What are the main concerns of human resource managers in organizations?

[EN] Purpose: This study examines whether high involvement work programs (HIWP) are included in, and respond to, the priorities of HR managers in organizations. We analyze reports to identify the main concerns for managers, and compare the solutions implemented to address them, to evaluate the extent to which HIWP are adopted to meet these challenges. Design/methodology: To conduct this study we carried out a systematic literature review, selecting reports by consulting firms and human resource management associations. Findings: Our key findings from this research suggest that HIWP are used as a lever for change to meet the challenges faced by HR managers in organizations, the most urgent of which are talent management and improving leadership. Research limitations/implications: The paper identifies possible lines of research that respond specifically to the interests of the professional ambit and would be better appreciated by HR managers in companies. Practical implications: The issues raised are relevant to HR professionals, allowing them to compare their priorities against those of managers occupying similar positions, and to view a selection of the most commonly used programs to solve priority problems. This enables HRMs to plan ahead and prepare by providing them with an overview of the most important challenges they have to face. Originality/value: On the one hand in the professional arena, as they provide professionals with an overview of the challenges they face, so they can plan optimal HR management programs, work methods geared and identify improvement opportunities. And on the other hand, in the academic sphere, our study opens possible future research lines that may contribute to the development of the profession, identify research lines that genuinely address the concerns of professionals and could help reduce the gap that some researchers have identified between the academic and professional spheres.Juarez-Tarraga, A.; Santandreu Mascarell, C.; Marin-Garcia, JA. (2019). What are the main concerns of human resource managers in organizations?. Intangible Capital. 15(1):72-95. https://doi.org/10.3926/ic.1342S729515

How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?

Abstract: The COVID-19 pandemic drastically impacted the educational sector on a global front. A plethora of research has been conducted to better understand the effects that the pandemic had on education as a whole, including investigations into different topics (e.g., school closures, e-teaching and learning, mental and physical health), populations (e.g., students, teachers), and levels of education (e.g., school, higher education). To summarize the available literature on education during the pandemic both qualitatively and quantitatively, many systematic reviews and meta-analyses have begun to emerge. With the present systematic meta-review, we aimed to synthesize and combine this existing database to derive broader and more comprehensive insights that can aid educational stakeholders. We summarize and evaluate 43 systematic reviews, four meta-analyses, and eight combined systematic reviews and meta-analyses published until November 2022 to provide a comprehensive narrative of how this crisis affected education and what can be learned moving forward

Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development programme

This dissertation is a mixed-methods study on the viability and impact of teacher-facilitated, school-embedded teacher professional development [TPD] programme to promote dialogue in primary mathematics in Chilean primary schools. Educational dialogue is conceived as a kind of talk that is both challenging and inclusive, giving students space to express and explore ideas collectively. Growing evidence supports its positive relationship with attainment, attitudes and reasoning. Still, internationally classroom talk patterns are usually non-dialogic, constraining students to a passive role. TPD is considered a key lever to bridge this gap. However, previous research often involves intensive, small-scale researcher-led interventions, which are costly and hardly scalable. This study aimed to (1) design and trial a programme to promote dialogic pedagogy in mathematics (2) understand its viability, and (3) assess its impact in teachers’ noticing, understanding and practices. The programme had built-in scalable features including semi-structured materials, low operational costs and local facilitators. Facilitators took part in an induction and then led 10-13 sessions with conceptual and practical components. Four schools initiated the implementation but only two of them finished (five participants in each). Data consists of pre-post lessons, pre-post video observations, interviews and teacher session recordings. Regarding viability, the programme was appreciated by participants, but two schools dropped out at different points in time. A tentative explanatory model indicated that these variations were linked to the leadership and research teams’ pressure and support, and facilitators’ ownership and commitment. In the meetings, facilitators’ actions were distinct from expert facilitation in the importance of management activities as well as their participation as peers. The peer-led TPD design tenets should, in consequence, be reconsidered to differentiate them from researcher-led models. Focusing on effectiveness, in the schools where the programme was implemented it led to positive results. Participants’ video observations shifted their focus towards dialogue. In the classroom and through interviews, participatory and elaborative aspects of dialogue were seen to increase, but not reasoning and challenging. Furthermore, teachers valued dialogue’s potential for improving inclusion and classroom climate. These results show that, where viable, the adopted TPD approach showed promise of being effective, while posing further questions about design and implementation conditions to favour scalability.Becas Chile/2015 - Nº 72160185 and the Cambridge Trus

How the beast became a beauty: the social construction of the economic meaning of foreign direct investment inflows in advanced economies, 1960-2007

Dominant approaches in International Political Economy treat inflows of foreign direct investments (FDI) only as a material fact, a physical flow of capital. The analysis of the perceptions of inward FDI presented in this research, however, reveals that the meaning that policymakers and analysts attribute to FDI inflows goes far beyond that. What is more, the predominant interpretation of the meaning of FDI inflows has changed dramatically over time: While they were perceived primarily as a threat to national economic development from the 1950s to the 1980s, they came to be gradually re-interpreted as a sign of economic success in the 1990s. Focusing on these developments in the major OECD economies, this research aims to make sense of this stunning transformation in the social interpretation of inward FDI and to examine the implications of these ideational evolutions for policy outcomes. To do so, the research adopts a mixed methods research design, which combines quantitative approaches with the insights gained from qualitative historical analysis: After providing a nuanced theoretical discussion of the significance of economic narratives in international economic affairs and a broad overview of the key developments in FDI policies and relevant policy discourses in the six largest advanced economies during the post-war era, the research subjects the theoretical argument to two quantitative tests at large cross-national samples using data from public opinion surveys and general election results; finally, a qualitative comparison of relevant developments in the United Kingdom and France analyses the impact of these ideational changes on FDI policy-making processes in empirical depth

Satire, Modernity, Transculturality in late Nineteenth and early Twentieth Century North India

This work explores the history, politics and aesthetics of satire and its emergence as a distinct literary-artistic mode of social expression in north India. It examines modern Hindi literary and visual satire (cartoons) and their complex relationship with the questions of modernity and colonialism in the newly configured vernacular public sphere of the late nineteenth and early twentieth century colonial North India from a transcultural perspective