Search results

Migration has become a challenging issue in the field of education and an ongoing crisis for many countries. The migration crisis and education have a reciprocal relationship in that the influx of migrants puts a strain on educational systems, particularly regarding resources, funding, and linguistic and cultural differences. However, education can play a crucial role in addressing some of the challenges associated with migration, such as the need to integrate, skill acquisition and cultural awareness in host countries, as well as brain drain in the countries of origin. It is crucial to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development. This chapter targets analysing relevant scholarship and aims to illustrate the broad patterns of relevant scholarly sources on migration in the field of education indexed in the Web of Science between 2015 and 2022, explore their collaboration trends, and reveal the conceptual structure of these studies in the context of international sustainable development. A bibliometric methodology is employed for the exploration and analysis of the publications; 991 studies on migration in the field of education are descriptively analysed in terms of distribution of publications with their citations, topics at the micro level, journals, and the number of authors contributing to these papers. The results contribute to picturing the characteristics and collaboration trend of the scholarly sources on migration in the area of education as a challenging disabler or a driving force that contributes to societal development within the scope of international sustainable development.

The purpose of this study is to offer a model explicating telework as a dynamic process, theorizing that teleworkers continuously adjust – their identities, boundaries and relationships – to meet their own needs for competence, autonomy and relatedness in their work and nonwork roles.

This study uses the lens of job crafting to posit changes teleworkers make to enhance work-nonwork balance and job performance, including time-related individual differences to account for contingencies in dynamic adjustments. Finally, this study discusses how feedback from work and nonwork role partners and one’s self-evaluation results in an iterative process of learning to telework over time.

This model describes how teleworkers craft work and nonwork roles to satisfy needs, enhancing key outcomes and eliciting role partner feedback to further recraft telework.

The propositions can be translated to hypotheses. As such the dynamic model for crafting telework can be used as a basis for empirical studies aimed at understanding how telework adjustment process unfolds.

Intervention studies could focus on teleworkers’ job crafting behavior. Organizations may also offer training to prepare employees to telework and to create conditions under which teleworkers’ job crafting behavior more easily translates into need satisfaction and positive outcomes.

Many employees would prefer to work from home, at least partly, when the COVID-19 crisis is over. This model offers a way to facilitate a smooth transition into this work mode while ensuring work nonwork balance and performance.

Most telework research takes a static approach to focus on the work–family interface. This study proffers a dynamic approach suggesting need satisfaction as the mechanism enabling one to combine work and domestic roles and delineating how feedback enables continuous adjustment in professional and personal roles.

In this chapter, we discuss talent development in the context of higher education. After discussing the advantages and disadvantages of inclusive and exclusive approaches to talent development, we present empirical data that detail how the participants of a focus group study perceive talent development in higher education. Our data show the importance of a contextualized reading of talent development as the competitive context in academia hinders an inclusive focus on talent development. This context results in a performance-centred, instead of a development-centred approach to talent management, where outperforming others in narrowly defined areas (e.g. publication record) is the main goal. We show that in such a context the development of competitive talent is rewarded, and the development of communal talent is not. The focus on performance instead of (inclusive) development becomes more pronounced when employees move through their career and is believed to have several negative consequences. Mostly women perceived that such a non-inclusive approach to talent development hinders the development and deployment of their talents and obstructs their career progression.

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback interactions. The emphasis is on understanding how reciprocity within leader-member exchange (LMX) relationships manifests and how it influences the feedback dynamics.

Template analysis of a qualitative data set consisting of 81 semi-structured interviews with leaders (n = 29) and remote working subordinates (n = 52) was performed.

Drawing on the theoretical frameworks of the feedback environment and the leader-member exchange, the findings demonstrate the imbalance between the efforts of leaders and subordinates in building and maintaining a favourable feedback environment in the remote work context. The results of this study highlight the importance of the dyadic nature of feedback interactions, calling for a more proactive role from subordinates.

Given the estimation that the COVID-19 pandemic has permanently changed the way organizations work, leaders, subordinates and HR practitioners will benefit from advancing their understanding of the characteristics of dyadic, daily feedback interaction in remote work.

Qualitative research on feedback and leader-member exchange interactions in remote work that combines the perceptions of leaders and subordinates is sparse.

This study aims to test the validity of the Rajan theory in South Africa and other selected emerging markets (Chile, Peru and Brazil) during the period 1975–2019.

In this study, the researchers used time-series data to estimate a Bayesian Vector Autoregression (BVAR) model with hierarchical priors. The BVAR technique has the advantage of being able to accommodate a wide cross-section of variables without running out of degrees of freedom. It is also able to deal with dense parameterization by imposing structure on model coefficients via prior information and optimal choice of the degree of formativeness.

The results for all countries except Peru confirmed the Rajan hypotheses, indicating that inequality contributes to high indebtedness, resulting in financial fragility. However, for Peru, this study finds it contradicts the theory. This study controlled for monetary policy shock and found the results differing country-specific.

The findings suggest that an escalating level of inequality leads to financial fragility, which implies that policymakers ought to be cautious of excessive inequality when endeavouring to contain the risk of financial fragility, by implementing sound structural reform policies that aim to attract investments consistent with job creation, development and growth in these countries. Policymakers should also be cautious when implementing policy tools (redistributive policies, a sound monetary policy), as they seem to increase the risk of excessive credit growth and financial fragility, and they need to treat income inequality as an important factor relevant to macroeconomic aggregates and financial fragility.