PurposeThe rich qualitative study builds on 11 semi-structured interviews with nine neurodivergent employees and two business professionals supportive of neurodiversity to understand the lived experiences of dealing with crisis in a remote working environment.Design/methodology/approachThe purpose of the reported research is to understand how neurominorities experience remote working in the times of crisis and what the implications of this are for human resource (HR) professionals.FindingsMoving to remote work resulted in a lack of routine, distractions and working long hours, which can all be difficult for line managers to monitor. Further problems with communication in a virtual environment and lack of understanding by others were found to be particularly burdensome to neurodivergent individuals. On the positive note, remote working in the times of crisis allowed for avoiding sensory overwhelm and was seen as an important step in creating a healthy work–life balance (WLB).Practical implicationsThe findings of this study point HR practitioners' attention towards building a more neurodiversity friendly post-pandemic workplace and prompt employers to offer working arrangements, which better suit employees' domestic and personal circumstances.Originality/valueThis study addresses the lack of research on the impact of the Covid-19 crisis on neurominorities. In doing so, it answers recent calls to move away from universal HR as a route to positive employee outcomes and facilitates a more accurate reflection of organizational reality for disadvantaged members of society.

PurposeExisting management research and management practices frequently overlook the relationship between the above-average human capital of highly functioning neurodivergent employees, their subjective well-being in the workplace and performance outcomes. This paper calls for greater attention to the hidden human capital associated with neurodiversity by mainstreaming implementation of neurodiversity-friendly policies and practices.Design/methodology/approachDrawing on the ability, motivation and opportunity (AMO) framework, this conceptual paper integrates research on employee neurodiversity and well-being to provide a model of HR-systems level and human capital development policies, systems and practices for neurodivergent minorities in the workplace.FindingsThis paper illustrates that workplace neurodiversity, like biodiversity, is a natural phenomenon. For subjective individual psychological and organisational well-being, neurodivergent employees require an empathetic culture and innovative talent management approaches that respect cognitive differences.Practical implicationsThe case is made for neurodivergent human capital development and policy-makers to promote inclusive employment and decent work in a context of relatively high unemployment for neurodivergent individuals.Originality/valueThis paper extends current debates on organisational equality, diversity and inclusion to a consideration of workplace well-being for highly functioning neurodivergent workers. It calls for more equitable and empathetic approaches to investing in employees with neurodevelopmental and cognitive disabilities.

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Using the Researcher Development Framework (RDF), we analyse autoethnographies in impact statements by doctorate in business administration (DBA) students to understand outcomes for self-reflexivity, management practices, and scholarship. We also use comparative data to content-analyse keywords on UK business school DBA web sites to explore institutional expectations. As a terminal applied research degree, the DBA is designed to generate contextualised 'Mode 2' knowledge driven by solving organisational problems within students' own practices. While our paper shows that DBA students value the impact of the DBA journey on themselves as reflective practitioners, only a few web sites expect DBA students to publish. Consequently, we call for greater emphasis on DBA students' potential contributions to academic publications and the growing research impact agenda. We argue that business schools should raise the ambitions of these experienced scholar-practitioners to be more fully integrated into the academy, creating greater synergies between management theory, practice, and personal impacts in their research. Furthermore, we highlight the value of autoethnography (AE) as a useful method to incorporate self-reflexivity and to map the socialisation of DBA students within the academy. Finally, we recommend collaborative AE for DBA students and their supervisors to evidence personal, practice, and scholarly published impacts.

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