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The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD.

Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology.

The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education.

The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.

Theory is an essential prerequisite in the development and maturation of any scholarly discipline. This study offers insight into theory development in reverse logistics (RL) studies, provides a synopsis of the theories employed in RL studies, and presents a comprehensive framework for choosing and applying theories in RL studies.

Using the systematic literature review approach, 265 various RL articles were analysed to discover the trend in using theories in RL studies and classify the individual theories employed. The analysis of the theoretical classification is presented to explain the type and frequency of the usage of theories.

The analysis discovered 52 specific theories from the sample. These theories were categorised under various categories: competitive, inventory, economic, decision, etc. The institutional, stakeholder, transaction cost economies, resource-based view, natural resource-based view, dynamic capability, agency and theory of planned behaviour were some of the key theories discovered. Finally, a comprehensive framework is provided to aid researchers in choosing and utilising theories.

This study gives authors, reviewers and editors perspectives on utilising theories in RL studies. It will give them the impetus to develop theories in RL and limit the borrowing or extension of theories from other disciplines to RL studies.

To the best of the researcher's knowledge, this is the first attempt to comprehensively provide an anatomical perspective into theory usage in RL studies. Besides, this study's proposed framework for selecting and using theories is a novelty in the domain of RL.

Charles Sanders Peirce (1839–1914), recognized as the father of philosophical pragmatism, has been described as a philosopher’s philosopher. Eliyahu Moshe Goldratt (1947–2011), considered the father of the management philosophy theory of constraints (TOC), has been described as being, first and foremost, a philosopher. The TOC body of knowledge is mainly preserved as concrete methodologies used in the management discipline. By examining the foundational elements of synechism and the TOC, the purpose of this study is to investigate the intellectual connections between the arguments and legacies of Goldratt and Peirce. Although this connection is worthy of much further investigation, the research emphasizes the possible implications from a management philosophy perspective.

Based on a “review with an attitude,” the authors first examined the foundations of Goldratt’s TOC through the lens of Peirce’s synechism. Next, the authors then examined how the study of Peirce combined with a selection of contemporary research in the management and organizational studies domain could point out a direction toward completing Goldratt’s unfinished intellectual work to establish a unified science management while addressing some of the current gaps in the TOC body of knowledge.

Major findings show that synechism’s growth may extend TOC knowledge, improving managerial practice in organizations. Findings on the convergent ideas of both also reveal that Goldratt valued all synechism categories, emphasizing the importance of not overlooking Firstness. Furthermore, the study analyzes the abductive inference demonstrated in the two use cases, introducing an additional metaphor to the management of organizational systems inspired by Peirce’s philosophical concepts. The research concludes that incorporating TOC and synechism principles can enhance management and organizational practices and enrich management philosophy and theories.

This pioneering research opens promising opportunities to draw parallels between Peirce and Goldratt. Interdisciplinary collaboration will enhance the rigor and validity of integrating synechism and TOC. Experts in organizational behavior, systems theory and complexity science can provide valuable insights into this debate, while practitioners and consultants could help identify barriers and opportunities for integrating synechistic principles.

The study proposes a novel abductive approach using Peirce’s cable metaphor as an initial framework to build a unified science of management based on evolutionary stages: TOC, common sense and connectedness.

This research reinforces the argument that contemporary management practices need philosophical thinking. The authors argue that re-evaluating the foundations of management thought enriches the decision-making process in organizations and the understanding of contemporary theories in management and organizational studies.

It has been ten years since the policy was implemented, but the effect of the policy needs to be tested empirically. This paper aims to explore the mechanism of policy influence on regional innovation ability by measuring the effectiveness of policy by innovation ability indicators. Further, it reflects the problems in the process of the transformation and development of resource-based cities in recent years and points out the direction for the development of the cities in the future. In addition, this paper discusses the differences between regions and cities in China and seeks the path to narrow the gap.

This paper mainly uses the difference-in-difference method for the research. This study divided China’s resource-based cities and non-resource-based cities into experimental groups and control groups, and explored the effect of the transformation and development of resource-based cities and the changes of their innovation ability under the influence of the National Sustainable Development Plan for Resource-based Cities (NSDPRC). More carefully, this paper uses the fixed effects regression model, propensity score matching method, bootstrap method and other methods to improve the empirical results.

This paper finds that NSDPRC significantly improves the innovation ability of resource-based cities, although there is some lag in this effect. Research on the influence mechanism of policies shows that NSDPRC improves the marketization degree of resource-based cities and reduces the proportion of the secondary industry in such cities. Finally, the results of the heterogeneity analysis confirm that policies are more popular in western China and that resource-based cities in growth, maturity and decline are more vulnerable to policy influence. The development of policy effectiveness also requires the size of a city, and maintaining a healthy and reasonable scale is necessary for urban development.

First, the existing research on the development of resource-based cities is mainly from the perspective of economy and environment, but rarely from the perspective of innovation ability, and the index to measure urban development is relatively single. This paper will compensate for this deficiency. Second, different from the European and American countries that have basically completed the industrial transformation, the research on Chinese cities will provide a reference for the transformation of developing countries. Finally, from the perspective of resource endowment theory and innovation theory, this paper discusses the influence of SDPNRBC mechanism on the innovation ability improvement of resource-based cities, and further improves and enriches the theory.

The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable deficiency in the literature lies in the absence of a comprehensive investigation into the interconnections between these two areas. This conceptual paper aims to address this lacuna.

Building on the theoretical foundations of identity control theory, this paper presents a conceptual model that outlines the dynamics of ethics education for managers, whether outside the organization or as a human resource development (HRD) initiative. Drawing upon a diverse range of literature sources, the model places significant emphasis on the interactive nature of identity formation, taking into account both individual agency and the educational context.

The conceptual model developed based on identity control theory illuminates the functioning of ethics education and its impact. The model illustrates the multifaceted nature of the relationship between ethics education and the development and sustenance of ethical identity in managers. It underscores the iterative process of identity control, wherein managers continuously navigate their ethical identities in response to internal and external influences.

While ethics education in management and HRD studies is widely acknowledged, there is a significant gap in understanding the psychological mechanisms that explain the maintenance of self-identity and the dynamic interplay between individuals and their social environment. This gap is particularly relevant to educational programs, which not only shape the social environment for trainees but also aim to foster the development and preservation of their individual identities.

Combining two organizational change theories, life cycle and organizational development, this study examines how strategic change cycle has been adopted and implemented across three different organizations, a public organization, an NGO and an intergovernmental organization toward achieving their goals.

This study triangulates three different qualitative research methods: open-ended semi-structured interviews conducted with UN Women Egypt's director, text analysis of the three organizations' websites and the discourse analysis of the Tri-County Foundation's leaders.

Strategic change cycle has been differently formulated, adopted and implemented by the three organizations based on their goals, resources and contexts. While Office Board of Investment adopted a comprehensive reactive change, Tri-County Foundation followed a partial proactive transformation and UN Women Egypt developed a partial reactive strategy. Henceforth, public organizations and nonprofit organizations can develop different strategies of change in function of needs, resources, goals and context.

This study advances a theoretical framework on organizational change by integrating two theories, life cycle and organizational development, presenting four patterns of change: comprehensive reactive, comprehensive proactive, partial reactive and partial proactive.

This study aims to explore and present discussions regarding the interconnectedness of procurement fraud, supply chain education, professional maturity and ethics, and their relevance to adopting a transcendence concept as well as proposing research directions thereof.

This study adopts a conceptual, intending to synthesize insights and propose a new conceptual framework that incorporates the transcendence framework and the process matrix. This generic framework provides a holistic view of the procurement and supply chain landscape at multiple levels – individual, team, organizational and industry.

This paper delves into the complex landscape of corruption within procurement, involving a diverse array of participants, including procurement professionals. The effectiveness of current corruption theories may be limited in this context. Despite the introduction of ethical training and anti-corruption initiatives, corruption remains widespread. The delivery of content and the design of the curriculum in supply chain education necessitate a reorientation to include not only moral education but also practical or hands-on delivery methods. In Kenya, sectors such as health and education exhibit a lack of recognition and professional maturity. When all the research constructs are examined separately, they do not provide a holistic understanding, thus underscoring the need for a comprehensive approach across the supply chain spectrum. This topic is ripe for further academic investigation with empirical evidence.

This paper provides key insights for researchers and practitioners in the field of procurement and supply chain education, particularly in Kenya. However, it acknowledges the lack of empirical studies and the limitations of current research, including procurement fraud, the context-specific nature of the findings and the dynamic nature of corruption and procurement practices concerning the constructs. This paper calls for further research to address these gaps, validate its propositions and contribute to a more comprehensive understanding of public procurement and corruption in Kenya. It also emphasizes the need for continuous research due to the evolving nature of corruption and procurement practices.

This study has practical relevance for researchers, professionals and the procurement and supply chain ecosystem. It offers insights that can inform future research, professional advocacy and policy development regarding the shape of supply chain academia in Kenya. In addition, it contributes to the advancement of procurement and supply chain professionalism in the country.

This study underscores the necessity for breaking the cycle of procurement fraud, enhancing procurement and supply chain education in Kenya, and fostering active engagement of professional associations in promoting maturity and specialization within the field.

This study holds distinctive value by uncovering previously unexplored dynamics among supply chain constructs within the context of a lower-middle-income economy, i.e. Kenya. Deconstructing and synergizing these concepts calls for a more robust theoretical and empirical comprehension of these constructs within Kenya's unique background.

Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.

A new conceptual model of generativity was developed to depict how generativity manifests among this age group.

This study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.

This study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.

Postsecondary institutions that purport to build leaders are ubiquitous. Yet, given such ubiquity, the curriculum and co-curriculum dedicated to student leadership development is diffuse as an overall field of practice and lacks firm grounding in matching consensus outcomes for leader development to specific principles of teaching and learning. We propose a conceptual model for leader development of undergraduates that describes what leadership education should strive to accomplish.

Recent scholars (Leroy et al., 2022) suggest such lack of consensus and weak structure stems from a lack of commitment to defining the ultimate goals for leader development programs, matching curriculum and pedagogy to meet these goals, and then rigorously evaluating programs. Our proposed model illustrates a structure of leadership skill mastery founded in adult constructive development theory, applies a range of adult learning principles, and includes several suggestions for specific curricular and pedagogical applications. We describe each aspect of this conceptual model and explain how it might be enacted and assessed across diverse postsecondary contexts.

We have no findings to report.

Numerous scholars have advanced models that seek to define and provide a structure for “leadership.” The novelty of our work is to combine the work of other scholars to provide an explicit framework for the work of leadership education in higher education – how to conceptualize “leader development,” how to combine such development with adult learning principles, and what specific curricular and pedagogical elements should be included to achieve intended ends.

The purpose of this article is twofold. Its first objective is to bring to the fore the unexplored and neglected origins of social exchange theory (SET) to critique this body of conjecture. This unearthing is illustrated through focusing on the way the theory was developed and how this development was mischaracterised in literature. Its second objective is to invoke the methodological assemblage of ANTi-History and the “close reading” notion using multiple archival sources to demonstrate their usefulness within the critical qualitative method debate.

The historic character of management and organization studies is exemplified through utilizing a combination of textual sources to examine how SET emerged from within the human relations school of thought throughout much of the twentieth century. Specifically, an array of sources (including archival data) is deployed and closely examined to trace how SET formed and became prevalent in organizational studies over the last decades.

SET is not only indebted to the human relations movement in general and to Elton Mayo’s work in particular (as is well-known), but also to logical positivism and behavioralist-school psychology. As such, Homans’ work marked the beginning of a new era in organizational behavior research.

The article highlights the role of historical analyses in interpreting mainstream constructs in organizational behavior. In doing so, it reveals how critical qualitative research leads to understanding some shortcomings of a theory and indicates potential remedies.