An examination of talent management processes in Australian higher education

2020 ◽  
Vol 69 (6) ◽  
pp. 1271-1299
Author(s):  
Atheer Abdullah Mohammed ◽  
Abdul Hafeez Baig ◽  
Raj Gururajan
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Talent Management ◽  
Content Type ◽  
Individual Interviews ◽  
Management Processes ◽  
Talent Retention ◽  
New Ideas ◽  
Value Add

Purpose The purpose of this paper is to understand the best processes that are currently used in managing talent in Australian higher education (HE) and to examine the policies in terms of talent management processes (TMPs) that are derived from objective one. Pragmatic benefits for academic institutions focused on enhancing talent. Design/methodology/approach This study selects the mixed method as its research design. In the qualitative study, there were three methods: brainstorming, focus group and individual interviews, followed by the quantitative questionnaire study. The sample consisted of 6 participants for brainstorming, 11 in focus group, 6 individual interviews and 286 participants for the quantitative questionnaire, all conducted in nine Australian universities. Findings Three key themes: talent retention, talent development and talent attraction were explored by the qualitative study. The quantitative study tests the level of an importance regarding the three TMPs explored. Practical implications This empirical research is one of the first few studies that extended the previous investigation of TMPs in various industries to the HE sector. This research provides more debates for adding more new ideas in the Australian education strategic plans for HE. Originality/value This study offers a value-add to talent management literature through designing a quantitative measurement of TMPs for the educational sector. Consequently, there is a deficiency of pragmatic evidence in terms of TMPs in the aforementioned sector. Furthermore, this study provides a clear and comprehensive outline of the extant scholarly research of TMPs from the period 2006–2018.

Proposal of a guide for talent evaluation and management based on a qualitative and three-staged approach

2020 ◽  
Vol 12 (5) ◽  
pp. 1045-1078
Author(s):  
Atheer Abdullah Mohammed ◽  
Abdul Hafeez Baig ◽  
Raj Gururajan
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Talent Management ◽  
Point Of View ◽  
Content Type ◽  
Individual Interviews ◽  
Strategic Plans ◽  
Talent Retention ◽  
New Ideas ◽  
Value Add

PurposeThe key objective of the study is to understand the best processes that are currently used in managing talent in Australian higher education (AHE) and design a quantitative measurement of talent management processes (TMPs) for the higher education (HE) sector.Design/methodology/approachThe three qualitative multi-method studies that are commonly used in empirical studies, namely, brainstorming, focus group discussions and semi-structured individual interviews were considered. Twenty-three individuals from six Australian universities participated in this study.FindingsThe qualitative study explored three key themes and ten subthemes of TMPs that are used in AHE. These were: (1) talent attraction, (2) talent development and (3) talent retention.Research limitations/implicationsThis study only targeted one country (Australia) and one sector (HE).Practical implicationsThis study offers three major contributions as follows: theoretical, practical and policy aspects. Theoretically, the study provides a value-add to Talent Management (TM) theory through designing a guide (conceptual model) of TMPs for the HE sector. Practically, it collects original qualitative data regarding TM in the HE domain. From a policy point of view, this study adds more debate around adding new ideas to Australian education strategic plans for HE.Originality/valueThis study has a unique methodology because of strengthening the effect of an in-depth case study. For instance, two different techniques were used for data analysis for the same research objective as follows: (1) both manual methods and content analysis software (NVivo 11) and (2) the three-stage approach. Using these techniques for the same purpose in one study can provide greater flexibility to examine the relationship between theory and data.

Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities

2016 ◽  
Vol 15 (1) ◽  
pp. 129-154 ◽  
Author(s):  
Insuk Han
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Group Discussion ◽  
Academic Experiences ◽  
Multiple Selves ◽  
Content Type ◽  
Meaning Systems ◽  
Practical Implications ◽  
Teacher Learners

Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

scholarly journals A qualitative research to explore practices that are utilised for managing talent development in the higher education environment

2019 ◽  
Vol 1 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Atheer Abdullah Mohammed ◽  
Abdul Hafeez-Baig ◽  
Raj Gururajan
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Talent Development ◽  
Value Added ◽  
Main Tool ◽  
Talent Management ◽  
Education Sector ◽  
Management Theory ◽  
Content Type ◽  
Individual Interviews

Purpose The purpose of this paper is to investigate generated themes associated with talent development in the Australian higher education sector. This is because there are pragmatic advantages for universities that are focused on developing talents. For example, talent is a primary source of competitive advantage for educational institutions. Design/methodology/approach This study depends on the individual interview method as the main tool for data collection. The sample consisted of six participants who are talented. High-level individual interviews were transcribed and thematically analysed using NVivo 11. Findings Individual interviews have identified four key themes of talent development: performance management, coaching talent, leadership development and talent acquisition. Research limitations This study only targeted one country (Australia), and one sector (higher education). Hence, the generalisability of these results is limited to the Australian university sector in Queensland. Practical implications This study collects rich and original qualitative data regarding talent development in the higher education domain. Therefore, for instance, the research findings validate what was already found but are significant because practical data rather than theoretical were gathered through a discussion with experts in talent management. This study has a high quality because of strengthening the effect of an in-depth case study. Originality/value The study offers a value added to talent management theory through investigating themes of talent development for the higher education sector. This would assist researchers in this field to provide a deeper understanding and develop a theoretical foundation for their further studies. This implication is unique to the advancement of talent management theory.

Mining talent prioritization strategies from Australia's university sector

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Design Methodology ◽  
Talent Management ◽  
Secondary Importance ◽  
Content Type ◽  
Management Processes ◽  
Flexible Working ◽  
The Social ◽  
Talent Retention ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This research paper analyzes the talent management processes (TMPs) at universities in Queensland, Australia. The results reveal that, of the three TMPs, talent attraction (TA) strategies built around the social aspects of employee life have the most power to magnetize top talent, rather than merely celebrating the university's excellence. Of secondary importance were talent retention (TR) practices like offering flexible working. Indeed HR professionals can add value here by benchmarking their TR practices against those of competitors. Of lesser importance in the TMP hierarchy were the universities' approaches to developing existing talent. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Talent management processes and outcomes in a virtual organization

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alessandra Vecchi ◽  
Bice Della Piana ◽  
Rosangela Feola ◽  
Chiara Crudele
Keyword(s):  
Business Process ◽  
Business Process Management ◽  
Process Management ◽  
Virtual Organization ◽  
Talent Management ◽  
Content Type ◽  
Work Arrangements ◽  
Management Processes ◽  
Successful Business ◽  
Global Work

PurposeThis paper investigates how global talent management processes are adopted and implemented in a virtual organization to successfully address the challenges of global work arrangements and the sustainable human and social outcomes that can be achieved.Design/methodology/approachAdopting a single, exploratory and critical case study methodology, this paper analyzes a global distributed company, Automattic Inc., to provide in-depth and rich insights on successful business process management in the human resources (HR) domain.FindingsThe findings offer some exemplary and valuable lessons in sustainable human resource management for firms in all sectors on how to embrace global talent management in a more creative and sustainable way – and the benefits in terms of efficiency and effectiveness that can be derived – by identifying talent through auditions, recruiting by inspiring others to apply, developing talent by sharing the value of learning and retaining talent by having fun.Originality/valueThe study contributes a more rounded understanding of successful business process management in the HR domain. Due to the COVID-19 pandemic, this is particularly relevant and timely for all organizations (traditional or virtual) venturing into successful global work arrangements.

Organizational culture and knowledge management processes: case study in a public university

2019 ◽  
Vol 49 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Iman M. Adeinat ◽  
Fatheia H. Abdulfatah
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Knowledge Management ◽  
Public University ◽  
Equation Modeling ◽  
Management Process ◽  
Content Type ◽  
Management Processes ◽  
The Impact ◽  
Knowledge Management Processes

Purpose The purpose of this paper is to examine knowledge management interrelationships in higher education institutions and to assess the impact of the university’s culture on knowledge management processes: creation, dissemination, exchange and application. Design/methodology/approach The proposed model establishes the relationships between organizational culture (OC) and knowledge management processes in a single framework. The study used the organizational culture assessment instrument to determine the culture type and used structural equation modeling to assess the underlying relationships between knowledge management process and OC. Findings The results of the factor analysis used in this study suggest that adhocracy organizational culture, in which an organization is characterized by emphasis on individual initiative and employee empowerment, may not necessarily affect all knowledge management processes equally. In particular, an organization’s culture principally influences the knowledge creation process, followed by knowledge exchange, in a public university setting. Originality/value The study provides a comprehensive outlook on the effect of adhocracy culture in higher education on the knowledge management process through the lens of one cultural context. In addition, this is the first study that explores the OC effect on knowledge management process in a Saudi public university.

Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs

2020 ◽  
Vol 12 (3) ◽  
pp. 371-384 ◽  
Author(s):  
Jawad Abbas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Deductive Reasoning ◽  
Higher Education Institutions ◽  
Teaching Quality ◽  
Hierarchy Of Needs ◽  
Framework Analysis ◽  
Content Type ◽  
Individual Interviews ◽  
Quality In Higher Education

Purpose Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated. Design/methodology/approach The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding. Findings The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs. Originality/value The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences.

Older people's needs following major disasters: a qualitative study of Iranian elders' experiences of the Bam earthquake

2009 ◽  
Vol 30 (1) ◽  
pp. 11-23 ◽  
Author(s):  
ALI ARDALAN ◽  
MONIR MAZAHERI ◽  
KOUROSH HOLAKOUIE NAIENI ◽  
MOHSEN REZAIE ◽  
FARIBA TEIMOORI ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Older People ◽  
Group Discussions ◽  
Bam Earthquake ◽  
Emergency Relief ◽  
Perceived Needs ◽  
Individual Interviews ◽  
Response And Recovery

ABSTRACTElders have long been recognised as among the most vulnerable people in disaster events. This paper reports a qualitative study of the self-perceived needs of older people in the aftermath of the Bam earthquake in Iran in 2003. A total of 56 people aged from 65 to 88 years were recruited to the study using purposive sampling, including 29 men and 27 women. Six focus group discussions and ten semi-structured individual interviews were conducted. Each focus group involved six to ten people from the cities of Bam and Baravat and their rural suburbs. Content analysis was used to analyse the transcribed data. The analysis identified four major themes among the informants' concerns: inappropriate service delivery, affronts to dignity, feeling insecure and emotional distress. A disaster-prone country like Iran needs to be appropriately prepared with culturally sensitive plans to meet the needs of those who suffer from their effects, not least older people. Emergency relief managers should note that for many older people in a disaster zone, customary forms of relief are neither required nor appropriate, and that their distinctive immediate and long-term needs should be assessed and met. Relief agencies need to be trained to be age-sensitive and should mainstream older people's rights in the planning and implementation of both the response and recovery phases of assistance.

scholarly journals Academics’ perception of knowledge sharing in higher education

2018 ◽  
Vol 32 (6) ◽  
pp. 1001-1015 ◽  
Author(s):  
Fenio Annansingh ◽  
Kerry E. Howell ◽  
Shaofeng Liu ◽  
Miguel Baptista Nunes
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Organisational Culture ◽  
The Political ◽  
Constructivist Approach ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Content Type

Purpose Higher education (HE) institutions create, disseminate, share and exchange knowledge through relationships among people, processes and technologies. Knowledge sharing (KS) in academia enables people within the institute to develop practices which allow them to collect and share what they know. This often leads to actions that improve services and outcomes. Despite the opportunities, this sharing is not without implications as it exposes the knowledge sharer and recipient to a number of vulnerabilities and risks, which hinders the knowledge-sharing process. The paper aims to discuss these issues. Design/methodology/approach This paper adopted a constructivist approach, which utilised focus group discussions within three UK universities. These were identified to improve the usefulness and effectiveness of the knowledge-sharing process. Findings The paper concluded by purporting that by developing an understanding of the risks and opportunities of sharing HE, institutions will continue to grow, regenerate and develop knowledge. The results highlighted the plethora of risks and opportunities resulting from KS. These were further grouped into the political, social and organisational culture. Originality/value This paper addresses the gap of risks perceptions of KS in HE institutions.

Authenticity in health education for adolescents: a qualitative study of four health courses

2014 ◽  
Vol 114 (2) ◽  
pp. 86-100 ◽  
Author(s):  
Dan Grabowski ◽  
Katrine K. Rasmussen
Keyword(s):  
Health Education ◽  
Qualitative Study ◽  
Analytical Framework ◽  
Content Type ◽  
Education Professionals ◽  
Individual Interviews ◽  
School Based ◽  
Group Interviews ◽  
Analytical Tools ◽  
Practical Recommendations

Purpose – The purpose of this paper is to explore different kinds of authenticity in four health courses for adolescents. In school-based approaches to health education it is often difficult to present health in ways that make sense and appeal to adolescents. Authenticity, as a health-pedagogical concept which focuses on the quality or condition of being believable, trustworthy or genuine, has the potential of providing an analytical framework as well as practical recommendations for this challenge. Design/methodology/approach – This was a qualitative study based on 23 group interviews with a total of 114 adolescents and 12 individual interviews with their teachers. The data were iteratively analyzed and categorized using guidelines for content analysis. The study used a theoretical construct focusing on participation, knowledge and health identity, as each of these three elements affects aspects of authenticity when applied to a health education context. Findings – The analysis revealed four interdependent categories of authenticity: first, authentic connections/relations; second, authentic instructors; third, authentic themes; and fourth, authentic methods/activities. In each of the four categories the paper presents analytical tools for researchers and practical recommendations for health education professionals. Originality/value – The paper presents a new and innovative model with four categories of authenticity that provide health practitioners with important knowledge about why and how health education might wish to focus on authenticity in order to provide conditions that create a significant health educating effect for all adolescents, not just for the ones who are already healthy.

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