing on the process and criteria to identify employees’ potential for career advancement due to their impact on the competitive advantage of organizations. This paper expands the extant theoretical and empirical evidence regarding these complex decisions, namely through the combined analysis of multidimensional sources of employees' capital.

This is a cross-sectional study. Data were collected from 384 individuals assessed by their line managers. The research model and hypotheses were tested using structured equation modeling.

The results show a positive and significant influence of four employees’ capital sources, namely: human capital (what you know), social capital (whom you know), psychological capital (who you are) and reputational capital (how others perceive us) with regard to judgments of potential for career advancement. The model explains 52% of the total variance in those judgments.

The data were collected using a questionnaire at a single point in time and thus, not allowing cause-effect inferences.

The results provide guidance to organizational leaders to improve the decision-making process regarding judgments of potential for career advancement.

To our knowledge, this is the first study to examine managers’ judgments regarding the potential for career advancement using four sources of employees' capital: human, social, psychological and reputational capital. Furthermore, it considers that reputation plays a mediation role.

:在人力資源和人才管理的領域裡,越來越多的焦點被放在找出員工職業發展所需潛能的過程和標準上,這是因為機構和組織的競爭優勢會受其影響。本文擬擴展關於這類複雜的判斷和決定的現存理論和經驗證據; 研究人員使用的方法為對員工資本的多維來源進行綜合分析。

:本研究為橫斷面研究。數據來自384 名受其直線經理評估的個別員工; 研究人員使用了結構方程模型,去測試其研究模型和各個假設。

:研究結果顯示,就員工職業發展所需潛能的判斷而言,存在著會帶來正面和重大影響的四個員工資本來源,這包括人力資本 (你所瞭解的事物) 、社會資本 (你所認識的人物) 、心理資本 (你是誰) 和聲譽資本 (我們予人的印象) 。有關的模型可說明判斷百分之五十二的總方差。

:由於數據的收集是於單一時間點和透過問卷調查而完成的,故未能收因果推斷的效果。

:研究結果給予組織領袖實際的指引,使他們在關於職業發展所需潛能的判斷上，能夠改善其決策的過程。

:就我們所知,本研究為首個研究、以四個員工資本來源,即人力資本、社會資本、心理資本和聲譽資本,去探討經理如何就職業發展所需的潛能作出判斷; 而且，本研究認為聲譽是扮演著調節角色的。

Collegiality is often discussed and analyzed as a challenged form of governance, a form of working that used to function well in universities prior to the emergence of contemporary and modern forms of governance. This seems to suggest that collegiality used to dominate, while other forms of governance are now taking over. The papers in volume 86 of this special issue support the notion of challenged collegiality, but also show that for the most part, nostalgic notions of “the good old days” are neither true nor helpful if we are to revitalize academic collegiality. After examining whether a golden age of collegiality ever existed, we discuss why collegiality matters. Exploring what are often described as limitations or “dark sides” of collegiality, we address four such “dark sides” related to slow decision-making, conflicts, parochialism, and diversity. This is followed by a discussion of how these limitations may be handled and what measures must be taken to maintain and develop collegiality. With a brief summary of the remaining papers under two headings, “Maintaining collegiality” and “Revitalizing collegiality,” we preview the rest of this volume.

This paper focuses on governance in higher education in China. It sees that governance as distinctive on the world scale and the potential source of distinctiveness in other domains of higher education. By taking an historical approach, reviewing relevant literature and drawing on empirical research on governance at one leading research university, the paper discusses system organisation, government–university relations and the role of the Communist Party (CCP), centralisation and devolution, institutional leadership, interior governance, academic freedom and responsibility, and the relevance of collegial norms. It concludes that the party-state and Chinese higher education will need to find a Way in governance that leads into a fuller space for plural knowledges, ideas and approaches. This would advance both indigenous and global knowledge, so helping global society to also find its Way.

This article aims to explain the role of philosophical anchors and research paradigms in business research, and how they can be extrapolated in the transformative era of automation, digitalization, hyperconnectivity, obligations, globalization and sustainability (ADHOGS) in the midst of disruption, volatility, uncertainty, complexity and ambiguity (DVUCA).

This article entails a general review based on the 3Es of exposure, expertise and experience, delving into the ontological, epistemological, methodological, axiological and rhetorical aspects of the major research paradigms—i.e. positivism, post-positivism, constructivism, interpretivism and pragmatism—and their interplay with the emergent trends shaping business research.

This article underscores the multifaceted nature of business research in the modern day, with an increasing need for blending, or shifting between, research paradigms to address the complex issues arising from automation, digitalization, hyperconnectivity, obligations, globalization and sustainability (ADHOGS). This article also highlights the nuanced interplay between research paradigms and theoretical perspectives, demonstrating the rich, diverse potential of business research inquiries.

While this article provides a broad overview of the interplay between research paradigms and emerging trends, future research could explore each of these interplays in greater detail, conducting empirical studies or utilizing specific case studies.

Researchers and practitioners should be open to adopting, combining or switching between different paradigms according to the demands of their research questions, context and trends shaping the business landscape, thereby underscoring the need for methodological flexibility and reflexivity in business research.

The shift toward embracing digital transformations and integrating sustainability in business research holds significant implications, driving socially responsible and sustainable business practices at the micro-level, and by extension, industrial revolution and sustainable development at the macro-level.

This article offers a holistic and contextualized view of the philosophy of science and research paradigms for business research, bridging the gap between philosophical foundations and contemporary research trends.