Exploring the remote work challenges in the era of COVID-19 pandemic: review and application model

PurposeRemote work (RW) literature is a megatrend in HRM literature, and the COVID-19 pandemic has highlighted the importance of RW as a concept and an organisational practice. Given the large number of papers being published on remote work, there is a need for a critical review of the extant literature using bibliometric analysis. This paper examines the literature on remote working to identify the factors crucial for managing a remote workforce. This study uses the complex adaptive systems theory as a foundation to build a framework that organisations can use to manage their remote workforce, focusing on three outcomes: employee engagement, collaboration and organisational agility.Design/methodology/approachBibliometric analysis was conducted on the research published in Scopus journal in the area of remote work, followed by critical literature analysis.FindingsThe bibliometric analysis identified five clusters that reflect five organisational factors which the management can align to achieve the desired outcomes of engagement, collaboration and agility: technology orientation, leadership, HRM practices, external processes and organisational culture. The present findings have important implications for managing the remote workforce.Originality/valueThe five factors were mapped to propose a conceptual model on engaging individual employees, fostering team collaboration and building organisational agility while working remotely. We also propose an application model for using technology to achieve the outcomes of engagement, collaboration and agility in the organisation. Practitioners could use this framework to focus on the factors that can create a conducive environment to improve work efficiency in a remote workforce.

Labor and environment in global value chains: an evolutionary policy study with a three-sector and two-region agent-based macroeconomic model

The world economy crucially depends on multi-layered value chains with high degrees of sector-related specialization. Its final products are of international character and serve the needs and wants of the global citizen. However, many production processes are causing severe damage to the environment and moreover create health hazard for workers and local populations. This research article focuses on the increasing global unequal economic- and ecological exchange, fundamentally embedded in international trade. Resource extraction and labor conditions in the Global South as well as the implications for climate change originating from industry emissions in the North are investigated with an agent-based model. The model serves as a testbed for simulation experiments with evolutionary political economic policies. An international institution is introduced sanctioning the polluting extractivist sector in the Global South as well as the emitting industrial capital good producers in the North with the aim of subsidizing innovation reducing environmental and social impacts. Both regions are modelled as macroeconomic complex adaptive systems where international trade is restricted to a three-sector value chain, originating from mining resources in the South that are traded to capital good producers in the North crafting machinery which is eventually traded to consumer good firms, both in the North and South. The main outcome of the study is that sanctions alone are not effective in countering unequal exchange. They only make a difference in combination with subsidies for innovation activities, which are protecting labor and reducing local pollution in mines as well as reducing carbon-emissions in capital good production.

Planning Adaptation: Accommodating Complexity in the Built Environment

Obsolescence and vacancy are part of the traditional building life cycle, as tenants leave properties and move to new ones. Flux, a period of uncertainty before the establishment of new direction, can be considered part of building DNA. What is new, due to structural disruptions in the way we work, is the rate and regularity of flux, reflected in obsolescence, vacancy, and impermanent use. Covid-19 has instantly accelerated this disruption. Retail failure has increased with even more consumers moving online. While employees have been working from home, rendering the traditional office building in the central business district, at least temporarily, obsolete. This article reflects on the situation by reporting findings from an 18-month research project into the practice of planning adaptation in the English built environment. Original findings based on interviews with a national sample of local authority planners, combined with an institutional analysis of planning practice since the 1947 Town and Country Planning Act, suggest that the discipline of planning in England is struggling with the reality of flux. There is a demand for planning to act faster, due to the speed of change in the built environment, and liberal political concerns with planning regulation. This is reflected in relaxations to permitted development rules and building use categories. However, participants also indicate that there is a concurrent need for the planning system to operate in a more measured way, to plan the nuanced complexity of a built environment no longer striated by singular use categories at the local level. This notion of flux suggests a process of perpetual change, turbulence, and volatility. However, our findings suggest that within this process, there is a temporal dialectic between an accelerating rate of change in the built environment and a concomitant need to plan in a careful way to accommodate adaptation. We situate these findings in a novel reading of the complex adaptive systems literature, arguing that planning practice needs to embrace uncertainty, rather than eradicate it, in order to enable built environment adaptation. These findings are significant because they offer a framework for understanding how successful building adaptation can be enabled in England, moving beyond the negativity associated with the adaptation of buildings in recent years. This is achieved by recognizing the complex interactions involved in the adaptation process between respective stakeholders and offering an insight into how respective scales of planning governance can coexist successfully.

The Substrate-Independence Theory: Advancing Constructor Theory to Scaffold Substrate Attributes for the Recursive Interaction between Knowledge and Information

The substrate-independence theory utilizes sensemaking techniques to provide cognitively based scaffolds that guide and structure learning. Scaffolds are cognitive abstractions of constraints that relate to information within a system. The substrate-independence theory concentrates on the flow of information as the underlying property of the host system. The substrate-independence theory views social systems as complex adaptive systems capable of repurposing their structure to combat external threats by utilizing constructors and substrates. Constructor theory is used to identify potential construction tasks, the legitimate input and output states that are possible, to map the desired change in the substrate’s attributes. Construction tasks can be mapped in advance for ordered and known environments. Construction tasks may also be mapped in either real-time or post hoc for unordered and complex environments using current sensemaking techniques. Mapping of the construction tasks in real-time becomes part of the landscape, and scaffolds are implemented to aid in achieving the desired state or move to a more manageable environment (e.g., from complex to complicated).

When Good Waters Go Bad

This chapter offers commentary on adaptation and resilience to stresses on water systems in a potentially catastrophic future. While considering futures studies as an integral part of science education is not new, reorganizing knowledge and its deployment to equip future leaders to address the complexity, paradox and unpredictability of problem requires new educational paradigms. Youth are poised as agents of change in a collaborative, networked, and complexity-embracing future. Through exploring the changes in waters due to climate change and human activity, and what those changes may mean for developing and maintaining resilience in the postnormal future, a complex adaptive systems (CAS) framework guides new alternatives for education and water policy action in these changing times and within the broad goals of sustainability.

Resilient Social Actors in the Transition from the Late Bronze to the Early Iron Age on Cyprus

Our understanding of the earliest Iron Age on Cyprus has long remained somewhat obscure. This is the result of both a relative lack of material evidence and the fact that scholarly attention has focused more on the preceding Late Bronze Age and on the subsequent Cypro-Archaic period. As more, and more varied, data have accumulated, there have been calls for a more theoretically informed approach to considering the social changes involved, and even for prehistorians to extend their work into the Cypriot Iron Age. As a response to this, the present study considers a broad range of material and documentary evidence, attempts to reconstruct the political economy, and offers an interpretative framework based on social understandings of Complex Adaptive Systems theory. Using this approach, the authors conclude that, while the enduring realities of Cyprus—its geography, copper resources and long tradition of agropastoralism—continued to shape Cypriot culture, the Iron Age is not simply a continuation of its Bronze Age sociopolitical forms. We argue instead that the earliest Iron Age involved social actors negotiating new politico-economic agendas in response to changing conditions in the Iron Age eastern Mediterranean.

Classroom as Complex Adaptive System and the Emergence of Learning

Complex adaptive systems (CAS) theory is offering new perspectives on the nature of learning in school classrooms. In CAS such as social networks, city traffic systems and insect colonies, innovation, and change are occasioned through non-linear, bottom-up emergence rather than linear, top-down control. There is a growing body of evidence and discourse suggesting that learning in school classrooms, particularly in the early years and primary phases, has non-linear, emergent qualities and that teachers, school leaders, and educational researchers can gain valuable insights about the nature of interactive group learning by analyzing classrooms through a CAS lens. This chapter discusses the usefulness of a CAS framing for conceptualizing learning in primary school classrooms. It will explore key arguments, discuss relevant objections and draw on my own research to make the case for a measured application of CAS theory to primary classroom teaching and learning, explaining how it can support the development of innovative pedagogies.