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Many organizations hold the traditional view that due to the potential of higher job dissatisfaction and employee turnover rates, hiring overqualified job candidates is risky. The purpose of this paper is to take an alternative perspective, using Human Capital and Resource-based theories to propose that hiring overqualified job candidates adds to a firm’s human capital depth. This additional human capital depth, in turn, enables firms to improve near term organizational effectiveness, and ultimately, build long-term competitive advantage. However, the ability of the firm to sustain this competitive advantage is dependent upon the retention of the overqualified human capital. The authors propose that job and career development opportunities made available to the overqualified will increase commitment and reduce turnover intentions, resulting in a long-term competitive advantage. Thus, the conceptual framework makes reference to deployment of the overqualified as an under used source of human capital. Finally, the implications of the proposed conceptualization and directions for future research are discussed.

This paper reviews theory and proposes a conceptual framework for reimaging overqualified human resources.

There are powerful benefits to hiring overqualified job candidates, but by not hiring overqualified job candidates, organizations are missing out on a large, easily available, and potentially lower cost source of highly skilled human capital.

The authors propose that job and career development opportunities made available to the overqualified will increase commitment and reduce turnover intentions, resulting in a long-term competitive advantage. Thus, the conceptual framework makes reference to deployment of the overqualified as an under used source of human capital.

This paper uses Human Capital and Resource-Based theory to propose a conceptual framework which makes four key contributions. First, the authors propose that hiring overqualified job candidates increases an organization’s human capital depth. Next, this increased human capital leads to near term improvements in employee performance and organizational effectiveness. In turn, firms using career development exercises such as job crafting, mentoring, and/or informal leadership to retain overqualified human capital are more likely to covert near term organizational effectiveness into long-term competitive advantage. Finally, the authors offer a conceptual framework that bridges the overqualification and strategic human resources management literatures.

Many organizations hold the traditional view that due to the potential of higher job dissatisfaction and employee turnover rates, hiring overqualified job candidates is risky. The purpose of this paper is to take an alternative perspective, using human capital and resource-based theories to propose that hiring overqualified job candidates adds to a firm’s human capital depth. This additional human capital depth, in turn, enables firms to improve near-term organizational effectiveness and, ultimately, build long-term competitive advantage. Thus, the conceptual framework makes reference to deployment of the overqualified as an under-used source of human capital.

This paper reviews theory and proposes a conceptual framework for reimaging overqualified human resources.

There are powerful benefits to hiring overqualified job candidates; however, by not hiring overqualified job candidates, organizations are missing out on a large, easily available, and potentially lower cost source of highly skilled human capital.

This paper uses human capital and resource-based theory to propose a conceptual framework which makes four key contributions. First, the authors propose that hiring overqualified job candidates increases an organization’s human capital depth. Next, this increased human capital leads to near-term improvements in employee performance and organizational effectiveness. In turn, firms using career development exercises such as job crafting, mentoring, and/or informal leadership to retain overqualified human capital are more likely to convert near-term organizational effectiveness into long-term competitive advantage.

The authors used Sue’s (2010) microaggression process model and Freeman et al.’s (2010) stakeholder theory as a theoretical basis for this case.

Information for the case was gathered from publicly available sources. No formal data collection efforts were undertaken.

Guess Who’s Coming to Deliver is a case that examines an event that occurred at Lowe’s Home Improvement Warehouse in late July and early August of 2015. A customer who had purchased some products from Lowe’s requested that only White delivery people were dispatched to her home because she did not allow African–American people in her house. The case is factual and was written from information that was publicly available in the media. The case is designed to help instructors facilitate a meaningful classroom discussion about microaggressions from the different stakeholder perspectives.

The case is relevant for undergraduate and graduate organizational behavior and human resource management courses.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

Recently, international initiatives have targeted the South American Amazon with the hope of improving education outcomes there. The effort may be well intended. However, implementing and evaluating literacy projects in this vast and resource-rich jungle, characterized by abundant linguistic and cultural variety since pre-colonial times, inevitably results in a clash of worldviews. This chapter presents the results of a critical interpretive review of research and policy documents related to literacy development efforts in South America, with special attention to the most excluded Amazonian regions in Peru. I used the theoretical construct of research paradigms (Sipe & Constable, 1996), to identify interconnected assumptions and worldviews (Jones, Torres, & Arminio, 2006) in research and policy agendas promoting international literacy. My analysis revealed the existence of three main assumptions behind international collaboration efforts in literacy and how they are problematic for the South American Amazon. Findings reveal how the research framework toward literacy, the visions regarding the contribution of national assessments to educational quality, and the conceptualizations of the relationship between education and development, emerging from international discourses, may encounter alternative ideas that are equally valid in the South American Amazon. The conclusions have important implications for global meaning making regarding literacy development, and specifically for the design, implementation, and evaluation of international literacy-based projects in countries where Spanish is the dominant language.

This paper aims to present a comprehensive review of the laser engineered net shaping (LENS) process in an attempt to provide the reader with a deep understanding of the controllable and fixed build parameters of metallic parts. The authors discuss the effect and interplay between process parameters, including: laser power, scan speed and powder feed rate. Further, the authors show the interplay between process parameters is pivotal in achieving the desired microstructure, macrostructure, geometrical accuracy and mechanical properties.

In this manuscript, the authors review current research examining the process inputs and their influences on the final product when manufacturing with the LENS process. The authors also discuss how these parameters relate to important build aspects such as melt-pool dimensions, the volume of porosity and geometry accuracy.

The authors conclude that studies have greatly enriched the understanding of the LENS build process, however, much studies remains to be done. Importantly, the authors reveal that to date there are a number of detailed theoretical models that predict the end properties of deposition, however, much more study is necessary to allow for reasonable prediction of the build process for standard industrial parts, based on the synchronistic behavior of the input parameters.

This paper intends to raise questions about the possible research areas that could potentially promote the effectiveness of this LENS technology.

In this chapter, we use intentional noticing to deconstruct and reconstruct assumptions within an exploratory case study that involved a university and a school in Aotearoa New Zealand and how this contributes to global understandings around the influence of power on notions of Indigenous languages in schools. The current chapter originates from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary program for children within their early years of schooling, aimed at developing emergent literacy skills in te reo Māori (the language of Indigenous Māori peoples in Aotearoa New Zealand). Reconstructing understandings was challenged by several factors, including assumptions around the content and implementation of the program and challenges that emerged from within the research team and that influenced the engagement of teachers and children within the program. We explore how teachers and children interrupted existing models of teaching and learning that have previously been used as a tool for assimilation, to foster the development of te reo Māori and emergent literacy skills. We conclude that it is crucial for researchers to be conscious of their assumptions within the research process to decolonize practices and to develop cultural understandings of ways of being. This means that relationships with Indigenous peoples is fundamental within cross-cultural research.

The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12 (Pre-Kindergarten to 12th grade) education to achieve equity. The research question was “What major issues/challenges arose from COVID-19 pandemic teaching, and in what ways if any can these be ameliorated?” Tierney's concept of global meaning making provided a framework for the study in addition to critical digital pedagogy. Data for the study were collected from eight P-12 teachers drawn from both urban and rural school districts in the United States. Data sources were two questionnaires administered to teachers at the beginning and end of the study as well as teachers' reflective entries. Data analysis was done using thematic analysis. The major findings indicate that poverty and digital divide were the biggest challenges that impacted teaching and learning among the urban and rural students. Another major issue was teacher and student technology proficiency. In addition, there was a low level of student engagement which was caused by family dynamics, lack of accountability, and lack of self-regulation skills. Social emotional learning received great attention because students faced anxiety and stress. Findings from this study suggest the need to create equitable learning opportunities through equitable distribution of resources to disadvantaged students. Second, there is need to train teachers and students to effectively use digital tools for teaching and learning. We need to emphasize caring relationships and reconceptualize learning spaces.