The integrative literature review is a distinctive form of research that generates new knowledge about the topic reviewed. Little guidance is available on how to write an integrative literature review. This article discusses how to organize and write an integrative literature review and cites examples of published integrative literature reviews that illustrate how this type of research has made substantive contributions to the knowledge base of human resource development.

Writing Integrative Literature Reviews: Guidelines and Examples:

The growth of precarious work since the 1970s has emerged as a core contemporary concern within politics, in the media, and among researchers. Uncertain and unpredictable work contrasts with the re...

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Precarious Work, Insecure Workers: Employment Relations in Transition

The Rise of the Creative Class

Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings. When students struggle with their schoolwork, what determines whether they give up or embrace the obstacle and work to overcome it? And when students feel excluded or victimized by peers, what determines whether they seek revenge through aggression or seek more productive solutions? Resilience—or whether students respond positively to challenges—is crucial for success in school and in life. Yet what causes it? And what can be done to increase it? In this article we demonstrate the impact of students’ mindsets—or implicit theories about the malleability of human characteristics—on their academic and social resilience (Dweck, 2006; Dweck, Chiu, & Hong, 1995). We show how mindsets can contribute to two of the most important issues currently facing educators: (a) academic underachievement and (b) the impact of peer exclusion and victimization. Each of these problems is of great concern, yet each has been frustratingly difficult to address. For example, many of the large-scale interventions evaluated by the Institute of

Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

On plebes' first day at West Point, called R-Day, they strip down to their underwear. Their hair is cut off. They are put in uniform. They then must address an older cadet, with the proper salute and with the statement: "Sir, New Cadet Doe reports to the cadet in the Red Sash for the first time as ordered." Plebes must stand and salute and repeat, and stand and salute and repeat, until they get it exactly right, all the while being reprimanded for every tiny mistake. In the summary of David Lipsky (2003, pp. 145-154), who spent four years tracking a company of cadets at West Point: "On R-Day you surrender your old self in stages." But R-day is just the beginning of the training and personal re-engineering that is to come, so that West Point graduates emerge four years later as loyal officers in the U.S. Army. Lipsky shows that, despite some failure, this tough program is remarkably successful in creating officers with the will to lead in battle. Economists' current picture of organizations and work incentives has no place for the West Point program and the motivations it seeks to inculcate in recruits. In a standard economic model, an individual's preferences are fixed, and utility depends only on pecuniary variables. The Army's aim at West Point is to change cadets' preferences. They wish to inculcate non-economic motives in the cadets so that they have the same goals as the U.S. Army. Alternatively stated, the goal of West Point is to change the identity of the cadets, so they will think of themselves, above all else, as officers in the U.S. army. They will feel bad about themselves-they will lose utility-if they fall short of the ideals of such an officer. This change in identity

/pdf/identity-and-the-economics-of-organizations-3cjjrjaibe.pdf

Identity and the Economics of Organizations

A growing body of social science literature has examined the organizational innovations and staffing practices comprising new flexible forms of work. Researchers have investigated the depth and scope of these changes and questioned how they affect diverse groups of workers in the United States. Reviewing the research on this transformation reveals a model of combined and uneven flexibility, characterized by the opening of opportunities that are differentially distributed across different groups of American workers, emerging under conditions in which effort is intensified, control is decentered, and employment is destabilized. The essay concludes by suggesting additional areas of inquiry for sociologists concerned with new forms of work organization.

New Forms of Work Organization

Turbulence and unpredictability in 21st-century labor markets arguably magnify the importance of maintaining employability. Drawing on recent research, I discuss three mechanisms for enhancing employability in this context: identity work, training and networking, and laboring in unpaid and marginal paid positions. Few of these activities are counted as ‘work’ because they are mostly unpaid and they often take place outside formal job structures. By specifying how a range of employment-related activities are essential to and even constitute work, this article contributes to debates about the scope and boundaries of employment and shows how everyday actions build and reinforce new economic structures — how individual actions make the new economy possible. It also provides greater specification of the concept of employability.

Review article: Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability

to increase competition between public schools, or measures to shrink class sizes? Do private schools do a better job than public schools (a particularly intriguing question given the au thors' observation that sectarian private schools spend considerably less per student than public schools)? Would tuition subsidies in private schools be able to keep pace with vastly ex panded enrollments under a universal voucher program? How do peer effects and ability track ing affect educational outcomes, and how does the organization of the education system in

Gurus, Hired Guns, and Warm Bodies: Itinerant Experts in a Knowledge Economy

This book is the first comprehensive view, based on hard evidence, of how the role of managers in organizations is changing. The business press is full of stories about managers as an endangered species. Though there is some truth to this, the actual state of affairs is more complex and important to understand.

Broken Ladders: Managerial Careers in the New Economy

Managing in the Corporate Interest: Control and Resistance in an American Bank

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