Talent Management in Academia

Thunnissen, Marian; Arensbergen, P. van; Brink, M.C.L. van den

doi:10.4324/9781315474687-17

Cited by 6 publications

(7 citation statements)

References 133 publications

(85 reference statements)

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“…(see, e.g., McKiernan et al, 2019;Moher et al, 2018). In terms of talent management, this approach to assessment corresponds to an exclusive, subject-oriented approach, Thunnissen et al (2021) focused on individual performance appraisal (Boselie, 2014). In contrast, broadening and widening assessment can be seen as moving towards a more inclusive, object-oriented approach.…”

Section: Broadening and Deepening Assessmentmentioning

confidence: 99%

Recognition and Rewards in Academia – Recent Trends in Assessment

Kramer,

Bosman

2024

Talent Management in Higher Education

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In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management,

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Section: Broadening and Deepening Assessmentmentioning

confidence: 99%

Recognition and Rewards in Academia – Recent Trends in Assessment

Kramer,

Bosman

2024

Talent Management in Higher Education

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“…The collegial model implies increasing the intrinsic motivation of PhD students and their involvement in the work and the organization, even though they are only temporarily employed at (or connected to) the university. This means that they have a say in the goals and the execution of their research, that they have the autonomy to realize this, that it is jointly evaluated whether these goals are achieved and that the work is arranged in such a way that it makes learning primal (Thunnissen & Bos, 2019).…”

Section: Recommendations For Talent Managementmentioning

confidence: 99%

“…Doctoral supervisors should prepare PhD students for a career outside of academia through professional development and career counselling (Dufty-Jones, 2017). Grounded in strength-based theories, which focus on a person's abilities rather than their limitations (Thunnissen & Bos, 2019), a differentiated approach is needed in which the individual value and excellence of PhD students are taken into account, offering customized talent development for everyone. An inclusive, differentiated talent policy makes it possible to respond to the specific qualities of each PhD student, improving their general well-being.…”

Section: Recommendations For Talent Managementmentioning

confidence: 99%

“…It should also be considered that I only investigated the perspective of the PhD students while looking at job demands, resources and motivations. Perspectives of the supervisors, colleagues, family and friends are missing, although they have a great influence on the development of talent (Thunnissen & Bos, 2019). This focus on the individual is due to the fact that the theoretical frameworks are based on the individual.…”

Section: Limitations Of the Study And Recommendations For Further Res...mentioning

confidence: 99%

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Talent Management of Doctoral Students: Focus on Well-being, or How to Deal with the Mental Health Crisis in Graduate Education

van Beuningen

2024

Talent Management in Higher Education

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High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students' well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands-resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work,

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“…Simultaneously, Innovation affects all the internal and external factors of institutions, beginning from the methodology of operations to the objectives of strategy and execution actions plan (Ortega et al, 2015;Ye et al, 2015;Talonen and Hakkarainen, 2014;Chen et al, 2021;Pandita, 2021). It also explains the fundamentals of methodology for the development and long survival of individuals as well as for organizations (Raytcheva and Hermel, 2010) and played an important role as one of the drivers of development and economic growth significantly, creation of employment and improvement of life (Banerjee and Thakurta, 2013;Maghsoudi et al, 2015;Thunnissen, van Arensbergen, van den Brink, 2021). It also revamps the base of knowledge and reasonable differentiation results (Singh and Aggarwal, 2017).…”

Section: Introductionmentioning

confidence: 99%

The effect of talent management on competency development in the context of public-sector universities K.P.K, Pakistan: The buffering role of organizational culture

Dr.Sher Zaman Khan,

Dr. Mahad Jehangir,

Muhammad Haseeb Qureshi

2023

SIJMB

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In the 21st century, scholars have had a lot of debate about the penetration of talent management that’s lead to quality education and research in universities. Modern institutions are under a lot of pressure to change, stay competitive and scarcity of talent management in the context of non-western countries such as Pakistan. This has resulted in the emergence of talent management. The aim of this research was to assess the impact of talent management on the competency development in public universities of K.P.K Pakistan. In this research, distributed questionnaires were 475, in which 378 were the usable questionnaire, and 79.57% response rate were calculated for the required study. The results depicts that there is positive relationship among the variables. Regression analysis confirms that talent management has a significant impact on employee competency development. Moreover, the results obtained through multiple hierarchical regression showed that talent management has a positive and significant impact on competency development. Further, it was also confirmed that organizational culture has a insignificant moderating impact on the relationship of Competency development and talent management. The findings have significance for researchers and academics in terms of aligning talent management strategies with organizational strategic goals and developing employee engagement standards in order to overcome the challenges of implementing talent management techniques at public universities of K.P.K. Keywords: Talent management, Organizational culture, Competency development.

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Talent Management in Academia

Cited by 6 publications

References 133 publications

Recognition and Rewards in Academia – Recent Trends in Assessment

Recognition and Rewards in Academia – Recent Trends in Assessment

Talent Management of Doctoral Students: Focus on Well-being, or How to Deal with the Mental Health Crisis in Graduate Education

The effect of talent management on competency development in the context of public-sector universities K.P.K, Pakistan: The buffering role of organizational culture

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