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Purpose – In July 2009 the Universidade Lusíada de Famalicão organized the International Conference on Managing Services in the Knowledge Economy 2009 (MSKE 2009). http://clegi.fam.ulusiada.pt/MSKE2009/. MSKE 2009 was an interesting forum which gathered 60 specialists from 20 countries in different areas such as knowledge management, intellectual capital, human resource development, social policy, law and international economics. In the human resource development field, five relevant contributions were selected to compose the current issue. The purpose of this introductory paper is to review the literature on the role of human resource development (HRD) in the current knowledge based and services driven economy. Design/methodology/approach – The paper reviews the importance of knowledge as a crucial economic factor and the importance of services as the main area of economic business. It shows how HRD relates to services and knowledge. Findings – Starting at the time of the Agricultural Revolution when human resources (HR) were marginally considered, the paper ends in the globalized and technologic advanced world of 2010 in which HR are a decisive production factor and are analyzed by different very important scientific perspectives. Crucially, in the present new order of the world, services are the main economic sector in advanced countries. The important role of HRD as a factor of success in a world dominated by services and knowledge is explained. The major open questions and controversies related to HRD are enumerated. Research limitations/implications – Quite a number of open questions remain in the HRD field. Those questions relate to individuals, educational system, organizations, and to society as a whole. Those questions are analyzed in detail in this introduction. The current special issue includes papers dealing with five separate topics related to the open questions: academic curricula needed for the service sector; role of universities and workplace work-related arrangements of the educational system; intellectual capital management; career advancement; career aspirations. Originality/value – The paper introduces the special issue of the Journal of European Industrial Training on "HRD in the knowledge based and services driven economy". [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the development of entrepreneurship education and training in Kenya as a strategic approach to addressing the unemployment problem among the school and university graduates in Kenya and Africa in general. Design/methodology/approach – The study adopted a critical review of the literature method to achieve its purpose and to answer the key research question. The literature search included a computerized search of accessible and available material on entrepreneurship, entrepreneurial spirit, entrepreneurship education and training programs, history of entrepreneurship, and entrepreneurship models, Africa and entrepreneurship development. Findings – It is shown that the development of entrepreneurial spirit and competencies should be a lifelong process. Addressing Africa's socioeconomic development in an entrepreneurial way requires learning successful lessons from within and without Africa. Specific examples of successful use of entrepreneurship to develop micro, small and medium-sized enterprises in Africa and other parts of the world, especially the USA, are cited in the paper. A case study of using technology to promote entrepreneurship in Africa is provided. Research limitations/implications – The paper is limited since it is based on a review of the literature. Quantitative and qualitative research studies focusing on entrepreneurship and socioeconomic development in Africa are recommended. Originality/value – There are limited studies that focus on the issue of entrepreneurship and socioeconomic development in Africa. This paper and the special issue in particular have laid down pioneering ground work for research on entrepreneurship and socioeconomic development in Africa. [ABSTRACT FROM AUTHOR]

Purpose – The paper aims to explore the changing influences and relevance of passive and experiential methods of learning within what can be described as a new era of entrepreneurial education. What still largely remains unaddressed in the literature is how are entrepreneur's best educated and developed in a manner which can have a direct impact on their personal and business development. Design/methodology/approach – The paper suggests that learning is action oriented, and that entrepreneurs are not merely "doers"; they are "practitioners". An integral part of being a "practitioner" is the use of practice to help move the firm beyond the "adaptive" learning which takes place in naturally occurring non-contrived learning occasions. The paper is theoretical in its intent and adopts a social constructionist view of knowledge and learning. The research approach is informed by practitioner-based practice and research, education and participation as a process of social learning. Findings – The development of experiential knowledge in entrepreneurs is an incremental process that evolves throughout the course of their working lives. This means that attempts to stimulate "real life" experience through formal modes of passive education and training are unlikely to have a strong influence or impact on the development of the entrepreneur as a practitioner. Practical implications – The paper sets out to develop an argument against the traditional "passive" means of business education, by suggesting that entrepreneurs who are exposed to passive learning are spectators rather than active participators. Originality/value – The paper contributes to our current understanding of entrepreneurial learning by recognising that entrepreneurial learning in the context of higher education takes place beyond the domain of the classroom learning experiences, through experiential and discovery-based learning which questions traditional orthodox pedagogies. The paper illustrates how knowledge is constructed through a situated practice of knowing, and demonstrates how a practice-based perspective might be useful for the study of entrepreneurial education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a "discursive space" to challenge dominant discourses within the field; enabling a more critical discourse to emerge. Design/methodology/approach – Discusses two approaches to discourse analysis, a "practice" and a "critical" approach, and illuminates how both approaches can contribute to theorising HRD. Findings – The notion of what constitutes HRD is being constantly renegotiated both in theory and in practice. While contemporary HRD discourses are many and there is fluidity in the field a dominant discourse can be identified. The authors argue that a focus on the discourses which construct and constitute HRD need to consider both the "practice" and "the order of discourse" enabling the emergence of alternative discourses within the field. Research limitations/implications – Due to word restrictions an empirical example has not been included. However, future work will address this limitation. Practical implications – The two approaches to discourse analysis discussed provide a useful framework; enabling an analysis of the dominant and competing discourses within the field of HRD. Originality/value – Discourse analysis is rarely discussed in business settings despite the evidence that applied discourse analysis focuses on questions that are of relevance to the field. This paper contributes to a perceived gap and demonstrates how discourse analysis can contribute to researching alternative notions of HRD in order to encourage a variety of conceptual developments. [ABSTRACT FROM AUTHOR]

Purpose - The aim of this paper is to give a critical assessment of a study designed to investigate the potential of a new method for teaching HRD students about performance appraisal. It is argued that this approach is in the vanguard of developments in IT and learning. Design/methodology/approach - The paper takes the form of an explorative study which is undertaken in the context of a virtual world setting. Findings - There is potential value added for HRD teaching and learning using virtual world technology. Subjects identified strengths and weaknesses in their use of Second Life© for performance appraisal skills training. Importantly, there was some evidence that subjects emotionally identified with their online characters, with potential implications for the impact of training. Necessary adjustments to research methods are identified. Research limitations/implications - This was a small scale study. Initial enquiry will inform larger scale research. Practical implications - The model gives HRD students scope to practice different roles in performance appraisal and, in the longer term, to experiment with "ways of being". Subjects could be mentored during their engagement in the appraisal process, enabling active tutoring for skill development. Also, a variety of teaching strategies could be employed such as exploring cultural aspects and engaging students in peer-to-peer teaching. Originality/value - The paper presents an innovative method, blending IT with a more conventional training concept, role-play. [ABSTRACT FROM AUTHOR]

Purpose - The paper seeks to explore the proposition that there is a need for research to address the connections between talent management (TM) and managing diversity as one example of achieving better integration and less separation in academic work on human resource (HR). Design/methodology/approach - An exploratory study of one organisation at a very early stage of implementing TM which involved some documentary analysis and interviews with six senior HR professionals in the organisation. Findings - There is some limited evidence that professionals view different aspects of HR practice in isolation and do not make connections in practice as well as they could. This evidence is taken as sufficient support for the need for more research into the proposition. Research limitations/implications - The paper is in its early stages and findings are not argued to be generalisable. However, they are sufficient to suggest there will be value on further research on connections between TM and managing diversity. One area still to be explored in more depth is the role of human resource development (HRD) practice in making those connections. Practical implications - Both academics and practitioners may have to consider less emphasis on narrow speciaisms and foci in their work and take on more wholistic perspectives. Originality/value - The literature review confirmed the assumption that the two topics are researched and written about separately with little published on the connections and implications of each for the other. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to answer a set of questions related to "Kompetenz" , "Beruf" and the German Qualifications Framework for Lifelong Learning. What is a competence, can it be measured? Is the "Beruf" really endangered by the focus on learning outcomes? What are the implications as regards the learning process? Are permeability and mobility between occupations fostered? Design/methodology/approach - Literature was analysed to identify elements which are linked to the introduction of qualifications frameworks in Germany and which have an impact on the German system of education and training. Additionally some primary research was done by interviewing about 50 experts in the field. The results were published prior to thispaper in theform of a study on behalf of the German government. Here they are used to highlight potentially controversial issues: "Beruf", "Qualifikation", "Kompetenz", "learning outcomes" and their relationship to qualifications frameworks. Findings - It is assumed that "Beruf" will also be used in future but in different contexts. It will describe any type of occupation or profession without the need to specify the way to get there ("Berufsbild"). Instead, there will be flexible pathways, allowing for non-formal and informal learning. Its former role of structuring training will be taken over by "Kompetenz" within the qualifications frameworks. It is recommended to clearly differentiate between learning outcomes and "Kompetenz". Research Limitations/implications - As a one-year pilot phase to test the proposed qualifications framework is about to start, the final outcomes may be different from what is expected on the basis of this research. Originality/value - The paper answers a set of questions related to "Kompetenz", "Beruf" and the German Qualifications Framework for Lifelong Learning. [ABSTRACT FROM AUTHOR]

Purpose - This paper attempts to reduce the gap between management education and practice. It emphasises day-to-day decisions that middle and lower level managers make. The purpose is to provide an education framework embodying a flexible approach to interpretation and solution creation, suitable for situations of ambiguity and uncertainty. Desig/methodology/approach - The paper examines the current state of tuition in management decision making, then provides a model that, when combined with practical exercises, helps trainees explore the type of problems managers confront on a daily basis. Findings - The model guided students to think beyond problem definition to identify possible causes, and to think beyond the solution to the consequences of the solution. Use of class members as an education resource enabled a large number of interpretations of what might otherwise be considered "common sense", Practical implications - Undergraduate students often lack management experience but this paper argues that the use of real-world examples with in-built ambiguity can help prepare management trainees for a wide range of interpretations and create a mental "tool-box" to better facilitate flexibility. Originality/value - Non-routine decision making at lower levels of management is an under-explored academic activity. In an effort to create future leaders, business schools currently instruct on big issues such as strategy and organisational change. This paper argues that management education needs to prepare trainees for the type of problems they will face on a day to basis. To assist with uncertainty and ambiguity, students do not seek the "right answer", but explore a broad range of interpretations. [ABSTRACT FROM AUTHOR]

Purpose - This paper attempts to shed light on the effect of educational programmes aimed at entrepreneurs on innovation and business success. Design/methodology/approach - We use as theoretical framework the theory of planned behaviour. We use a sample of 354 entrepreneurs from Castile and Leon, Spain. To estimate the model we use a path analysis (AMOS 7). Findings - Individuals who are concerned about further management education and entrepreneurship education show themselves to be more innovative. Moreover, indirectly, by means of the relationship between innovation and success, specific entrepreneurship education contributes to obtaining better business results. However, to have reached high levels of formal education makes entrepreneurs less conformist regarding the activity of innovation. The existence of a direct effect of innovative behaviour on business success is confirmed. Research limitations - The limitations which our study presents are principally related to the measurement of the variables. Some of the characteristics of education should be studied more deeply. Practical implications - The results obtained lead us to recommend that the educational centres and institutions which organise the programmes should give preference to specialised education and less to entrepreneurship education when seeking to reinforce the innovative spirit of the entrepreneurs. Originality/value - The debate concerning the effectiveness of entrepreneurship educational programmes is still undecided, so much so that both supporters and detractors of entrepreneurship education exist. For that reason, this paper aims to shed some light on the effects of the educational programmes aimed at the entrepreneur. [ABSTRACT FROM AUTHOR]

Purpose - To explore and describe the roles, activities and strategies of French human resource development professionals. Design/methodology/approach - This paper is based primarily on exploratory and descriptive research. A range of secondary sources on European and French human resource development is critically reviewed to generate a number of research questions designed to identify the corporate perspective on human resource development by means of cases drawn from six organizations located in Eastern France. Findings - These confirm the lack of a clear understanding of human resource development on the part of French companies; the wide range of activities that is considered to fall within human resource development; an emerging interest in management development, career development and skills forecasting, but a neglect of training evaluation; the similarity of human resource development practitioner roles to those elsewhere in Europe; growing evidence of the involvement of line managers in human resource development activity, and a strong commitment to the strategic significance of human resource development. Research limitations/implications - The study was based on an opportunity sample of just six companies in Eastern France, and may therefore not be representative, but it does provide findings that expand upon and also qualify earlier research. Practical implications - This study provides new knowledge and understanding of the context and practice of human resource development in France and makes a number of suggestions for further research. Originality/value - This paper provides original research based on recent cases of corporate human resource development practice, and should be of interest to scholars of international human resource development. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe a research project that is addressing the employability of individuals in the higher-cost Irish economy. Design/methodology/approach - The Programme for University-Industry Interface (PUII) uses a community-of-practice methodology combined with academic research. Findings - A number of emerging enterprise models have been identified, competencies for next generation employability have been articulated and potential responses to these new opportunities for the further and higher education sectors have been discussed. Practical implications - The implications of this work and the follow-on may influence the way the education sector responds to the needs of learners in industry. Originality/value - The paper contributes insights into the nature of enterprise models and competencies that may be required to sustain future employability of individuals in industry. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to outline the financial implications, while deploying information and communication technologies for implementing e-learning, and to elucidate them, while implementing an e-learning project in a conventional university environment. Design/methodology/approach – The paper is a descriptive account of the various cost factors and benefits accrued in implementing an e-learning project and draws on a variety of secondary sources both published and unpublished. Findings – The paper identifies the various cost factors as well as the benefits involved in e-learning implementation in conventional educational institutions, so that e-learning implementation is a smooth process. Three modes of e-learning exist, namely, substantially online mode; replacement mode; and supplemental mode, and the costs of e-learning vary for each. The paper also describes how to assess the success or failure of an e-learning project. Research limitations/implications – The paper presents a review of literature developed from secondary sources since e-learning implementation is in a budding stage in conventional universities, particularly in the Asian context. Practical implications – The paper outlines the financial implications of e-learning and provides information on the various cost factors in implementing an e-learning project for the first time. These factors should be duly acknowledged and given consideration, if the advantages of e-learning are to be fully realised and e-learning implementation is to succeed. Originality/value – This paper provides a valuable summary of the state of affairs of financial implications, for instance the cost factors and benefits accrued while implementing an e-learning project in the case of conventional universities. From this summary of the current situation, it goes on to suggest potential ways to transform the "digital divide" into "digital opportunities". [ABSTRACT FROM AUTHOR]

Purpose – This article aims to explore dimensions and tensions in the relationship between theory (usually produced by academics) and practice (the domain, normally of practitioners) in human resource development (HRD). Design/methodology/approach – The paper examines, from a conceptual perspective, the nature of mode 2 research, where knowledge is generated in the context of multi-stakeholder teams (academics and practitioners) that transcend the boundaries of traditional disciplines, working on problems to be found in working life. Findings – Mode 2 research has been seen in dichotomous terms of theory versus practice, referred to in various ways such as: the research-practice gap; the implementation gap; the research-practice divide; and the theory-practice void. This gap is also typified by mode 1 research, an approach which adopts the principles of "normal science" and which generates results, the main beneficiaries of which are the academic community. The authors forward mode 2 research as an approach that requires both academic rigour and practical relevance. The article presents and critically evaluates a number of examples of academic-practitioner partnerships in action in order to highlight both the potential and the challenges for the development of mode 2 research. It also recommends strategies for the advancement of mode 2 research, including getting academics to attune themselves more closely with the needs of practitioners, encouraging academics to write for practitioner journals, and the use of the kinds of research methodologies that can generate richer stories and cases that resonate with practitioner interests. Practitioners, however, need research that has a practical focus and which can be applied immediately. Research limitations/implications – This is a conceptual paper that draws on secondary examples to support the authors' contentions, making it appropriate to gain further background information on bridging the gap between theory and practice. Practical implications – The paper critically evaluates a number of examples of academic-practitioner partnerships in action. Originality/value – This paper provides an in-depth analysis of the challenges of undertaking effective and robust practice-based research, through articulating philosophical differences in research approaches and discussing tensions between academic and practitioner needs. [ABSTRACT FROM AUTHOR]

Purpose – The aim of the paper is to present the findings of a definitional review and comparative study of HRD definitions. It also reports the results of comparing and contrasting a synthesis of the "intended purposes" and "processes" constituting these definitions against various definitions and conceptualisations of organisational development (OD) and coaching. Design/methodology/approach – A targeted literature review was conducted to identify and collate a comprehensive range of HRD, OD, and coaching definitions/conceptualisations. These were then subjected to forms of content and thematic analysis in search of similarities and differences. Findings – The literature review has revealed many "contradictions", "confusions" and "controversies" concerning the identity of HRD. Results from the definitional review suggest two or more of four synthesised "core purposes" of HRD are embedded explicitly or implicitly within the respective HRD definitions examined. Furthermore, these HRD "core purposes" and "processes" are virtually the same as those associated with OD and coaching Research limitations/implications – The definitions used in the study were limited to those that define HRD practice at the individual, group and organisational level, and are based on conventional and predominantly western conceptualisations. A challenge and dilemma arising from our findings bring into question the notion of HRD, OD, and coaching as unique and distinct fields of study and practice. Rather, the evidence implies there may be a compelling logic for these three fields to converge into a unified disciplinary domain concerned with "people and organisation development". Originality/value – The paper is particularly relevant for scholars interested in HRD theorising and/or developing HRD theories on the basis of empirical evidence. This is because they need to know whether the foci of their studies lie inside or outside the boundaries between HRD and other related domains. It may also be of interest to practitioners who wish to identify themselves as HRD professionals, as opposed to OD or coaching professionals. [ABSTRACT FROM AUTHOR]

Purpose - The first purpose of this paper is to review the practical and theoretical distinctions between training and development in the organisational psychology and human resource development (HRD) literatures. Then the paper seeks to investigate how managers responsible for the training and development function conceptualise these activities in practice, the factors that guide their decision making, how they evaluate the outcomes and the extent to which they perceive a relationship between training and development. Design/methodology/approach - Taking a critical realist perspective, 26 interviews were conducted with UK managers and analysed through thematic coding using template analysis. Findings - Managers' conceptualisations of training and development vary. Formal training is prioritised due to a perceived more tangible demonstrable return on investment. Perceived success in training focuses on improvements to job-related skills, whereas success outcomes for development are more varied and difficult to measure. Managers consider that training and development are more valuable when combined. Research limitations/implications - There is a need for further process-driven research to understand the interrelationship between training and development and to develop methods that can be used by organisations to evaluate both. This necessitates going beyond methods currently in use and including both qualitative and quantitative measures. Practical implications - Managers may take a more proactive and directive role in facilitating development than the literature suggests; consequently, their role needs to be considered more actively in HRD learning strategies. Originality/value - This is one of the first qualitative studies to explore the conceptualisations of managers responsible for training and development, highlighting the inter-relationship between training and development and the factors guiding decisions regarding these activities. [ABSTRACT FROM AUTHOR]

Purpose - Training is a key strategy for human resources development and in achieving organisational objectives. Organisations and public authorities invest large amounts of resources in training, but rarely have the data to show the results of that investment. Only a few organisations evaluate training in depth due to the difficulty involved and the lack of valid instruments and viable models. The purpose of this paper is to present an evaluation model that has been successfully applied in the Spanish context that integrates all training dimensions and effects, to act as a global tool for organisations. The model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training, and is therefore a global model. Design/methodology/approach - The paper's approach is theoretical, and the methodology used involves a review of previous evaluation models and their improvement by comparing their application in practice. Findings - An analysis of pedagogical aspects enables training professionals to improve training quality, as they are able to identify any weaknesses in elements, such as training design, needs analysis and training implementation, and improve on them. In fact, the quality of these elements depends entirely on the training professional. The improvement of pedagogical aspects, as a result of their evaluation, increases training quality and the results of training in organisations that can be identified by evaluating the other levels of the model, particularly the aspects of learning, transfer and impact. Practical implications - The author has applied the model successfully in several public and private organisations, in industry and in the services sector, which demonstrates its usefulness and viability in evaluating the results of training. Therefore, this evaluation model has interesting and practical implications, as a useful tool for training managers for evaluating training results, as well as providing a global simplified approach to the complex evaluation function. Originality/value - The originality of this evaluation model lies in its focus on a key and novel aspect - i.e. the pedagogical dimension, providing an integrated tool that can be easily adapted to any organisation. [ABSTRACT FROM AUTHOR]

Purpose – This paper seeks to discuss the challenges faced when trying to integrate entrepreneurship education in the training system, with a particular focus on vocational training. Design/methodology/approach – The data were collected through in-depth interviews, document reviews and focus group discussions. The respondents were drawn from VETA headquarters – training director, centre managers, entrepreneurship instructors in the centre, and a section of final year students who were purposively selected. Other stakeholders in vocational training in Tanzania were also consulted. Findings – The findings were organized around key themes of the research as per the set objectives. The emerging views showed some of the following issues as the major challenges facing the authority in its effort to integrate entrepreneurship training in the programme: time too limited to cover the core subjects; Form iv leavers and standard vii trainees have different understanding levels; financial/budgetary constraint; few instructors with relevant skills; lack of role models of successful former trainees who are practising entrepreneurs; course too theoretical, lacking the component of field studies; and the course too boring compared with other mainstream courses. Research limitations/implications – The sample size was too small to be wholly reliable for generalizing the findings to a similar problem. However, the insights gained are a crucial basis for further research and give some variables to be investigated on their significance in shaping entrepreneurship training, especially in a developing country like Tanzania. Originality/value – The research provides knowledge that was lacking as far as entrepreneurship training and vocational training are involved. Other studies, especially in Tanzania, focused on the quality of technical training and the infrastructural resources rather than business-related skills. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the relevance of human resource development (HRD) for law firms in the UK. It examines how the characteristics of legal professional practice in the UK, including the partnership structure, long established methods of targeting solicitors and the law society, may act as barriers to the implementation of HRD. Design/methodology/approach - The paper uses an exploratory case study research approach to investigate characteristics and issues influencing the adoption of HRD in a Scottish legal firm. Primary data are collected via semi-structured interviews with a cross-section of representatives. Findings - Despite recognition of the importance of learning, the characteristic elements of law firms, including the partnership structure; the pervasiveness of time-billed targets in the solicitor community; and HR's profile and acceptance among the solicitor community, remain as barriers to the applicability of HRD. The research also exposes variability on the level and scope of development opportunities, an emphasis on technical skills development, and a lack of solicitors' self-managed learning ability. Research limitations/implications - While the research findings provide a useful insight into the barriers to HRD in one legal firm, this does not allow for any generalisations being drawn from the study. Practical implications - The paper explores the suitability of workplace learning to support legal professional development. Originality/value - There is a dearth of research into HRD in legal practices in the UK. The paper contributes to the contextual influences that limit the applicability of HRD to legal professional practices. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard Classification of Skills and Competences to supplement ISCED and ISCO. Design/methodology/approach - This contribution contains a comparative analyses of three systems providing ontologies of skills and competences - DISCO, O*NET and Taxonomy̱DB - under terminological and pragmatic aspects. Findings - The analysis identifies O*NET as the most promising candidate to serve European transparency instruments and the EQF. Furthermore, it demonstrates that the development of an International Standard Classification of Skills and Competences, that is suitable for statistical purposes as well as appropriate for practical applications in human resource management and in the area of education, would have to integrate very diverging demands, which so far are being best met by O*NET and DISCO. Research/limitations/implications - The depth of the analysis is not sufficient to serve as an exhaustive guideline to design an International Standard Classification of Skills and Competences. Practical implications - The paper shows the potential of a future International Standard Classification of Skills and Competences for the EQF, for European transparency tools, and for statistical purposes. Originality/value - This article brings a new topic, namely ontologies for skills and competences, into the European debate about competences and their visibility and validation. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to explore the development of the concept of competence in Lithuania beginning from the period of transition from the Soviet planned economy and post-totalitarian regime to the market economy and democratic society and ending with the designing and implementation of the National Qualifications System and Qualifications Framework. Design/methodology/approach - The paper takes the form of desktop research of scientific literature and analysis of documents related to competences and qualifications in Lithuania. Findings - The understanding of competence in Lithuania varies between the official usage in the laws and policy documents, common usage in education institutions and the approaches of employers, and this differentiation of understanding is caused by complex reasons related to the development of education, world of work and society in the 'socio-economic transformations. In the National Qualifications System and National Framework of Qualifications of Lithuania competences are understood to be a bridge between the system of activities and the system of education. Research limitations/implications - The research involves mainly those concepts of competence that are originated by different social stakeholders and have influence on the processes of initial and continuing vocational training in Lithuania. All different scientific concepts of competence proposed by different scholars and circulating only in the scientific discourse have not been considered. Practical implications - The article provides useful information for the policy makers and different stakeholders looking for information on the existing variety of the concepts of competences in Lithuania. Originality/value - The paper provides a discourse that integrates the various complex conceptual and contextual issues related to the concept of competence. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence-based education approach are being used in, and perceived as being fruitful for, academic education. Design/methodology/approach - In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case-study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated. Findings - The opinions of the respondents on the usefulness of the competence-based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence-based education approach. Many hurdles exist for actually implementing this in university curricula. Research limitations/implications - Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study. Practical implications - With some exceptions, the competence-based education approach is currently not much used in academic education. Possibilities and limitations of competence-based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs. Originality/value - The competence concept has been underexposed in university education practices and in research. [ABSTRACT FROM AUTHOR]

Purpose - The paper investigates personal and environmental factors providing for the efficiency of line managers' activity and contributing to their professional and career advancement. The paper studies the prognostic value of the assessment of personal and environmental factors providing for the efficiency of line managers' activity according to Blumberg and Pringle's methodology in order to select their lines of training and development. Design/methodology/approach - The methodological approach is based on Blumberg and Pringle's organizational-psychological model. A conceptual framework was developed from psychological test data and expert interviews with 307 line managers (of two large enterprises), 65 top managers and 100 entrepreneurs (heads of SMEs) from the Northwest of Russia. Findings - The research allowed the isolation of those personal qualities of line managers that separate them from top managers. Sets of personal and environmental factors providing for line managers' labor efficiency and contributing to their professional and career advancement were determined. Research limitations/implications - Employees at Russian state industrial enterprises were the subject of this research. The specifics of respondent sampling restrict the possibility of extrapolating the findings and generalizations made in this paper onto middle and lower managers from organizations with other ownership patterns, areas of activity and ethnic cultures. Practical implications - The research findings can be used by HRD specialists in industrial enterprises for the creation of development programs for line managers. Am assessment of personal and environmental factors based on Blumberg and Pringle's model can be used as a criterion for selecting areas of development for line managers, as it is aligned towards the realization of personal and professional potential. Based on the assessment results, variants of training can be offered to employees in the professional sphere, or in the sphere of management or personal development. Originality/value - For the first time, in this work the differences in personality traits of line managers and top managers of Russian industrial enterprises have been determined, sets of personal and professional factors characterizing line managers' attitudes to development prospects have been described (these sets have been conventionally named "specialists" and "careerists"), and the possibility of using Blumberg and Pringle's model to predict line managers' potential areas of training and development has been demonstrated. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to identify South Korea's successful IT start-ups' HRD practices to determine whether there are steps that must be taken to maintain their HRD expertise for continued growth. Design/methodology/approach - A case study approach employing four fast-growing IT start-up cases was undertaken based on semi-structured interviews with HR managers and CEOs, supported by site visit observations and archival sources. Findings - The emergent themes resulting from an analysis of the four cases are adjusting to changing markets (globalization), the founder effect, workforce development, organizational culture, and challenges. These case studies show the importance of organizational culture for IT start-ups' continued growth. Research limitations/implications - Although the paper employed multiple cases for comparison, through focusing on only four cases, the results are contextualized and, thus, are limited in generalization. Practical implications - The fast-growing IT firms should carefully choose HRD practices to manage and develop their talent because these practices may shape the firms' innovative organizational culture, which, in turn, affects the firm's continued growth. Originality/value - These case studies contribute to research on South Korea's IT start-ups by detailing how HRD practices have supported the success of the four IT start-ups over the past ten years. The paper adds qualitative details to previous studies' quantitative analysis of start-ups. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this article is to demonstrate the need for Kyambogo to pay special attention to students' vocational choices, university based training and employability. Design/methodology/approach - The sample of 46 final year students, 90 graduates and 50 supervisors using cross sectional survey design was used to collect data. Findings - The paper reveals that factors such as government policies and regulations, people we interact and relate with for instance, parents, teachers, peers and other factors like our aspirations, interests, subjects studied at school have a significant bearing on our vocational choices. Practical training, curriculum followed in teaching and industrial training are relevant for electrical graduates in their preparation for employment challenges. Practical implications - This paper calls for involvement of stakeholders in design, implementation and evaluation of the university curriculum. That there should be vigorous and rigorous regular evaluation of training of electrical engineers to meet the ever-changing needs of employers. Originality/value - This paper presents a new approach to critical thinking young adulthood vocational choices, university based-training and employability of electrical engineering graduates. [ABSTRACT FROM AUTHOR]

Purpose - Greece has the highest youth unemployment rate in the European Union. Even though it is clear that persistent unemployment requires bold measures in engaging young educated Greeks in the labour market, there is no coherent policy targeting that population group, especially university students. This research paper aims to explore the idea of restructuring the internal labour market in Greek universities by expanding services and offering part-time job positions to their students. Design/methodology/approach - In assessing the feasibility of such a project a survey was conducted involving 237 undergraduate students majoring in business management and 22 administrative executives at the University of Macedonia, Greece. Findings - The survey's main findings indicate that there is a tendency to match job openings with skills supplied by students in a work-school programme focused on campus part-time jobs. Research limitations/implications - A large-scale national survey involving students from various academic disciplines and executives from different universities would result in a more informed discussion on institutions that promote youth employment. Originality/value - This study has shown that a work-study programme promoting work opportunities on campus is plausible in Greece and might have great value for key stakeholders - students and universities. [ABSTRACT FROM AUTHOR]

The article explores the possibilities for a new approach to the education and training of the vocational education and training (VET) professional in Great Britain. VET in Great Britain has a legacy from the nineteenth century of systematic neglect which was well documented as long ago as the late 1980s. On the other hand, there is an increasing awareness, on the part of both government and business, that in the future no country's economy will be internationally competitive if it is not supported by a high quality system of vocational education and training. The paper develops a model of the VET professional as a "connective specialist", paying particular attention to the need for a new approach to learning and pedagogy and the new types of skill and knowledge that the VET professionals are going to need. The model is based on an analysis of the competitive economic conditions faced by Great Britain (and other EU countries), the new skills and knowledge that will be needed in the workforce, and the demands this will make on the preparation and continuing professional development of VET professionals.

Purpose - As the boundaries between training and education have converged, the demand for the services of universities and the response of the traditional public have drifted apart, leaving a gap which has been filled by the development of the corporate university. Now the UK Government is proposing relaxing the regulations on university status which will allow corporate universities to gain degree-awarding powers. Design/methodology/approach - This paper charts the rise of the corporate university through turbulent times, looking at the external factors that have contributed to its development, and the internal benefits that have fuelled its success, drawing on a number of case studies. It also raises questions as to where it is going next. Findings - The discussion focuses on the extrapolation of the current situation into the future, highlighting that corporate universities could pose an even greater threat to traditional public universities in the future as they may be better placed to provide a meaningful undergraduate experience to school-leavers than is currently provided in the education sector. Originality/value - The paper suggests a future for undergraduate education that has not yet been widely contemplated or even considered by parties in the education sector, and therefore it opens the arena for debate by raising awareness of the issues that are driving such a future outcome forward. [ABSTRACT FROM AUTHOR]

This Paper raises the question whether or not a social and economic dimension exists (community and social involvement, career service intervention/assistance employer requirements, qualification building) within the Jobskills Training Programme in Northern Ireland. For many young school leavers it has undoubtedly assisted them in the transition from school to the world of work. In addition, many of the cohort study gained an accredited qualification for the first time. All of this, of course, has the aim of making them more employable within the labour market However, with the local economy becoming stronger and skills shortages rising quickly we have to ask what real contribution does a training intervention like jobskills really make. In order to determine the effectiveness and contribution to the local labour market, a comparison is made to the Danish vocational and education training model, which highlights significant fundamental differences. The Paper concludes by demonstrating the key policy differences and thus Presents a new vocational model for youth training in Northern Ireland. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to identify the transitional employment (TE) aspirations and training and development needs of older and younger workers at risk of early retirement due to limited education and/or employment in blue-collar (BC) occupations. Design/methodology/approach - A computer-based methodology is used to evaluate the demographic effects of gender, education level, and occupation group on aspirations pertaining to TE and training and development in a sample of over 1,000 local government employees. Findings - Older BC, secondary school-educated and younger workers are less interested in TE than older workers with higher levels of education or from white-collar backgrounds. The early retirement risk factors of BC work and secondary school education had a more limited effect on perceived training and development needs for older workers. However, for younger workers, these risk factors provided the impetus to undertake training to move into less physically demanding or more challenging roles as their careers progressed. Practical implications - Via the identification of education level and occupation types groups' TE aspirations and perceptions of preparatory training and development within younger and older cohorts, long-term strategies to develop and retain staff may be formulated. Originality/value - Past studies of TE have rarely included younger workers or older workers at risk of early retirement. Preparatory training and development for TE roles has not been considered in the literature. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to introduce the special issue of the Journal of European Industrial Training. A brief commentary on each of the articles is provided and the whole issue is set in the context of national policy and research methodology from which the Programme for University Industry Interface derives its impetus. The paper highlights the potential and the problems of active engagement of government, industry and education in addressing issues of sustaining national economic competitiveness in a global economy. Design/methodology/approach - The discussion in this paper is predominantly desk-based, using a combination of primary and secondary sources to generate an analysis of policy discourse and its realisation in practice. Findings - In addition to commenting on the findings from each of the papers in the special issue, this paper draws positive attention to the partnership model used by the government of Ireland in policy formation. It also indicates that the partnership model in general, and the methodology for enhancing it in particular, are well-regarded in industry but that their full acceptance in higher education has not yet been fully tested. Originality/value - The paper allows the reader of the special issue to set each of the other papers in a context and to interpret them against a national agenda for sustainability in graduate employment. [ABSTRACT FROM AUTHOR]

Purpose - In this paper the concept of knowledge production is used as a framework to study Dutch corporate universities. Knowledge production serves not simply as a desirable aim of corporate universities, as the concept also offers guidelines for the design of corporate universities. The purpose is to clarify the extent to which corporate universities fulfil this aim of knowledge production and the way they produce new knowledge. Design/methodology/approach - From different theoretical perspectives 11 design characteristics have been extracted that help corporate universities to be knowledge-productive. Two empirical studies were carried out to find out to what extent corporate universities meet those features required for knowledge production. The first study implies an exploration of opinions of key actors within 12 Dutch corporate universities, in which data were gathered through interviews and analysis of documents. The second study can be characterised as a case study of a concrete training practice within one corporate university. Data were gathered by interviews, evaluative questionnaires, and observation. Findings - Results reveal that knowledge production is viewed as important, but that concrete measures to stimulate it are often absent. Moreover, corporate universities need to pay more attention to the working environment of their employees in order to achieve their own goals. Originality/value - Analysing the corporate university from the perspective of knowledge production may stimulate corporate universities to rethink their own goals as well as their position within the organisation. [ABSTRACT FROM AUTHOR]

The article discusses the European challenge in building work organisations that are both economically efficient and good places to work and learn, on the basis of the publication entitled "Facing up to the Learning Organisation Challenge" published in April 2003. The happenings in recent European research and development work dealing with the learning organisation and organisational learning have also been analysed and interpreted. A number of current criticisms of the learning organisation concept are outlined. The article also analyses dilemmas and tensions that have to be understood before beginning to tackle organisational learning and some key principles to be adhered to so that productive organisational learning can in fact take place. Four main conclusions were drawn from the study. The first is that, in order to build learning organisations, one has to ensure that: there is coherence between the "tangible" (formal/objective) and the "intangible" (informal/subjective) dimensions of an organisation. A need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities has also been emphasised.

This paper explores the significance of power in human resource development (HRD), drawing on ideas from postmodern and critical perspectives, to highlight what is not being talked about in HRD. Researcher J. Lyotard provides the concept of "the differend" to explain the difficulties in gaining acceptance for new ideas that fall outside of the accepted discourse. The differend is the name Lyotard uses to describe the shutting out of one player from a "language game". This shutting out phenomena occurs where there are no agreed rules for the introduction of something new to the game. A number of conclusions can be distilled from the discussion. First, in the field of management education and management learning critiques of the values, the purpose and approaches to management education and development have become well developed in recent years. Second, the exploration of HRD from within the postmodern paradigm has highlighted that overcoming the functionalist representation of HRD cannot be achieved unless the field of HRD applies a critical perspective to content as well as the method or process.

"Live" client-sponsored projects have been recognised as a useful pedagogic technique in management education. They enable students to apply theoretical concepts in practice and allow them to develop the necessary knowledge, skills and competencies required for future business careers. This paper describes how this learning approach has been used with a cohort of final year undergraduate students to improve their export management skills and to enhance the learning experience. It evaluates the outcomes from the perspectives of students, the "client" firms and the government support agencies. [ABSTRACT FROM AUTHOR]

Addresses some of the key debates within the HRD literature and considers the extent to which HAD can be described as a field of study. The paper addresses the issues raised in the contributions that make up this special issue and identifies a broad range of methodologies and use of research methods. It argues that all of the contributions fit into at least one theoretical perspective: capabilities, psychological contacts and the learning organization/organizational learning. The paper concludes with a consideration of the prescriptions which the perspectives advocate for HRD in organizations. [ABSTRACT FROM AUTHOR]

The ability of the Irish economy to continue growing depends not only on demand, but also on supply conditions. While these have remained favourable up to now, there are signs of increasing skill shortages and ongoing pressure on economic infrastructure It has been established that human resources development (HRD) is vital to maintaining Ireland's competitiveness internationally. This paper seeks to document the nature of HRD at organizational level in Ireland. Following a brief sketch of the Irish context, we draw on a nationally representative survey of HIRED practices and present data on where responsibilities for HRD policy decisions lie, the extent of and the approaches to the identification of HRD needs, HRD coverage and delivery, and the nature of longer-term developmental activities. Variations between firms of different size, between sectors, between firms of different origin, and between unionized and non-union environments are, where appropriate, highlighted. [ABSTRACT FROM AUTHOR]

Part-time working is still primarily a female activity, associated with lower organizational position, lower pay, and fewer training opportunities. Development, training and education models that reflect the values and assumptions of traditional (male) working patterns are not sufficiently flexible for organizations of today nor do they meet the needs of part-times. This paper explores some of the factors associated with the development of this group of workers, who appear to experience particular barriers to learning. [ABSTRACT FROM AUTHOR]

This paper examines human resource development in Sweden. By way of context, it discusses socio-cultural conditions, prevailing economic conditions and recent structural changes and employment and flexibility trends in Sweden. It sets down the characteristics of the national education and training system and examines recent policy developments. It presents Swedish data from the Cranet-E survey in order to paint a picture of training and development practices at organisational level. The implications for employers, employees and government are outlined and the likely future challenges for training and development in Sweden are set down. [ABSTRACT FROM AUTHOR]

There have been many new initiatives within the Danish educational system during the last few years. These initiatives are based on an unshakable belief that "…within a knowledge and service society continuous competency development is decisive … for companies' ability to compete" (Ministry of Education, 1997, p. 22). In other words, there are new demands on both companies and employees. This paper seeks to describe the nature of education and training provision in Denmark. Labour market policies and infrastructure are examined, the education system is described and analysed and recent empirical data on corporate training and development are discussed. Finally, an attempt is made to indicate key challenges facing the Danish learning environment into the future. [ABSTRACT FROM AUTHOR]

This article focuses on the role and effectiveness of case studies. Although this study is concerned with experiences with a graduate class, the author has been mostly concerned with undergraduates over a teaching career spanning two decades. The literature supports the view that a variety of teaching methods makes sense in education/management programmes and that, irrespective of the level of the educational programme, undergraduate or graduate, case studies and in particular the discussion they provoke, provide a beneficial educational experience. However, teaching has remained predominantly a process of "chalk and talk", as the following statement in a recent article indicates. The methods used in higher education for teaching and learning has changed very little for hundreds of years. New technology, particularly information technology, has created opportunities to change the process of teaching and learning. However, there is little evidence of these technologies yet being adopted on a major scale.

In this paper, the author analyses the different patterns of learning one can find in the organisations of two contrasting economic fields representing different contexts for learning. The analysis concentrates on two different occupational groups at the medium skills level: specialists in the IT sector and skilled workers in the timber and furniture (T&F) sector. One of them belongs to the "new" and another to the "old" economy. He explains some of the reasons for the emergence of different patterns of learning and consequences they might have on the development of the organisations and individual workers. Also treats workplace learning as a means to overcome the gaps between the skills and competences "required by the job" and the competence workers have. The author tries to argue that learning, competence development and identification in cases of IT specialists and skilled workers in the T&F sector with one's work is mutually closely connected, and "space of work values" determined by the identification patterns can be a factor as facilitating as well as limiting the learning and competence development in these cases. [ABSTRACT FROM AUTHOR]

Introduces the special issue “Human resource development: sectoral and invention-level evidence of human capital accumulation”. Reviews the concepts and definitions of intellectual and human capital. Considers human capital from individual (employability, performance and career development) and organization (investment, ownership, skills and knowledge management) perspectives. Looks at each of the papers in the special issue, relating them to its theme. Highlights the implications for human resource development, both at individual and organizational levels. [ABSTRACT FROM AUTHOR]

The article presents information on various training aids for management. Front Line Customer Care is the latest multimedia training program from Xebec, the interactive learning company. The program features three stand-alone CD-ROM learning units, which cover the essential knowledge and skills, from customer care fundamentals to the challenges of handling angry customers successfully. An Equal Opportunities Resource Pack produced by Bradford provides managers of small and medium-sized businesses with clear information and advice for creating a policy that is beyond reproach. The resource pack consists of a sturdy ring binder containing cards with color-coded dividers for easy reference. Included is an equal opportunities checklist and information and advice papers covering every aspect of the subject. Individual cards detail equal opportunities policy, action planning, equal opportunities training, monitoring people with disabilities, recruitment and selection, positive action, flexible working arrangements, and harassment.

The article discusses training, employee development, and human resource development in European call centres. A description of European call centres is provided including the complexity and importance of such centres in the European economy. Topics include employees who are expected to meet stretch goals and manage emotional pressures. A conceptual framework is proposed that maps the interactions of internal and external influences which explain characteristics associated with training, development, and human resource development (HRD) in call centres.

Purpose - The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes. Design/methodology/appraoch - This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education. Findings - Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point-of-view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework. Research limitations/implications - The framework allows for the combination of both the concept of teaching models and learning process in a general theory-driven framework and their applicability to specific entrepreneurship education situations. Practical implications - The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions. Originality/value - The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education. [ABSTRACT FROM AUTHOR]

Purpose--Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB). Design/methodology/approach--TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted. Findings--Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control. Research implications/limitations--This is a first step of an ambitious research programme aiming at producing theory-grounded knowledge. Reproduction of the experiment will allow researchers to test how specific characteristics of an EEP influence its impact and how the impact differs across several cohorts of students. Those comparisons will serve to improve a priori the design of EEP. Originality/value--The new methodology is built on a robust theoretical framework and based on validated measurement tools. Its originality is about a relative--longitudinal--measure of impact over time and a particular use of the theory of planned behaviour which is seen as an assessment framework. [ABSTRACT FROM AUTHOR]

The "learning turn" that has occurred in discussions of education and training is here subject to critique. The change of discourse signifies more than mere change of linguistic style, with claims being made to a new paradigm by proponents of what may be termed "learnerism". The claims made by the advocates of learnerism for its rationality are subjected in this article to critical examination and shown to be untenable. The discourse of learnerism is further examined in terms of its rhetorical, ideological character. From this it is concluded that, far from being emancipatory, the discourse is oppressive. [ABSTRACT FROM AUTHOR]

Evaluates how HRD needs which arise from different business strategies will depend on, among other things, the purpose and structure of the strategies involved. Considers the motivation for strategic HRD, expenditure and responsibility. Concludes that a strategic approach to training and development necessitates increased theoretical rigour, more rigorous evaluation of effectiveness, and resolution of responsibility for training. [ABSTRACT FROM AUTHOR]

Reviews the literature on the Pygmalion effect and in particular its implications for workplace learning and training. The article considers the wide ranging debate within the education literature on the value of the Pygmalion concept and also considers research conducted in training and workplace settings. The implications of the concept for learning design, trainee self-esteem, trainer behaviours, and workplace learning are considered. [ABSTRACT FROM AUTHOR]

Reviews the state of current HRD literature in terms of definitional issues, alternative models, dominant justifications and biases. Articulates the view that the literature is fragmented, multifaceted, and reflects a diverse range of perspectives and models. [ABSTRACT FROM AUTHOR]