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In this chapter, I propose an integrative framework for theorizing and empiricizing about talent management, based on the notion of “talent philosophies.” I believe that current debates about whether talent management should be inclusive or exclusive create the risk that our field will become fragmented, thereby undermining its social-scientific legitimacy. Nonetheless, this debate is absolutely correct in identifying the tensions between inclusive and exclusive approaches to talent management as a phenomenon. This, however, creates issues for talent management as a construct for scientific inquiry, as we need clear definitions and measures to create a cumulative body of research as a community. I propose that the solution lies in an expansion of our vocabulary as talent management researchers and identify four constructs that can help us structure and categorize our collective work: giftedness, talent, potential, and strength. Each of these constructs map logically onto different talent philosophies and talent management practices. In establishing “unity in diversity,” I believe talent management could finally make the transition into a more mature field of academic inquiry – although clearly phenomenon driven – characterized in equal parts by construct clarity, rigor, and relevance.

The purpose of this phenomenological study is to explore leader identity development experiences of emerging adults at a large Midwest university and how retrospective family storytelling (Koenig Kellas, 2018) plays a role in the sense-making of the leader identity process. Through a unique, three-phase qualitative and narrative inquiry approach, this research further explores LID sense-making through retrospective family storytelling.

Qualitative phenomenology and narrative inquiry approach. Data collection consisted of three different data sets: (a) two semi-structured interviews, (b) leader artifacts and (c) journals.

The stories told by the emerging adults described how key messages influenced their identity within the context of leader identity development and their college experiences. Furthermore, a key finding in the narratives exhibited the stories emerging adults recalled in the sense-making of their leader identity centered on persevering, overcoming hardships and interpersonal connections and relationships. Findings from this research contribute to LID literature for leadership educators, researchers and practitioners in leader development.

The research presented in this article advances LID by using a narrative approach to explore the role of family narratives in identity development. Further, it approaches qualitative work with rigorous data collection and analysis processing using a cross-case analysis to develop leader identity archetypes. This study directly impacts those who work with emerging adult college students and supports the development of college student leaders.

In the early 1930s, Nicholas Kaldor could be classified as an Austrian economist. The author reconstructs the intertwined paths of Kaldor and Friedrich A. Hayek to disequilibrium economics through the theoretical deficiencies exposed by the Austrian theory of capital and its consequences on equilibrium analysis.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The integration of capital theory into a business cycle theory by the Austrians and its shortcomings – e.g. criticized by Piero Sraffa and Gunnar Myrdal – called attention to the limitation of the theoretical apparatus of equilibrium analysis in dynamic contexts. This was a central element to Kaldor’s emancipation in 1934 and his subsequent conversion to John Maynard Keynes’ The General Theory of Employment, Interest, and Money (1936). In addition, it was pivotal to Hayek’s reformulation of equilibrium as a social coordination problem in “Economics and Knowledge” (1937). It also had implications for Kaldor’s mature developments, such as the construction of the post-Keynesian models of growth and distribution, the Cambridge capital controversy, and his critique of neoclassical equilibrium economics.

The close encounter between Kaldor and Hayek in the early 1930s, the developments during that decade and its mature consequences are unexplored in the secondary literature. The author attempts to construct a coherent historical narrative that integrates many intertwined elements and personas (e.g. the reception of Knut Wicksell in the English-speaking world; Piero Sraffa’s critique of Hayek; Gunnar Myrdal’s critique of Wicksell, Hayek, and Keynes; the Hayek-Knight-Kaldor debate; the Kaldor-Hayek debate, etc.) that were not connected until now by previous commentators.

This study aims to validate the content of an instrument which identifies the organizational, sociocultural and technological characteristics that foster digital transformation (DT) in higher education institutions (HEIs) through the Delphi method.

The methodology is quantitative, non-experimental, and descriptive in scope. First, expert judges were selected; Second, Aiken's V coefficients were obtained. Nine experts were considered for the validation.

This study’s findings show that the instrument has content validity and there was strong consensus among the judges. The instrument consists of 29 questions; 13 items adjusted and 2 merged.

A novel instrument for measuring the DT at HEIs was designed and has content validity, evidenced by Aiken's V coefficients of 0.91 with a 0.05 significance, and consensus among judges evidenced by consensus coefficient of 0.81.