The scientific literature related to human resource management (HRM) and sustainability has increased since 2015, coinciding with the establishment of the 2030 Agenda for Sustainable Development. This article combines a bibliometric approach, using VOSviewer and SciMat software, with a systematic literature review to assess and identify the scientific production in this domain. During the period studied (1996–2023), the results reveal the role of HR in achieving corporate sustainability but also the responsibility of companies to apply sustainable principles to HRM practices. Based on the findings and the less developed issues related to the SDGs and HRM a model of research proposals is provided, focusing on mental health (SDG 3), gender equality (SDG 5), collaboration towards climate action and responsible production and consumption (SDGs 12 & 13), and more emphasis on SDG 1 regarding the social sustainability of organisations.

Purpose: Building on Upper Echelons Theory and prior research on strategic leadership, the purpose of this paper is to examine the possible effect on employee motivation of two sets of characteristics related to leaders: demographic (gender and age); and professional development (tenure, prior career experience in the organization and training).Design/methodology/approach: The empirical analysis is based on data from a survey of Spanish educational organizations (secondary schools). The hypotheses are tested using hierarchical multiple regression analysis estimations.Findings: The results reveal that the characteristics linked to a leader’s professional development have a significant impact on employee (teacher) motivation. Specifically, a long tenure in office has a negative effect, while prior career experience in an organization and continuous training have a positive impact. However, none of the leader’s demographic characteristics considered in the study has a significant impact on teacher motivation.Practical implications: Several lines of managerial and educational policy action are suggested for improving employee (teacher) motivation, especially in the specific case of the schools considered here.Originality/value: This study is one of the first attempts to explore what impact certain leaders’ characteristics have on employee motivation.

Purpose: To identify the technical skills which, linked to digitalization processes, are required to achieve different types of business results. Design/methodology/approach: The Delphi method was applied, through the opinions of a group of Spanish experts, to identify the importance of certain skills for the advancement of digitalization and the implementation of Industry 4.0. Findings: The results show that: 1) skills in Robotics, the Internet of Things, Networks and Artificial Intelligence are necessary to achieve results in the management of company technical areas; 2) commercial management needs skills in Intelligent Systems, Big Data, Cybersecurity, Distributed Technology and Contents; and 3) for the business challenges of sustainable development, the environment and energy efficiency, the most needed skills are in Big Data, Intelligent Systems and Artificial Intelligence.Originality/value: The results are useful, firstly, in providing firms with a training and selection tool for the development of I4.0 and, secondly, in offering training centers criteria for drawing up their training programs.

Purpose: Building on arguments drawn from Upper Echelons Theory, this study provides insights into how certain demographic characteristics related to principals―gender, age, tenure, and formal education―may facilitate or hinder the adoption of three generic modes of strategic decision-making: autocratic, participative, and collaborative. Design: Data were collected from a survey of Spanish secondary schools. The final sample consisted of 105 schools. The survey was administered to the principals at each school. A multinomial logistic regression was used to test the relationships between the study’s main variables of interest. Findings: There is a positive relationship between principals aged 41–50, those with a tenure at the school equal to or less than 10 years and the likelihood of implementing a participative/collaborative mode of strategic decision-making. The lower the principal’s formal education, the lower the likelihood of adopting a collaborative mode. The effect of a principal’s gender is not statistically significant. The adoption of a participative/collaborative mode also depends on other school factors (such as, for example, a lower staff turnover or a higher teacher training). Practical implications: The measures adopted by the Spanish educational authorities might make access to the position of principal easier for younger candidates and those with a shorter tenure at the school. They might also encourage those with Master’s degree and PhD studies. As there are no significant differences in the way male and female principals make strategic decisions, the educational authorities need “not act as if there really were.” Nevertheless, considering that women are still underrepresented in leadership positions in Spanish secondary schools, our findings could also be interpreted as a further call for the adoption of measures that promote greater parity. Originality: To the best of our knowledge, there is still a lack of research exploring how certain demographic characteristics and other school factors may influence a principal’s adoption of different modes of strategic decision-making. This study may also clarify how school governance works. Over the past few years, scholars, experts, and policymakers from around the world have been calling for the need to adopt models that are more participative/collaborative regarding decision-making in schools. This study could, therefore, shed light on those factors that most contribute to achieving this aim in a country with high dropout and failure rates.

Vocational continuing training in Spain: Contribution to the challenge of Industry 4.0 and structural unemployment

Digitalization and industry 4.0: What skills improve professional behaviours?