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The goal of the current paper is to explore how induction of STs in VET schools can be improved by embedding induction in the broader human resources management (HRM) system. To this end, we will present and discuss the theoretical underpinning and the quantitative and qualitative outcomes of an online reflection instrument “Startwijzer,” developed in the Netherlands and which is based on literature on induction on one hand and on HRM literature on the other. In doing so the paper aims to contribute to induction theory and to formulate suggestions as to how provide STs with a smooth landing.

In the period 2018–2023, the Startwijzer was filled out by starting teachers (STs), their coaches, HRM officers, team leaders and managers working in various VET schools. Descriptive analyses were done on respondents” (n = 629) scores on 13 indicators, with a three-point-Likert-scale (where 1 = “in order”, 2 = “doubt” and 3 = “in order”) in SPSS. Also differences among stakeholders were examined. Respondents’ explanations of their scores were analyzed thematically, within and across indicators, to reach a deeper understanding of how STs can be provided a smooth landing.

With AMO-theory of performance (Appelbaum et al., 2001) – stating that performance is a function of: abilities (A); motivation (M) and opportunities offered to exert expertise (O) – as conceptual model, 13 indicators relevant for effective induction were distinguished. (A): Timely Recruitment; Lesson Observations; Individual Coaching; Personal Development Plan; Reflection on Teaching Practice; Development of Professional Identity; (M): Exchange of Mutual Expectancies; Distinction among Performance Assessment and Guidance; Differentiation among STs; (O) Provision of Practical Information; Enculturation; Appointment of Coaches; Workload reduction. Respondents were generally very positive about the help and care provided informally by colleagues but less satisfied with the formal procedures.

The paper bridges the literature on induction and that of human resources management (HRM). While the positive impact of HRM on employee outcomes such as performance, commitment and well-being has been attested by numerous studies (e.g. Combs et al., 2006), it is only recently that the potential benefits of HRM for teachers have been acknowledged (e.g. Runhaar, 2017). The theoretical elaboration as well as the empirical evidence discussed in the current paper suggest that unless induction activities are embedded in school HRM policy, STs already start their careers 1–0 down and it might be difficult for them to catch up.

Incident commanders (ICs) are senior police officials tasked with being the key operational decision-makers and leading a command team during major, critical and public order incidents (e.g. bomb threats, hostage situations and protests). Such events are often characterized by heavy time pressures and little information, requiring a highly skilled, integrated emergency response across multiple agencies and significant police planning, organizing and management. ICs must possess the necessary skills, traits and behaviors to deal with such incidents and their challenges. Therefore, the purpose of this study is to identify the competencies of ICs.

We conducted a thematic analysis of thirty-eight (n = 38) in-depth interviews with police personnel who have professional experience as ICs.

Results provided information on the competencies important for effective incident command, including a range of skills, traits and behaviors these police personnel should exhibit, such as command presence, decision-making, confidence, risk assessment, teamwork, task management, stress management, humility and others.

We provide a novel literature contribution by proposing a framework of police IC competencies and their interrelatedness based on first-hand interviews with experts in the field. Practitioners and policymakers need to know actionable strategies for developing standardized training and assessment curricula for ICs. The next steps are to delineate what skills, traits and behaviors are trainable and need to be selected for at the time of recruitment (e.g. occupational aptitude, personality). We provide the foundation upon which researchers and practitioners can make actionable decisions on moving forward to attain these important goals.

Building on a stress-related view, this study examines the impact of qualitative job insecurity on three indicators of career sustainability. It also examines the moderating role of employee age in this relationship.

Dutch respondents (N = 398) working in various sectors responded to an online survey. Our hypotheses were tested using path modeling with Mplus.

Qualitative job insecurity was negatively related to job satisfaction, general health, and employability. Moreover, a moderating effect of employee age on the relationship between qualitative job insecurity and job satisfaction was found.

Organizations need to take measures to prevent qualitative job insecurity, as this appears to be an essential hindering factor that might endanger an employee's career sustainability. Especially younger workers (<40 years) seem to suffer from qualitative job insecurity as this decreases their job satisfaction, urging management and HR professionals to protect them against it.

By focusing on qualitative job insecurity, this study helps to close an essential gap in the literature that so far has mainly focused on quantitative job insecurity. Besides, this is the very first empirical work investigating the link between qualitative job insecurity and multiple indicators of career sustainability. Finally, this research adds a developmental approach to sustainable careers by comparing younger and older workers.

The study aims to complement extant literature by assessing linkages between financial development, external flows and CO₂ emissions in 27 sub-Saharan African countries for the period 2002 to 2018.

The empirical evidence is based on interactive quantile regressions and external flows consist of remittances, foreign aid, trade openness and foreign investment.

The findings show minimum levels of external flows that should be reached in order for the interaction between external flows and financial development to promote environmental sustainability in terms of reducing CO₂ emissions. The minimum thresholds are critical levels of external flows that should be reached before financial development promotes environmental sustainability.

Policy implications – The disclosed external flow (i.e. FDI, foreign aid, trade and remittances) thresholds are actionable policy thresholds that the government can act upon in order to influence environmental sustainability by means of financial development. Theoretical implications – The findings below the external flow thresholds are consistent with the dependency theory in that external flows are harmful to socio-economic progress and environmental sustainability. When external flows are consolidated to the established critical masses or thresholds in the long run, the corresponding findings are in line with the extant neoclassical and endogenous growth theories, not least, because in the long run, external flows are associated with technological progress and adoption of stronger environmental legislation at the domestic level which are worthwhile in promoting environmental performance.

To reach the minimum trade and FDI levels that are worthwhile for the promotion of environmental sustainability, corporations should set targets on exports and imports as well as foreign investment levels that they have to attain in contributing to the national target of external flows needed to reduce CO₂ emissions. Such trade and FDI targets should be set in industries of various economic sectors.

The study complements the extant literature by assessing how external flows interact with financial development to influence CO₂ emissions.

Organizations are increasingly joining inter-organizational networks to foster sustainable employability for their employees. The purpose of this study is to identify the factors and mechanisms central to their success as experienced by key stakeholders.

An explorative, qualitative approach was adopted, using four focus groups with network coordinators (N = 18) and HR professionals (N = 14). Fourteen Dutch inter-organizational networks were represented. Respondents were recruited through purposive and snowballing sampling techniques. Thematic analysis was applied using open coding to generate themes.

The results of this study outline environmental, structural, and inter-personal factors and mechanisms that contribute to the success of inter-organizational networks that aim to foster sustainable employability for their employees. The environmental factors and mechanisms consist of challenges stemming from the labor market. The structural factors and mechanisms include: a network’s flat structure, flat fee, lack of informal rules, the allocation of roles and expectations for stakeholders and shared network activities. Lastly, the inter-personal factors and mechanisms are: communication among stakeholders, establishing reciprocity, interaction and collaboration between stakeholders, the valuation of trust, a convivial culture and shared vision among stakeholders. The dynamics between these factors and mechanisms are compared to other forms of inter-organizational networks. Furthermore, several recommendations for network coordinators and practitioners regarding the development of networks are presented.

This study provides insights into the factors and mechanisms that are regarded by stakeholders as influencing the success of inter-organizational networks in their ability to foster sustainable employability for workers. We have identified a unique model that captures this new way of inter-organizational collaboration and builds on insights from literature on collaborative governance regimes, institutional fields and entrepreneurial ecosystems. Specifically, the model provides a framework that consists of environmental, structural and interpersonal factors and mechanisms for network success. This study increases our understanding of how collaborative efforts can be fostered beyond organizational boundaries and existing Human Resource Management practices.

The paper aims to assess the impact and responses to coronavirus disease 2019 in six European heritage labs (Horizon 2020 Framework Programme) selected for their adaptive heritage re-use practices based on participation, self-organisation and self-management. As they are naturally oriented towards building resilient urban systems, the hypothesis is that the co-production of cultural values and places promoted by these projects could create the conditions for equitable perspectives of resilience in the normality of contemporary urban life.

The paper draws on data collected through a survey of six European Living Labs between January and May 2021. The survey results are framed by a literature review that defines adaptive reuse in terms of resilience. The five resilience characteristics described by Judith Rodin (awareness, diversification, integration, self-regulation and adaptability) are used to navigate the literature and organise the survey results.

Combining survey results and insights from the literature, some modes and elements (territorial, social, financial) are presented that contribute to creating the conditions for resilience through adaptive heritage reuse according to community-based approaches. Without claiming to be exhaustive, this evidence should be considered in the design phase of resilience programmes, policies or projects related to cultural heritage.

The concepts of community and resilience are becoming increasingly important in the field of cultural heritage. This paper makes a creative contribution to the ongoing debate by presenting and evaluating the contribution of adaptive reuse practices to resilience building.

Given the adversity of the COVID-19 pandemic, there remains an incomplete understanding of the gender disparities in the affectedness and recovery of micro-entrepreneurs from the crisis. Consequently, this paper aims to scrutinise gender disparities in the initial repercussions of the crisis and throughout the recovery phase.

Acknowledging the interconnectedness of micro-entrepreneurs’ professional and private spheres, the study adopts a mixed-methods approach combining a representative quantitative study with qualitative data from 36 semi-structured interviews with self-employed individuals in Germany amidst the COVID-19 crisis.

The findings indicate a gender gap in the impact and recovery trajectory, particularly affecting female entrepreneurs in caregiving roles beyond immediate financial repercussions. These disparities did not result in more pronounced business measures for recovery but rather involved more experimentation and prosocial behaviours, with a preference for alternatives to state aid, such as personal reserves and social networks.

Unveiling the dual influence of economic and social factors as essential for female entrepreneurs’ recovery from the crisis adds to the literature by providing a comprehensive understanding of gender-specifics.

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.