Search results

The purpose of this paper is to examine the self‐initiated repatriation experience of native professionals as they return to the labour market in the Republic of Ireland of their own volition and without the support of an employer.

A mixed methodology was employed to gather the data. In total, 40 responses were received from an initial open solicitation calling for research participants. Following a short survey receiving 34 responses, individuals who had returned without the aid of an employer to the Republic of Ireland and were willing to participate in further research were invited to participate in either a focus group discussion or in‐depth individual interviews. Ultimately, there were seven participants in the focus group and eleven individual in‐depth interviews.

The study found that the experiences of those in this study returning of their own volition and those of the more traditional repatriate do not seem to differ significantly across the facets of adjustment relating to adjustment in the general home country environment and adjustment to home country nationals, although subtle variations may be found. The main differences may be found when one investigates the facet of adjustment to work. Given that those returning of their own initiative are not returning to a position within a parent company, they must seek out their own employment. This adds a further source of stress and upheaval to an already difficult repatriation process.

This is an exploratory study and hence requires further empirical verification. Nonetheless the study provides some useful signposts for future study in the area.

This research is unique in that it bridges a significant lacuna in the existing international human resource management literature by concentrating on the self‐initiated repatriation experience (SRE). This research is all the more important given that increasing numbers of individuals have returned to Ireland to seek work at their own discretion with the advent of the Celtic Tiger.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This paper explores student reflections during entrepreneurial learning, revealing new insights into the interaction between cognition, conation and affection and finding patterns in individual learning profiles that indicate four specific learning pathways.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many risks and uncertainties. I draw on the work of contemporary philosophers to explore the connection between teaching and care in an attempt to (re)focus our understanding of the why and how we care (the process that brings us to caring action and practices to enhance normative practices of education) and the ethical considerations that accompany such a caring approach in education. I will engage in an exercise of praxis in an attempt to foster teaching that promotes things as they ought to be through Björn Freter's (2017a) conceptual work regarding the “existential experience of and the existential need to exercise care” (p. 5).

Using the framework developed by Freter, I point out that, despite normative uncertainties, educators should engage their concern, volition, and practice in order that what ought to be for students can be sought. How this theoretical exploration of caring is extrapolated into classroom practice is found in a synthesizing of Nicholas Burbules and Susanne Rice's (1992) concept of communicative virtues, Nel Noddings' (2012) work on caring as a relational dialogue, Schmitz, Müllan, and Slaby (2011) thoughts on affective involvement, and Barbara Thayer-Bacon and Charles Bacon's (1996) philosophical investigation into a model of caring educator. I will then humanize my contribution by adding personal testimony and philosophical conceptualization of particular experiences with pedagogical practices of care as an educator in primary, secondary, and tertiary educational settings. I conclude with some discussion on the risks and uncertainties inherent in such an endeavor.

Cognitive evaluation theory (CET; Deci, 1975), SDT's first mini-theory, was built from research on the dynamic interplay between external events (e.g., rewards, choice) and people's task interest or enjoyment – that is, intrinsic motivation (IM). At the time, this research was quite controversial, as operant theory (Skinner, 1971) had dominated the psychological landscape. The central assumption of operant theory was that reinforcement contingencies in the environment control behavior, which precluded the existence of inherently satisfying activities performed for non-separable outcomes. During this time, Deci proposed that people – by nature – possess intrinsic motivation (IM), which can manifest as engagement in curiosity-based behaviors, discovery of new perspectives, and seeking out optimal challenges (see also Harlow, 1953; White, 1959). IM thus represents a manifestation of the organismic growth tendency and is readily observed in infants' and toddlers' exploratory behavior and play. Operationally, an intrinsically motivated activity is performed for its own sake – that is, the behavior is experienced as inherently satisfying. From an attributional perspective (deCharms, 1968), such behaviors have an internal perceived locus of causality, as people perceive their behavior as emanating from their sense of self, rather than from experiences of control or coercion.

This chapter investigates the central role that intention (cetanā) plays in Buddhist ethics, the unique perspective into the nature of the self and agency from a Theravāda Buddhist stance. Intention is paramount in determining every mental, verbal, and physical action as wholesome, unwholesome, or neutral in the Buddhist ethico-psychology. Buddhist ethics offer an inclusive, compassionate, and non-theistic perspective into the many moral dilemmas we face today as the mind and its processes, the underlying volition of a thought, context, and circumstances all determine the nature of an action. This is of relevance particularly in the digital age where agency is often imperceptible from societal, legal, and materialistic stances. The virtual world is perceived to be distinct from concrete reality and hence unethical actions considered to be less negative and destructive, and the perpetrators often difficult to trace or made to pay the consequences as societies and legal systems struggle to deal with this new reality. Buddhism has little to say about reforming society but on the other hand provides a refined investigative system of categorization of ethical and unethical actions through its theory of kamma (action) originating in a seed of positive or negative intention in the mind, and the consequences are said to be unavoidable although subject to manifold variations. Although the influence of Buddhism is still fragmented in the West with debates on its relevance, what to adopt, adapt, and discard, it can offer a fresh perspective on ethics, intention, agency, and the self.

The purpose of this paper is to examine “black box” links between HRM innovations and organizational performance by investigating the perspective of a workforce often excluded from the HR realm. Professional Independent Contractors (IPros) play a vital role in achieving workforce flexibility and innovation. While the use of such arrangements has been examined often using a compliance-oriented lens, the authors explore the value of adding a commitment aspect.

In total, 375 IPros working in Australian organizations completed an online questionnaire distributed by a national business support services provider.

Results show organizational support significantly predicted work engagement and affective commitment. Self-efficacy, age and gender were also significant predictors.

The cross-sectional nature of this study and reliance on self-reported data limit the reliability of the findings. In addition, the findings may be specific to the Australian labor market.

The study present the views of a difficult to reach population and the findings suggest by adopting an innovative hybrid commitment-compliance HR configuration, practitioners may positively increase desirable contractor outcomes.

Concerns that organizational imperatives for efficiency, quality and high performance will be compromised by considering the human side of non-employee work arrangements are not supported. Indeed, as previously outlined, much of the concern with the employee/non-employee dichotomy is legally based and an artefact of a system of labor law that in many settings has failed to move with the times.

Few investigations of the impact of high commitment HRM practices have incorporated the perspective of professional, non-employees. While IPros are recipients of compliance focused contractor management practices, carefully integrated commitment-based HRM aspects have the potential to deliver positive outcomes for both individuals and organizations.

Aims to develop a theoretical model for understanding and enhancing effective self‐learning in a networked human and information technology (IT) environment. Recent educational reforms in different parts of the world emphasize that independent self‐learning throughout the life span is a sine qua non of education. Parallel to this is the development that the Internet and information technology have changed the modes of teaching and learning fundamentally and created unlimited opportunities for learning. There is an urgent need to develop a theory or model that can be used to deepen the understanding of the nature and process of self‐learning and facilitate students becoming highly motivated and effective self‐learners with the support of a networked human and IT environment. The implications drawn from the theory can contribute to the paradigm shift of education in current worldwide education reforms.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

This chapter investigates knowledge and practices relating to the ‘right timing’ in reproductive biomedicine in Switzerland. More precisely, it focuses on the effects of an anticipatory regime (Adams, Murphy, & Clarke, 2009) on women's experiences of age-related infertility. As assisted reproductive technologies (ARTs) promise to intervene in the fixed ‘biological facts’ of fertility decline to render reproduction and the timing of motherhood more flexible, manageable and controllable, this chapter explores the effects of anticipation on women's experiences and negotiations of age-related infertility and ARTs. It sheds light on an anticipatory regime which can be called ‘motherhood as right timing’. It shows how, in this regime, the temporality of the lifecourse is brought back to a biological temporality and how expectations and injunctions towards managing and controlling time contain the possibility of their failure, as they are associated with a multiplication of uncertain, complex and resisting biologies. At the core of the practices and politics of anticipating fertility decline, there is a tension between acting upon and being acted upon time, which are embedded in a moral economy of responsibility and volition in which women are blamed, or blame themselves, for not anticipating what is by definition beyond individual control and anticipation.