Education as a Response to<scp>NHRD</scp>Gaps in Developing Economies: A Case Study of l'Ecole de Choix/The School of Choice (Haiti), as Critical National Human Resource Development

Gedro, Julie; Hartman, Laura P.

doi:10.1002/hrdq.21220

Cited by 11 publications

(8 citation statements)

References 32 publications

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“…(2004) examined exosystem factors in China and highlighted a number of important components—including a national top‐down policy approach from central to local government, a strong emphasis on the provision of resources for both social and moral development and a balance between policy and strategy. Gedro and Hartman (2015) analysed the disparity between Haiti's educational standards and the lack of a well‐articulated and executed NHRD strategy. Similarly, Ayentimi et al.…”

Section: Resultsmentioning

confidence: 99%

Putting the individual and context back into national human resource development research: A systematic review and research agenda

Garavan

Wang

Nolan

et al. 2022

Int J Management Reviews

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Conceptualization of national human resource development (NHRD) emphasizes that it is an ongoing development process of the individual that is shaped by context. However, the extant literature has focused primarily on describing and evaluating NHRD policies and interventions in different countries with limited consideration of NHRD across the lifespan and the interaction of life stage with context. Using ecological systems theory (EST) and a lifespan development perspective (LDP), we present a systematic review of the NHRD literature based on 310 sources. We identify key themes and gaps in research across the lifespan and at distinct levels of the ecological system. We build on this review to suggest future research informed by both EST and an LDP. We propose a future research agenda focused on several key areas, including: the developing individual as the primary focus of NHRD; the dynamic relationship between NHRD microsystems and how this evolves over time; the exosystem and macrosystem, which provide the context of the NHRD development experience for the individual over their lifespan; and the imperatives of directing research attention to top-down and bottom-up influences within the ecological system. We also propose three methodological innovations to address many of the questions raised by our review, drawing on national archive databases, the use of historical methods and a focus on longitudinal data analysis. Finally, we highlight the practical implications of our analysis for ecosystem and microsystem NHRD actors.

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Section: Resultsmentioning

confidence: 99%

Putting the individual and context back into national human resource development research: A systematic review and research agenda

Garavan

Wang

Nolan

et al. 2022

Int J Management Reviews

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“…The study was a cooperative endeavor between researchers and the clergy and the latter provided access to various sources of relevant information (Gedro and Hartman, 2016). Three types of data were collected and used (Table I): Observations during a five-day course, with three researchers present throughout the course from the beginning until the end.…”

Section: Methodsmentioning

confidence: 99%

Learning how to lead from King David?

Ben‐Hador

Lebel

Ben-Shalom

2020

EJTD

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Purpose The initial purpose of this research was to evaluate the effectiveness of intra-organizational training for developing leadership skills and the techniques used to assimilate course content. The study aims to understand incongruities in training and assess their impacts on training effectiveness. Design/methodology/approach Qualitative research methods were used to assess a five-day course in the Israeli Defense Forces entitled, “Developing leadership skills in the spirit of the Bible.” Triangulation of data was achieved through observations, interviews and conversations with participants. Grounded theory and thematic analysis were used, respectively, to interpret and analyze the data. Findings Results suggest that the course did not support the development of leadership skills. The analysis revealed two themes representing different domains: form (training techniques) and content (values). Combining the two themes indicates an incongruity between the declared and actual content of the training course. Further, this incongruity is supported by the training techniques that were used in this course. Practical implications A clash of values may ensue that leads to long-term confusion and difficulties for participants of the training course and the organization. Originality/value The study makes several theoretical contributions to the literature focusing on the importance of congruence between declared and real training content, and between form and content.

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“…Frequently, issues of importance to countries in the Global South are of little interest to top-ranked journals which publish works for privileged audiences predominantly in the Global North (Chavarro, Tang, & Ràfols, 2017;Nkomo, 2010). Yet, HRD scholars from the Global South can potentially play a significant role in the HRD and MLE field's conceptual and practical development through their research into the interaction between learning and education, and economic, social, national (c.f., Cho & McLean, 2017;Cunningham, Lynham, & Weatherly, 2006;Gedro & Hartman, 2016) and organization (c.f., Achoui, 2009;Cho, Lim, & Park, 2015;Pareek & Rao, 2008) development.…”

Section: The Effect Of Ranking Lists On Hrd and Mlementioning

confidence: 99%

Power, Powerlessness, and Journal Ranking Lists: The Marginalization of Fields of Practice

Anderson

Elliott

Callahan

2021

AMLE

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This essay contributes a new perspective to debates about journal ranking lists and their effects on the practice of scholarship. Our argument is grounded in practice theory and draws on Bourdieu's concept of field. We examine the effect of metrics, targets and rankings on Human Resource Development (HRD), a conjunctive field associated with the Management Learning and Education (MLE) field. We examine the ways in which the boundaries of the MLE field are shaped by journal ranking lists and how, irrespective of seniority in the field, scholars simultaneously experience both power and powerlessness as a result of journal ranking processes. We contribute a new perspective on issues of academic practice with consequences for specialized areas of scholarship. We conclude by proposing practical interventions that senior scholars and journal editors can undertake to challenge the undesirable effects of ranking systems and encourage scholarly diversity.

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Education as a Response toNHRDGaps in Developing Economies: A Case Study of l'Ecole de Choix/The School of Choice (Haiti), as Critical National Human Resource Development

Cited by 11 publications

References 32 publications

Putting the individual and context back into national human resource development research: A systematic review and research agenda

Putting the individual and context back into national human resource development research: A systematic review and research agenda

Learning how to lead from King David?

Power, Powerlessness, and Journal Ranking Lists: The Marginalization of Fields of Practice

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