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The reality of domestic violence does not disappear when people enter the digital world, as abusers may use technology to stalk, exploit, and control their victims. In this chapter, we discuss three unique types of technological abuse: (1) financial abuse via banking websites and apps; (2) abuse via smart home devices (i.e., “Internet of Things” abuse); and (3) stalking via geo-location or GPS. We also argue pregnancy and wellness apps provide an opportunity for meaningful intervention for pregnant victims of domestic violence.

While there is no way to ensure users' safety in all situations, we argue thoughtful considerations while designing and building digital products can result in meaningful contributions to victims' safety. This chapter concludes with PenzeyMoog's (2020) “Framework for Inclusive Safety,” which is a roadmap for building technology that increases the safety of domestic violence survivors. This framework includes three key points: (1) the importance of educating technologists about domestic violence; (2) the importance of identifying possible abuse situations and designing against them; and (3) identifying user interactions that might signal abuse and offering safe interventions.

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.

Worldwide academia is going through a major transformation because of Open Science and Recognition and Rewards movements that are linked to big societal challenges such as climate change, digitalization, growing inequality, migration, political instability, democracies under threat and combinations of these challenges. The transformations affect the human resource management (HRM) and talent management of universities. The main focus of this chapter is on collaborative innovation and the way universities participate in coalitions and strategic alliances on national and international levels. These platforms not only discuss the transformations and support the academic changes but also act as talent pools and talent exchange. This chapter provides an overview of the current state of affairs with respect to Open Science and Recognition and Rewards in academia. Next, a theoretical foundation is presented on the concepts of collaborative innovation, coopetition and HRM innovation in general. The leaders or leading organizations in the HRM innovation models often can’t make it happen on their own, in particular in highly institutionalized contexts such as academia. The legitimacy of transformations requires coalitions of the willing and therefore strategic alliances on different levels. The coalitions in academia can also contribute to academic talent management through sectoral transformations (see Recognition and Rewards) and through the way these coalitions operate.

Online environments have become a central part of our social, private, and economic life. The term for this is “digital existence,” characterized as a new epoch in mediated experience. Over the last decade, there has been a growing interest in how online abuse impacts one's digital existence. Drawing on 15 interviews with women, this chapter demonstrates a type of labor—which I call “ontological labor”—that women exercise when processing their own experiences of online abuse, and when sharing their experiences with others. Ontological labor is the process of overcoming a denial of experience. In the case of online abuse, this denial stems partly from the treatment of online and offline life as separate and opposing. This division is known as digital dualism, which I argue is a discourse that denies women the space to have their experiences of online abuse recognized as such.

In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management, human resource management and academic and support staff at all career levels, and universities would benefit from participation in mutual learning initiatives currently taking shape in various regions of the world.