This research studied changes in theory building and testing levels, reported in 668 articles published in three leading Human Resource Development (HRD) journals in years 2000 to 2017. Using a modified taxonomy of theory building research, we found evidence to suggest that the trajectory of theory building and testing efforts in HRD suggests that the field has reached a stage of a mature discipline. The study has found that some types of research have become less important as the discipline matured (e.g., Reporters, or articles reporting observation of phenomena) or remain stable (Modifiers of existing theories), whereas others steadily grow in importance (theory Builders and Expanders). Correlating the results of citation analysis with types of articles, we found that articles that propose and test new theoretical constructs at the same time, or those that expand new theories, enjoy significantly higher levels of citations, compared with articles that report observations of practice or duplicate earlier studies.

This study investigates the actor–context interaction effects of job characteristics and organizational context on individual creativity in the South Korean context. Specifically, we examined the relationship among three job characteristics (i.e. skill variety, autonomy and feedback), three organizational context factors (i.e. organizational climate, resources and extrinsic rewards), and individual creativity. Our findings indicated that all job characteristics positively affected individual creativity. Only extrinsic rewards had a significant moderating effect on the job characteristics and individual creativity relationship; extrinsic rewards negatively moderated the relationship between skill variety and individual creativity, while it positively affected the relationship between autonomy and individual creativity. Our study extends and contributes to the actor–context interactionist view in creativity scholarship and provides several important implications for creativity research and practice.

PurposeThis paper explores how organizational culture type and cultural satisfaction are associated with employee referral intention.Design/methodology/approachA total of 1,789 online reviews on glassdoor.com of nine companies from the three industries were collected. Applying directed content analysis based on the competing values framework (CVF) to identify the organizational culture type that employees perceived, the authors conducted a hierarchical logistic regression analysis to test the proposed hypotheses.FindingsCultural satisfaction significantly increased the probability of employee referral intention. However, the moderating effect of organizational culture type on the relationship between cultural satisfaction and employee referral intention was not statistically significant.Research limitations/implicationsDirect content analysis is beneficial for capturing the dominant organizational culture type that employees perceive through online reviews created by employees. However, this method prevents this study from fully enjoying the benefits of big data even though this study collected data from a big data source.Practical implicationsThe authors’ findings imply that cultural satisfaction plays a more important role in organizational outcomes than culture type itself. Thus, when managers and practitioners plan to change culture, they need to establish organizational culture aligned with organizational strategies and consider how to increase cultural satisfaction.Originality/valueMany organizational culture studies have usually focused on exploring organizational culture type to impact organizational outcomes considering culture perception as cultural satisfaction. This study created empirical evidence of the role of cultural satisfaction in organizational outcomes such as employee referral intention by exploring the interaction effect of organizational culture type and cultural satisfaction.

Purpose Human resource development (HRD) as an applied discipline is an example of a scholarly field that has emerged through the collaboration of scholars and practitioners with backgrounds in various foundational disciplines. This study interested in both the influence of other disciplines on HRD research and in HRD’s influence on other disciplines. The purpose of this study is to take stock of the relationships between HRD research and research in other academic disciplines affecting and affected by HRD research. Design/methodology/approach The study used content analysis of the top 100 most frequently cited empirical articles published in three HRD journals between 2000 and 2019 to identify disciplinary foundations of HRD research. The influence of HRD on other disciplines was scrutinized through citation analysis of work citing the top 100 articles. In addition, categorizing the 100 articles into six research themes, the influence of six research themes on citation patterns was explored. Findings The findings indicated that empirical research in HRD, as represented by the top 100 articles, relied mainly on theories and frameworks from two disciplines, management and psychology. Another important finding is that the top 100 HRD articles were cited most often in management publications and the rate of citation in management journals has been growing rapidly since 2005. The citation frequency of HRD articles in other disciplines including psychology, social sciences, education and medicine and nursing shows a general upward trend as well. In addition, there was a difference in disciplines providing theoretical foundations to the HRD articles and citing the articles depending on six predominant research themes, identified in HRD articles. Originality/value This study empirically identified theories and disciplines contributing to HRD research, considering the influence of cited research on the HRD articles through content analysis. In addition, the findings of this study broadened the understanding of the relationship between HRD research and other disciplines by examining the contributions of HRD articles to other disciplines. Finally, this research provided new information regarding the changes in dominant themes in HRD research over time.

The development of leaders and building of leadership capacity are central concerns of HRD research and practice, yet the large and high‐impact area of leadership education provided by U.S. universities to undergraduate students is missing from the domain literature. Over the past 20 years, leadership education has become a common feature at universities and colleges in the United States and is experiencing strong demand and institutional support. Leadership development operates in parallel to the traditional curriculum shaping the career trajectories of university graduates and adding to the talent pool of hiring organizations. This article outlines the status of university‐based leadership education in the United States, offers a critical assessment, and highlights areas in need of investigation and scholarship of relevance to HRD.