Index
Talent Management in Higher Education
ISBN: 978-1-80262-688-9, eISBN: 978-1-80262-685-8
Publication date: 21 May 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Thunnissen, M. and Boselie, P. (Ed.) Talent Management in Higher Education (Talent Management), Emerald Publishing Limited, Leeds, pp. 197-201. https://doi.org/10.1108/978-1-80262-685-820241012
Publisher
:Emerald Publishing Limited
Copyright © 2024 Marian Thunnissen and Paul Boselie
License
Published by Emerald Publishing Limited. These works are published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode.
INDEX
Ability, motivation, opportunity model (AMO model)
, 46
Academic capital
, 102
Academic careers
, 103, 105
Academic cooperation
, 163–164
Academic culture
, 56
Academic functions
, 59
Academic housework
, 140
Academic landscape
, 57
Academic managers
, 7
Academic performance
, 2, 40, 180
revaluation
, 183–184
Academic skills
, 139
Academic talents
, 46, 131
Advisory Council for Science, Technology and Innovation (AWTI)
, 57
Agency
, 68
conflicts
, 184
theory
, 184
Agricultural University of Wageningen
, 22
Analytical skills
, 139
Assessment
, 56
Autonomy
, 83
Basic psychological needs
, 88–90
Berlin’s Humboldt University
, 180
Bibliometrics
, 81
Bologna process
, 100
Broadening assessment
, 57–62
Burn-out
, 82, 86
Career stage
, 121
Career transitions
competition vs. multidisciplinary collaboration
, 108–110
distanced from real life vs. practical impact of research
, 107–108
findings
, 106–113
individualism and loneliness vs. supportive space
, 110–111
lack of perspectives vs. competence-based development
, 111–112
practical implications
, 115
research methods
, 106
suggestions for further research
, 114
synthesis
, 112–113
theoretical framework
, 101–105
Challenge-driven, Accessible, Research-based, Mobile, European University (CHARM-EU)
, 172
Coalition for Advancing Research Assessment (COARA)
, 44, 70, 167–168, 170
Coalitions in academia
, 169–171
Cognitive Career
, 104, 113
Cognitive legitimacy
, 168
Coincidence
, 105
Collaboration
, 162
Collaborative innovation
, 162
academic cooperation
, 163–164
coalitions and strategic alliances in academia
, 169–171
and coopetition
, 164–166
interface between coalitions and strategic alliances in academia
, 171–173
leaders, laggards and legitimacy
, 167–169
shaping talent management through
, 173–175
Collaborative research
, 105
Collaborative strategies
, 165
Commercial ventures
, 105
Competence
, 83
Competition
, 108–110
Cooperation
, 162–163
Coopetition
, 164–166
Covid-19
crisis
, 2, 11
pandemic
, 31–32
Culture of individualism
, 57
Current research information system (CRIS)
, 68
Decision-maker perspectives
, 147–151
Declaration on Research Assessment movement (DORA movement)
, 11, 43, 60, 69–70, 162–164
Deepening assessment
, 57–62
Discourse analysis
, 124–125, 130
Doctoral students
, 79
Dropout rates
, 80
Dutch case
, 80–82
Dutch government
, 21
Dutch Strategy Evaluation Protocol
, 61
Educational factory
, 31
Educational science
, 22
Employee behaviour
, 6
Employee participation
, 31
Employee rotation
, 162
Employee well-being
, 186
Equity
, 67–69
European Research Council (ERC)
, 148
European Union (EU)
, 29, 39, 100, 163
European University Association (EUA)
, 62, 163
Evidence-based CVs
, 65–66
Excellence
, 4, 57–58
Exclusive approach
, 3–4
Exclusive talent development
, 121–123
Fairness
, 7–8
Findable, Accessible, Interoperable, Reusable data (FAIR data)
, 41
Focus groups
, 124
Formal performance systems
, 7
Gender
, 121
bias
, 138
differences in salary allocation
, 143–145
inequality in academia
, 139–140
pay gap
, 147
Generalists
, 26–27
Gläser and Laudel model
, 105
Graduate education
, 79
h-index
, 63–64, 184
Harvard model
, 9, 46
High-potential management development programmes
, 121–122
High-ranked journals
, 164
Higher education
, 2, 6, 12, 20, 78
growing influence of government and society
, 27–32
growing need for higher educated people
, 22–23
growing significance of knowledge
, 20–22
impact
, 31–32
research
, 29–30
student demonstration time
, 23–24
talent development in
, 124–129
teaching
, 30–31
transition from elite to mass higher education
, 24–27
worker/student participation
, 31
Higher Education Leadership Initiative for Open Science (HELIOS)
, 44, 70–71
Homogeneous workforces
, 8
Horizon Europe
, 29
Human resource management (HRM)
, 2, 9, 38, 40, 162, 187
Human resources (HRs)
, 2, 44, 81, 120, 146
Hybridity
, 62
Impact
, 57, 180
Inclusive approach
, 3–4
Inclusive talent development
, 123–124
Individual employee well-being
, 40
Individualism
, 110–111
Innovative talent management practices
, 188–190
Innovators
, 167
International Association of Universities (IAU)
, 163
International developments
, 69–71
International Network of Research Management Societies (INORMS)
, 70
Isomorphism
, 167
Job demands–resources model
, 82–83, 86–88
Job market
, 81
Job resources
, 83
Joint investments
, 162
Journal impact factor (JIF)
, 39, 57, 63, 171, 184
Justice issues
, 7–8
KNAW
, 43
Knowledge, growing significance of
, 20–22
Knowledge, skills and abilities (KSAs)
, 172
Knowledge exchange
, 162
Labour market-based salary systems
, 141
Laggards
, 167–169
Leaders
, 167–169
Leadership
, 50
aspects
, 58
development
, 50
League of European Research Universities (LERU)
, 21, 163
Legitimacy
, 167–169
Line management enactment
, 50
Line managers
, 6
Loneliness
, 110–111
Lotus flower model
, 59
Lower classes
, 24
Managerialism
, 181
Managers
, 7
Marketing
, 22
Mastery
, 47
Mastery/Purpose/Autonomy approach
, 46
Medicine
, 21
Mental health
, 79, 86
crisis
, 79
of doctoral students
, 80
Merit-based systems
, 141
Meritocratic beliefs
, 140
Metrics
, 57, 62
Moral legitimacy
, 168
More Than Our Rank initiative
, 69–70
Multidisciplinary collaboration
, 108–110
Multilevel HRM process model
, 6
Natural sciences
, 21
New Public Management
, 29, 181
Non-neutral standards
, 149
NWO
, 43
Olympus image of science
, 128
Open access (OA)
, 41
Open Citations
, 68
Open infrastructure
, 67–69
Open Science
, 28, 38, 41–42, 66–67, 181
approach
, 164
movement
, 183
programmes
, 2, 8, 11
OpenAIRE Research Graph
, 68
OpenAlex
, 68
Organisation for Economic Co-operation and Development (OECD)
, 20, 100
Organizational Career
, 104, 113
Organizational effectiveness
, 40
Organizational justice
, 8
Organizational legitimacy
, 168
Organizations
, 138
Outcomes
, 3, 6
Pay
, 138
Pay inequality in Dutch university
, 143
gender differences in salary allocation
, 143–145
processes, policies, and practices of hiring, selection and promotion
, 146–151
Peer-review process
, 62, 89
Performance
, 2, 9
Personal agency
, 105
PhD Candidate Network Netherlands (PNN)
, 80
PhD candidates
, 80, 143
PhD degree
, 81
PhD holders
, 101
Political science
, 22
Polytechnics of Fachhochschule
, 22
Positive psychology
, 123
Practical impact
, 107
Pragmatic legitimacy
, 168
Private-sector strategies
, 78
Productification
, 48
Professionalization
, 181
of higher education
, 32
Professorship
, 105
Projectification’ of academia
, 78
Proxy indicators
, 60
Psychology
, 22
Public values
, 10
Qualitative indicators
, 60
Quantitative indicators
, 60
Quantitative metrics
, 39
Rankings
, 67–69
Recognition and Rewards
, 8, 38, 162–163
in academia
, 43–44
academic performance
, 40
Open Science
, 41–42
research excellence
, 38–40
restoring balance through talent management in
, 48
talent management in
, 46–48
Relatedness
, 83
Research assessment
, 60
Research evaluation
, 67
Research excellence
, 38–40
Research integrity
, 66–67
Salary allocation of new hires
, 146–147
Salary systems
, 139
and inequality
, 141–142
Science
, 32
Science, Technology, Engineering and Math (STEM)
, 39
SciVal
, 68
Self-determination theory
, 83–84
Small-scale university education
, 21
Social capital skills
, 139
Social legitimacy
, 166
Socialization of higher education
, 27
Societal well-being
, 40
Stereotypes
, 140
Strategic alliances in academia
, 169–171
Strengths
, 4
Student demonstration time
, 23–24
Subject approach
, 3
Supportive space
, 110–111
Sustainability
, 11
Talent
, 3–5, 100, 138, 162, 180
broadening meaning
, 184–186
crisis in academia
, 186–188
Talent development
, 120
in higher education
, 124–129
theoretical perspectives
, 121–124
Talent management
, 3–5, 20, 49, 79, 114, 120, 132, 162
impact of contextual factors on talent management policies
, 9–12
in Recognition and Rewards
, 46–48
Talent management practices
implementation
, 180
multiactor and multilevel perspective on
, 5–7
Tenure track
, 4
Tournament model
, 141
Traditional administrators
, 24
Traditional assessment
, 57
Transforming Open Responsible Research and Innovation through CHARM (TORCH)
, 172
Transparency and accountability in decision-making policies and processes
, 139
TRIPLE model
, 44–45
for recognition and rewards
, 59
Universities
, 6, 22–23, 39, 42, 56–57, 78, 100, 128, 140
University for Humanistic Studies
, 22
University job classification system (UJC system)
, 143, 146
University Medical Centre Utrecht (UMCU)
, 59
University of Zurich
, 21
UNL
, 43
Utrecht University (UU)
, 42, 44–46
Well-being
, 79
Women academics
, 126
World Health Organization (WHO)
, 82
ZonMW
, 43
- Prelims
- Chapter 1: Introduction
- Chapter 2: The Changing Context of Higher Education and Its Impact on Academic Jobs and Academic Work
- Chapter 3: Wind of Change: The Recognition and Rewards Movement
- Chapter 4: Recognition and Rewards in Academia – Recent Trends in Assessment
- Chapter 5: Talent Management of Doctoral Students: Focus on Well-being, or How to Deal with the Mental Health Crisis in Graduate Education
- Chapter 6: Reimagining Doctorate Holders’ Motivations to Make Career Transitions: Exploring Post-PhD Career Prospects Within and Outside Academia
- Chapter 7: Talent Development in the Context of Higher Education
- Chapter 8: The Worth of a Talent? Pay Inequality in Universities
- Chapter 9: Collaborative Innovation in Academia: In Search for Coalitions and Strategic Alliances for HRM Transformation
- Chapter 10: Conclusion, Discussion and Recommendations
- Index