Drawing on the results of a qualitative study involving senior human resources (HR) practitioners and executives, this paper explores the nature of talent management in Australia, including whether organisations adopt an 'individualistic' or 'star' perspective or a more systems-level, strategic perspective on talent management. The results suggest that there is heterogeneity in how organisations execute talent management with a spectrum of approaches ranging from what is, in essence, a relabelling of human resource management (HRM), with a narrow functional focus; through to integrated HRM, with an exclusive individual focus; to a more organisationally focused competence development approach. We find evidence of an emphasis on the identification of key positions that can add significant competitive advantage and differentiated HR 'architecture' associated with a more strategic perspective in some organisations. Overall, the study finds little indication of a systems-level, strategic perspective, with most firms taking an individualistic approach to talent management. Key points1 There are two distinct, overarching perspectives on talent management: 1) an individualistic level and 2) a systems-level/strategic focus. 2 Despite the acknowledged need to move towards a strategic perspective of talent management, we find little traction in practice among Australian-based organisations, with most firms stuck on an individualistic approach. 3 Even among organisations with a so-called strategic focus, the talent management strategy does not appear to be systematic and congruent, and the execution is ad hoc, unstructured and fragmented.

Purpose -Educational technologists make significant contributions to the development, organisational embedding and service provision of technology-enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Design/methodology/approach -The arguments are evidence-driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings -The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitations/implications -University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originality/value -Given the strategic importance of educational technologists to information and communications technology-driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic-related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

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