As employee preferences change and organizations adapt and transform as a result of the Covid-19 pandemic, new research opportunities are present for HRD scholars interested in training and development, organizational behavior, job design, change management, the creation of healthy and productive workplaces, and more. In the face of new opportunities for research, we discuss the value of revisiting grounded theory methodology as a resource for generating theory in HRD contexts. As a methodology, grounded theory is a useful tool for exploring processes and building theory grounded in data. In this paper, we examine the potential of grounded theory to contribute meaningfully to the research and practice of HRD by discussing the historical development of grounded theory, the current state of grounded theory research in HRD, and the implications of grounded theory work on the future of HRD scholarship.

Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on “the right work” are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the “right work” and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.

As a field's literature base deepens, an academic discipline can emerge and lead to the development of a profession. For an academic discipline to thrive, new scholars must be trained in its specialized knowledge. Kansas State University was the first institution to offer graduate programs in academic advising. Subsequently, other graduate programs have been developed at various institutions across North America. The purpose of this collective case study is to examine graduate education in academic advising through two separate but related cases: an interview study of NACADA leaders and a content analysis of graduate programs in academic advising. The growth in graduate programs, along with the expanding knowledge base, will strengthen academic advising's potential as a bonified, recognized academic discipline.

Numerous women spend their entire careers in academic advising though it is not clear whether women stay in these roles because they experience high levels of personal wellbeing and meaningfulness or because they experience limitations in their career management. Though the field of academic advising is heavily populated by women negligible literature has been published about the experience of the female primary-role advisor. The purpose of this phenomenological study is to examine the perceptions of the female primary-role advisors in relation to their individual career management and the professionalization of the advising occupation. The research questions are informed by the social cognitive theory of Career self-management, or CSM, recent advising literature examining the professionalization of the primary advising role. This study will allow the voices of female primary-role advisors to enter advising scholarship. This study may also provide opportunities for universities and the Global Advising Community (NACADA) to establish additional pathways for growth and advocacy of primary role advising practitioners.

In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.