PurposeThe purpose of this paper is to understand the role talent intermediaries can play in supporting the access and development of talent from forcibly displaced backgrounds.Design/methodology/approachThe authors draw on a single case study design of UK charitable organisation, the Council for At-Risk Academics, to consider the global talent management of academics in exile.FindingsThis paper finds that specialised intermediaries can facilitate access to and the successful performance (individual and organisational) of refugee talent. Findings reveal a major shift in talent recruitment processes that are required in order for refugees to take up international work opportunities and highlight the importance of viewing individual potential, organisational support and opportunity access as a precursor for talent development and impact.Practical implicationsThis paper shows that profession-specific intermediary support that fosters cross-sector partnerships, better addresses the talent development and workforce integration challenges of refugees.Originality/valueApplication of a multi-level relational framework shows the reasons for, and reality of forced displacement for academics in exile. Focusing on the academic sector demonstrates the importance of protecting both individuals and values at the heart of professions subject to persecution during war and unrest. In highlighting how refugee talent intermediaries can support individuals to breach the canvas ceiling and facilitate the global mobility of refugee talent, a contribution is made to existing debates in diversity, global talent management and migration studies.

Literature on academic‐stakeholder collaboration in the context of HRM is scarce and highlights the challenges linking theory to practice. Drawing on Mode 2 research, we theorise how a structured intervention enables the generation of theoretical insights concerning the development of employee creativity knowledge, skills, and attitudes (KSAs). Utilising event system theory, we reveal how the novelty, criticality, and disruption of a structured intervention fuel an experiential learning process. This process facilitates the development of important individual and team‐based creativity KSAs and is sustained through a learning mindset. We develop insights about theories‐in‐use, HRM theory development, and the micro processes involved in an academic‐stakeholder collaboration including areas of potential tension. From a practice perspective, we highlight the value of structured interventions for creativity KSA development and a strategy to facilitate academic‐stakeholder collaboration.

No reproduction, copy or transmission may be made without written permission from the individual authors. Review ProcessPapers submitted to this conference have been double-blind peer reviewed before final acceptance to the conference. Initially, abstracts were reviewed for relevance and accessibility and successful authors were invited to submit full papers. Many thanks to the reviewers who helped ensure the quality of all the submissions. Ethics and Publication Malpractice PolicyACPIL adheres to a strict ethics and publication malpractice policy for all publicationsdetails of which can be found here: http://www.academic-conferences.org/policies/ethics-policy-for-publishing-in-theconference-proceedings-of-academic-conferences-and-publishing-international-limited/ Conference ProceedingsThe Conference Proceedings is a book published with an ISBN and ISSN. The proceedings have been submitted to a number of accreditation, citation and indexing bodies including Thomson ISI Web of Science and Elsevier Scopus.Author affiliation details in these proceedings have been reproduced as supplied by the authors themselves.

No abstract

No abstract