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AIM: The aim of the study was to investigate nurses' skill acquisition in Guided Self-Determination according to the Dreyfus model of skill acquisition and Patricia Benner's studies based on the same model.BACKGROUND: Globally, person-centred care is acknowledged as an essential aspect of quality in health care. To succeed with person-centred care methods and skills are necessary. Guided Self-Determination is a person-centred method developed in the field of nursing. The method represents a new way of skill acquisition requiring knowledge of how skills are acquired, unfolded and best supported in Guided Self-Determination.DESIGN: Qualitative interview study.METHOD: From January 2019 to August 2019, 16 nurses were interviewed about their experiences of learning and using Guided Self-Determination in three different gynaecological settings: cancer, endometriosis and sexual abuse. The study was registered with the Danish Data Protection Agency (file no.: VD-2018-445, I-Suite no.: 6700).RESULTS: The spectrum in Guided Self-Determination acquisition skills ranged from following schematical procedures in a rigorous way to an extended understanding of exploring and supporting the person-centred concept. Two main themes were identified: Elements in the transition of knowledge from theory to practice and Aspects associated with Guided Self-Determination skill acquisition.CONCLUSIONS: Nurses practised Guided Self-Determination at different levels. Quantity of practising Guided Self-Determination was not the only aspect determining rapid progression. The Dreyfus model lacked several explanatory components of skill acquisition, such as personal dispositions, preferences, motivation, personal values and context.

This study investigates the factors that influence how long it takes for master’s-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates’ ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates’ employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master’s degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates’ employability and faster labour market insertion.

This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, there is a lack of greater emphasis on research skills, especially for undergraduate students facing research work for the first time. Consequently, the direct relation between mentoring and research skills may not be straightforward. Thus, driven by social learning theory, the proposed model highlights the mediating effects of information literacy constructs and competency development on the relationship between mentoring and research skills. An empirical study of 539 participants via Partial Least Squares–Structural Equation Modeling supports six of the seven hypothesized paths. Three major theoretical contributions arise from the findings. Firstly, mentoring improves information-seeking skills and information-sharing behaviors and facilitates students’ competency development due to the technical knowledge transfer from the faculty mentor to student mentees. Secondly, information literacy constructs and competency development promote research skills, emphasizing that students with those behaviors and capacities will achieve enhanced research skills. Finally, our findings suggest that mentoring does not directly translate to improved research skills; instead, information-seeking and sharing behaviors and competency development fully mediate such a link. Thus, mentors must shape these behaviors for mentoring to develop students’ research skills. Theoretical and practical insights are outlined from these findings for university leadership to inform the design of mentoring initiatives for undergraduate students.

Damit Schüler:innen in der Lage sind, an einem zunehmend durch Naturwissenschaften geprägten Alltag teilzuhaben, ist es nötig, dass sie über eine naturwissenschaftliche Grundbildung verfügen. Diese steht in engem Zusammenhang mit einem wissenschaftlich adäquaten Verständnis von Modellen und deren Funktion als Medium zur Kommunikation bereits bekannter Sachverhalte sowie als Methode zur Generierung neuen Wissens. Upmeier zu Belzen und Krüger haben für den Biologieunterricht ein Kompetenzmodell der Modellkompetenz entwickelt, innerhalb dessen zwischen den Teilkompetenzen Eigenschaften von Modellen, Alternative Modelle, Zweck von Modellen, Testen und Ändern von Modellen differenziert wird, die in drei Niveaus graduiert sind. Eine hoch ausgeprägte Modellkompetenz zeichnet sich durch die Fähigkeit aus, über die hypothetischen und erkenntnisgenerierenden Eigenschaften von Modellen zu reflektieren. Für die Förderung einer entsprechenden Modellkompetenz sind Kenntnisse darüber bedeutend, in welchen Niveaus und in welchem Umfang sich die Modellkompetenz von Schüler:innen über mehrere Schuljahre entwickelt. Vor diesem Hintergrund verfolgt die Studie das Ziel, zu untersuchen, inwiefern die im Kompetenzmodell aufgeführten Niveaus eine Entwicklung von Modellkompetenz beschreiben. Dies wurde für die Teilkompetenzen Zweck, Testen und Ändern von Modellen bei zwei Kohorten in einem Längsschnitt von der siebten bis zehnten Jahrgangsstufe bei n = 380 Schüler:innen untersucht. Insgesamt sprechen die Befunde dafür, die im Kompetenzmodell der Modellkompetenz erläuterten Niveaus als Entwicklungsniveaus aufzufassen, die eine Kompetenzentwicklung über mehrere Schuljahre beschreiben und die Veränderung von Kompetenzstrukturen aufzeigen. Für die Klärung der Frage, inwiefern die Niveaus darüber hinaus Stufen darstellen, die im Zuge einer Progression in einer festgelegten Reihenfolge durchlaufen werden, sind weitere Untersuchungen sinnvoll., In order that high-school level students are able to participate in an everyday life increasingly shaped by science, it is necessary that that they have a certain level of basic scientific literacy. This scientific literacy is closely related to an adequate understanding of models and their function as a medium for communicating already-known facts as well as a means for generating new knowledge. Upmeier zu Belzen and Krüger developed a framework for modeling competence for biology education. They identify five aspects: nature of models, multiple models, purpose of models, testing models, and changing models, each of which is differentiated in three levels. A highly developed modeling competence is characterized by the ability to reflect on the hypothetical character of models and their importance as tools for scientific inquiry. With the intention of fostering an adequate understanding of models and modelling, it is important to gain insight into how students’ abilities develop over time. This study investigates to what extent the theoretical levels of model competence describe different degrees of competence in student learning progression. This is explored for the three aspects purpose of models, testing models, and changing models through a longitudinal study with n = 380 students in grades seven to ten. The findings suggest that the levels of the framework for modeling competence should be regarded as developmental levels that describe a development in student competence over several school years. Yet there is still a research gap regarding the extent to which these levels additionally represent successive levels in a continuous development of competence.

The health research system faces critique for insufficiently matching patients’ needs. To combat this, patient involvement in health research decision-making has been advocated for. Such involvement requires a new way of thinking (culture), organising (structure) and working (practice) for all systems actors. Such a change is hard to achieve: despite patients being involved in various research phases, it is not standard practice and many difficulties remain. This thesis explores the state of the transition towards a system in which involvement is embedded in culture, structure and practice; investigates which factors influence this transition; and experiments with tools and strategies to support transition. I conducted three action-oriented projects. Case one explored child participation in guideline development. We found difficulties around involvement of adults in guideline development appear heightened for children: it hardly happens and children are not taken seriously, child participation is deemed difficult, the structure is rigid and a systems transformation seems not considered urgent by dominant actors. Case one appears in the predevelopment stage, as limited niche experiments by frontrunners have not yet impacted the dominant system. In case two we co-designed a tool stimulating and supporting health researchers to meaningfully involve patients in research design and conduct. Frontrunners and early adaptors are increasingly involving patients. However, involvement is not standard practice, and when it is done it is not always meaningful; it can easily become a checkbox action and impact on decision-making is limited. The traditional, positivistic research culture and rigid structures remain largely unaltered. Prerequisites from funders have not been accompanied by sufficiently accommodating structural changes. This case appears in the take-off phase; some changes to the dominant system appear, but the status quo remains unaltered. In case three, we experimented with the development of a uniquely broad innovation agenda. Patients perspectives not only were important in grounding our broad innovation agenda, this broad approach lead to insights into the issues that hinder the impact of research (agendas). This lead me to critically assess current involvement in agenda-setting. Literature indicates a systems transition for patient involvement in agenda-setting may be reaching the stabilisation phase, as a new culture, structure and practice start to cement. Involvement in agenda-setting has become common practice, and many systems actors have embraced it. Various standardised methods exist, with seemingly little radical innovation. Simultaneously, studies indicate that the impact of such research-agendas on research practice is limited. Thus, stabilisation of the current culture-structure-practice might be undesirable. Despite promising developments, involvement remains an add-on to the traditional system. Interestingly, collective discussion about the functionality of the current health research system, with regards to patient involvement, appears limited. A shared vision of a system in which meaningful involvement is embedded, or the changes that are needed is absent. Consequently, there is little sense of urgency for systems change. Patient involvement risks becoming an ‘intervention’ that must be ‘implemented’, instead of entailing a fundamentally new way of thinking, working and organising. Therefore, transition arenas are required, where different actors collectively discuss the fundamental beliefs, rationales and aims underpinning the health research system. Consequently the role of patient involvement herein and the structural changes required to make this meaningful, should be scrutinized. Experimental new practices and structures should complement this arena. Additionally, case one and two showed that professionals need support to acquire the new competencies required for meaningful involvement. We designed two support tools that stimulate an open and reflexive attitude and stimulate action. In the predevelopment stage, such tools can support frontrunners in experimentation. In later transition stages, they can support a wider group of professionals. However, tools must be accompanied by additional support structures.

The health research system faces critique for insufficiently matching patients’ needs. To combat this, patient involvement in health research decision-making has been advocated for. Such involvement requires a new way of thinking (culture), organising (structure) and working (practice) for all systems actors. Such a change is hard to achieve: despite patients being involved in various research phases, it is not standard practice and many difficulties remain. This thesis explores the state of the transition towards a system in which involvement is embedded in culture, structure and practice; investigates which factors influence this transition; and experiments with tools and strategies to support transition. I conducted three action-oriented projects. Case one explored child participation in guideline development. We found difficulties around involvement of adults in guideline development appear heightened for children: it hardly happens and children are not taken seriously, child participation is deemed difficult, the structure is rigid and a systems transformation seems not considered urgent by dominant actors. Case one appears in the predevelopment stage, as limited niche experiments by frontrunners have not yet impacted the dominant system. In case two we co-designed a tool stimulating and supporting health researchers to meaningfully involve patients in research design and conduct. Frontrunners and early adaptors are increasingly involving patients. However, involvement is not standard practice, and when it is done it is not always meaningful; it can easily become a checkbox action and impact on decision-making is limited. The traditional, positivistic research culture and rigid structures remain largely unaltered. Prerequisites from funders have not been accompanied by sufficiently accommodating structural changes. This case appears in the take-off phase; some changes to the dominant system appear, but the status quo remains unaltered. In case three, we experimented with the development of a uniquely broad innovation agenda. Patients perspectives not only were important in grounding our broad innovation agenda, this broad approach lead to insights into the issues that hinder the impact of research (agendas). This lead me to critically assess current involvement in agenda-setting. Literature indicates a systems transition for patient involvement in agenda-setting may be reaching the stabilisation phase, as a new culture, structure and practice start to cement. Involvement in agenda-setting has become common practice, and many systems actors have embraced it. Various standardised methods exist, with seemingly little radical innovation. Simultaneously, studies indicate that the impact of such research-agendas on research practice is limited. Thus, stabilisation of the current culture-structure-practice might be undesirable. Despite promising developments, involvement remains an add-on to the traditional system. Interestingly, collective discussion about the functionality of the current health research system, with regards to patient involvement, appears limited. A shared vision of a system in which meaningful involvement is embedded, or the changes that are needed is absent. Consequently, there is little sense of urgency for systems change. Patient involvement risks becoming an ‘intervention’ that must be ‘implemented’, instead of entailing a fundamentally new way of thinking, working and organising. Therefore, transition arenas are required, where different actors collectively discuss the fundamental beliefs, rationales and aims underpinning the health research system. Consequently the role of patient involvement herein and the structural changes required to make this meaningful, should be scrutinized. Experimental new practices and structures should complement this arena. Additionally, case one and two showed that professionals need support to acquire the new competencies required for meaningful involvement. We designed two support tools that stimulate an open and reflexive attitude and stimulate action. In the predevelopment stage, such tools can support frontrunners in experimentation. In later transition stages, they can support a wider group of professionals. However, tools must be accompanied by additional support structures.

Background In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants’ responses to and the effect of the intervention. Methods A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826

Changing modes of production and emerging technologies and economies require capable employees equipped with a set of diverse competences. These competences are no longer limited to specific disciplines but include broader emphasis on generic competences applicable across various contexts involving a variety of professions. Consequently, collaboration and teamwork are also two central generic competences in engineering practice and pivotal elements in engineering education. However, collaboration and teamwork competences are often only superficially addressed and moreover, not based on students’ experience. This study address engineering students’ experience of the constituent parts of teamwork competences in a systematic integrated problem-based learning (PBL) environment and how these can contribute to curriculum development. Conducting a thematic analysis of students’ written competence profiles (n = 130) results in the construction of five themes concerning students’ teamwork competences: finding complementary competences, establishing teamwork culture, preventing and managing conflicts, awareness of self and others and shared situational awareness. Each theme is illustrated by several components emphasised by students and exemplified by excerpts useful for curriculum development or learning activities supporting development of specific competences. The thematic analysis furthermore exemplifies how generic competences are perceived as enablers of disciplinary problem-solving in teams, and how systematically integrated PBL supports the development of a wide variety of teamwork competences. The article concludes that students are acutely aware of team members and their position in a team while maintaining flexibilityenabling potential responses to anticipated or unknown challenges found in the internal or external environment of the team.

Den offentliga sektorn har länge kännetecknats av styrning och kontroll, där de använt den affärsliknande styrmodellen New Public Management med syftet att öka effektiviteten. Modellen var kritiserad, som en variant tillsatte därför regeringen 2016 en Tillitsdelegation med syftet att implementera en mer tillitsbaserad styrning och ledning. Avsikten var att främja verksamhetsutveckling inom offentligt styrda verksamheter. Faktorerna tillit och autonomi har visat sig skapa betydelse vid arbetssättet TBSL i organisationer. Närvaro av tillit ökar sannolikheten att medarbetare accepterar autonomi i högre grad på arbetsplatsen. Det som kan bidra till en relation bestående av tillit är en ökad grad av autonomi. Då fler arbetsplatser inom offentlig sektor planerar att implementera arbetssättet, och forskningen om dess effekter är bristfällig. Ämnar denna studie öka förståelsen inom ämnet genom att bidra med kunskap för vilka förutsättningarna för att tillitsbaserad styrning och ledning ska ha inflytande, samt vilka positiva och negativa effekter arbetssättet kan leda till. En kombinerad kvalitativ och kvantitativ metod har genomförts inom en svensk kommun. Studiens resultat överensstämmer delvis med teorin. Förutsättningar för att tillitsbaserad styrning och ledning ska fungera involverar hela processen, uppföljning samt återkoppling, vilket överensstämmer med teorin. Fem av tio undersökta faktorer var statistiskt signifikanta med tillit och autonomi. Därmed fann studien att den tillitsskapande processen och autonomi bidrar till ett organisatoriskt engagemang, återkoppling, relaterbarhet, arbetstillfredsställelse samt bekräftelse på arbetsplatsen. Arbetsglädje om utmaningar ges samt ett högre engagemang är effekter som tillitsbaserad styrning och ledning bidrar till. Studien visar även att arbetssättet främjar återkoppling och bekräftelsebehovet på arbetsplatsen. Medan autonomi är positivt korrelerad med både arbetstillfredsställelse och relaterbarhet. Detta indikerar att den höga möjligheten till anpassning som arbetssättet medför påverkar arbetstillfredsställelsen positivt, samt att upplevd relaterbarhet har en positiv koppling till autonomi. De utmaningar som studien fann att tillitsbaserad styrning och ledning huvudsakligen medför var processen, arbetssätt samt arbetsförhållanden. The public sector has long been characterized by governance and control, where the New Public Management governance model has been used with the aim of increasing efficiency. This model was criticized, as a variant the Swedish government therefore appointed Tillitsdelegationen in 2016, with the aim of implementing a more trust-based management. The intention was to promote business development within publicly managed businesses. Factors such as trust and autonomy have been shown to create statistical significance in the way trust-based management works in organizations. The presence of trust increases the likelihood that employees will accept autonomy to a greater degree in the place of work. What can contribute to a relationship consisting of trust is an increased degree of autonomy. As more workplaces within the public sector plan to implement the way of working, and the research on its effects is lacking. Therefore, the purpose of this study is to increase understanding within the subject by contributing knowledge of the conditions for trust-based management to have influence, as well as the positive and negative effects the working method can lead to. A combined qualitative and quantitative method has been implemented within a public municipality in Sweden. The study's results partially agree with the theory. Prerequisites for trust-based management to work involve the entire process, follow-up, and feedback, which is consistent with the theory. Five out of ten investigated factors were statistically significant with trust and autonomy. Thus, the study found that the trust-building process and autonomy contribute to organizational commitment, feedback, relatability, job satisfaction and confirmation in the workplace. Job satisfaction if challenges is given to a sufficient extent, and a higher degree of commitment are effects that trust-based management contribute to. The study also shows that the working method promotes feedback and the need for confirmation in the workplace. While autonomy is positively correlated with both job satisfaction and relatability. This indicates that the high possibility of adaptation that the working method brings has a positive effect on job satisfaction, and that perceived relatability has a positive connection to autonomy. The challenges that the study found that trust-based management mainly contribute to the process, working methods and working conditions.

Preschool workteams, must continuously and systematically monitor children's development and evaluate the opportunities the education offers for children to develop and learn in accordance with the curriculum. This qualitative study deals with reflection from a socio-cultural perspective where differences between individual reflection and collective workteam reflection are examined in relation to the preschool's work with quality and operational development. The participants consist of two workteams containing three people. They have completed an activity and then answered a questionnaire representing the individual reflection, as well as participated in a focus group interview, which represents the collective workteam reflections. By investigating how appropriation, internalization, proximal development zone and scaffolding are made possible in different reflection contexts based on the current discursive practices for the reflection, the competence development that becomes relevant can be made visible. The tools are also important factors for how reflection becomes competence developing. The result shows that the collective workteam reflections enable a more extensive content where more aspects of the same topic are covered. The workteams also have the opportunity to share experiences and knowledge, but are less likely to identify gaps in their own knowledge. The discursive practices, as well as the tools used, have consequences for the content that is dealt with in the reflection. These collective workteam reflections have a higher quality in comparison to the individual reflections and prove to be significant for the work with quality and operational development in the preschool. Arbetslag i förskolan ska kontinuerligt och systematiskt följa barns utveckling och utvärdera de möjligheter utbildningen erbjuder för att barn ska utvecklas och lära i enlighet med läroplanen. Denna kvalitativa studie behandlar reflektion utifrån ett sociokulturellt perspektiv där skillnader mellan individuell reflektion och gemensam arbetslagsreflektion undersöks i relation till förskolans arbete med kvalitets- och verksamhetsutveckling. Deltagarna består av två arbetslag med tre personer i varje, där de har genomfört en aktivitet för att sedan svara på ett frågeformulär som representerar den individuella reflektionen, samt deltagit i en fokusgruppintervju, som representerar de gemensamma arbetslagsreflektionerna. Genom att undersöka hur appropriering, internalisering, proximal utvecklingszon, scaffolding möjliggörs i olika reflektionssammanhang utifrån de diskursiva praktiker som råder för reflektionstillfället, kan den kompetensutveckling som blir aktuell, synliggöras. Redskapen tas också upp som viktiga faktorer för hur reflektionen blir kompetensutvecklande. Resultatet visar att de gemensamma arbetslagsreflektionerna möjliggör för ett mer omfattande innehåll där fler aspekter av samma ämne tas upp. Arbetslagen har också möjlighet att dela med sig av erfarenheter och kunskaper, men är mindre benägna att identifiera brister i sin egen kunskap. De diskursiva praktikerna, samt redskapen som används får konsekvenser för det innehåll som behandlas i reflektionen. Dessa gemensamma arbetslagsreflektioner har en högre kvalitet i jämförelse med de individuella reflektionerna och visar sig betydelsefulla för arbetet med kvalitets- och verksamhetsutveckling i förskolan.

As the world rapidly changes, the relative competence within organisations is quickly diminishing. Recent research reveals that the half-life of knowledge ranges from two to five years, depending on the industry, with technology-driven sectors in the frontline. Given the fact that knowledge today quickly becomes outdated, researchers estimate that organisations need to allocate up to ten times more time to learning, than they currently do. Simultaneously, studies indicate that a majority of employees express dissatisfaction regarding competence development in the workplace, with only a small portion of invested time leading to actual upskilling. In the light of that, this study aims to explore potential quality issues in the field of competence development within professions characterized by increased complexity and rapid changes. Conducted within a department of a company in the financial sector, this study maps and visualises existing practices, employees’ perceived need of competence development, as well as identifies strengths and weaknesses from a quality perspective. The theoretical framework of the study includes well established models and principles within quality management and competence development, integrated with recent research. Following the investigation, five quality issues have been identified, including a lack of consensus regarding the upskilling-process, an imbalanced stakeholder strategy, a number of obstacles to everyday learning, time constraints, and a lack of incentives for the top management to lead change. The final chapter of the study presents five proposals of improvement based on the conducted research, aiming to help the specific department, along with other organisations facing similar challenges, in achieving quality in their continued work with competence development.

Bakgrund: Sedan andra hälften av 1900-talet har företag börjat se kompetens som en investering jämfört med tidigare. Då sågs istället avkastning enbart från produkter och utrustning och inte från de anställda. Idag ses även kompetens som en avkastning samt att det genererar mervärde och konkurrensfördelar. Därför får humankapitalet en betydande roll när det kommer till hur det ska förvaltas, samt utvecklas på grund av att humankapitalet inte redovisas på samma sätt som de fysiska tillgångarna och resurserna. En viktig del av humankapitalet är arbetet med kompetensutveckling och dess avgörande roll för den innovativa utvecklingen. För att hantera dessa innovationer är en viktig komponent att kunna ha kompetent personal samt utbilda dem men också kunna fördela organisationens resurser. Vid ekonomiska nedgångar som vid lågkonjunkturer är det oftast kompetensutveckling och utbildningsinsatser som företag allt som oftast först avvecklar. Detta kan i sin tur medför att organisationer behöver utforma strategier och arbeta för förändringar inför en lågkonjunktur. Detta är nödvändigt för att företag fortfarande ska hålla sig levande på marknaden. Syfte: Syftet med studien är att undersöka hur industriföretag blir påverkade av en lågkonjunktur med deras investeringar av humankapital. Studien vill öka förståelsen kring kompetensutvecklingens betydelse för en innovativ utveckling och hur arbetet med det fungerar inför och under en lågkonjunktur. Metod: Studien har använt en kvalitativ metod i form av semistrukturerade intervjuer som utformades efter en intervjuguide. Detta sammanställdes sedan och transkriberades. Slutsats: Utifrån respondenternas svar tillsammans med teorin har studien visat att humankapitalet är en behovsanpassad resurs som med hjälp av åtgärder skapar möjligheter för att ständigt utvecklas. Behovet av en kontinuerlig kompetensutveckling skapar även möjligheter att utveckla en innovativ tillverkning för att stärka konkurrenskraften mot andra företag på marknaden. Background: Since the second half of the 20th century, companies have started to see competence as an investment compared to before. Instead, returns were seen only from products and equipment and not from the personnel. Today, competence is also seen as a return that generates added value and competitive advantages. Therefore, human capital takes on a significant role when it comes to how it should be managed and developed due to the fact that human capital is not accounted for in the same way as the physical assets and resources. An important part of human capital is therefore related to how companies work with the development of personnel competence in an innovative way. In order to manage these innovations, an important component is to be able to have competent personnel and train them, but also to be able to allocate the organization's resources. In economic downturns and recessions, it is usually competence development and training efforts that companies most often phase out first, which in turn means that organizations need to design strategies and work for changes in spite of recessions. This is necessary for companies to still stay alive in the market. Purpose: The purpose of the study is to investigate how industrial companies are affected by a recession in terms of their investments in human capital. The study wants to illustrate the importance of competence development for innovative development, and how organizations tackle this during economic downturn or recession. Method: The study has used a qualitative method in the form of semi-structured interviews which were guided with the help of an interview guide and which later were compiled and transcribed. Conclusion: Based on the respondents' answers, the study has shown that human capital is a need-based resource that, with the help of measures, creates opportunities for continuous development. The need for continuous competence development also creates opportunities to develop innovative manufacturing to strengthen and behold competitive advantages.

This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies.There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge.This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on.

Существенный разрыв в уровне цифровой зрелости регионов-лидеров рейтинга Минцифры России и следующих за ними субъектов Российской Федерации – причина исследования в данной статье факторов и барьеров в цифровизации государственного управления на мезоуровне. В целях выявления барьеров, связанных с «человеческим фактором», в данной статье авторами используется инструментарий компетентностного подхода в управлении. В качестве методов исследования применены анализ научных публикаций при построении моделей компетенций, структурированное интервью и корреляционный анализ. Авторами проведен анализ научных публикаций, посвященных концепции цифровой зрелости, как на уровне отдельных организаций, так и на уровне стран. Выявлено, что применительно к уровню отдельной организации используется узкое (инструментальное) и широкое (концептуальное) понимание содержания цифровой зрелости. Исследованы различные подходы к построению моделей цифровой зрелости государственного управления и предлагаемые показатели, ее характеризующие. По результатам исследования построена авторская модель механизма развития компетенций цифровой зрелости на мезоуровне, включающая все три группы участников процесса «цифрового государственного управления» с определением источников финансирования процесса развития компетенций, которую рекомендуется внедрять в практику государственного управления., Human Progress, Выпуск 4 2023, Pages 12-12

Einleitung: Die Sepsis ist eine schwerwiegende systemische Erkrankung, die in kurzer Zeit lebensbedrohliche Komplikationen hervorrufen kann. Die Früherkennung einer Sepsis nimmt somit einen entscheidenden Teil in der Prognose des Krankheitsverlaufes ein. Die Zeit bis zu dem Beginn der Therapie sollte möglichst kurzgehalten werden, um die Chancen des Therapieerfolges zu erhöhen. Die Sepsis präsentiert sich klinisch anhand von Veränderungen der körperlichen Vitalparameter, sowie des Bewusstseins. Die Pflege nimmt in dem Abschnitt eine wichtige Rolle ein, da sie einerseits den ersten Patient*innenkontakt an der Triage in Notfallambulanzen hat und anderseits für die Vitalparametererhebung zuständig ist. Zusätzlich werden immer mehr Screening-Modelle für den Sepsisverdacht in die klinische Arbeitsweise implementiert. Diese unterstützende Form anhand von Modellen soll in dieser Arbeit bewertet werden und ihr Nutzen für die Pflege evaluiert werden. Methodik: Die methodische Vorgehensweise dieser Arbeit basiert auf einer systematischen Literaturrecherche. Es werden die Online-Datenbaken PubMed und CINAHL verwendet, welche im Zeitraum von Februar 2023 bis April 2023 abgerufen wurden. Die Studienauswahl wurde unter bestimmten Ein- bzw. Ausschlusskriterien durchgeführt. Ziel der Arbeit ist es, mithilfe von zwölf ausgewählten Studien die Forschungsfragen bestmöglich beantworten zu können. Ergebnisse: Nach Auswertung der Literatur stellten sich einige Möglichkeiten für die Kompetenzentwicklung zur Früherkennung der Sepsis heraus. Im Rahmen der Synthesen konnten einige Faktoren ermittelt werden. Zum einen beschäftigt sich die Literatur mit dem Wissenstand der Pflege über die klinische Präsentation der Sepsis und der Fähigkeit Risikosituationen zu erkennen. Weiters werden die Effekte diverser Fortbildungen und Simulationstrainings auf die Kompetenzentwicklung der Pflegepersonen beschrieben. Anschließend wird auf den Gebrauch von Sepsis- Screening-Modellen für die Pflege eingegangen. Zum Abschluss werden die Kommunikation und die Kompetenz der Weiterleitung an Informationen untersucht. Schlussfolgerung: Die Studienlage zeigt ein deutliches Verlangen nach Fort- und Weiterbildungsmöglichkeiten für Pflegepersonen. Die Etablierung von Screening- Modellen in der Praxis zeigt eine hohe Effektivität zur Verdachtsstellung einer Sepsis und sollte laut Pflegepersonal, der Studien, in den klinischen Arbeitsbereich integriert werden. Trotz Zunahme an kürzlichen Publikationen zu diesem Thema sollten neue Forschungsprojekte die Effektivität von Screening-Modellen langfristig beurteilen. Introduction: Sepsis is a serious systemic disease that can cause life-threatening complications in a short time. Hence, early diagnosis of sepsis plays a crucial role in the prognosis of the course of the disease. The time until the start of therapy should be kept as short as possible to increase the chances of therapeutic success. Sepsis presents clinically with changes in physical vital signs and consciousness. Nursing plays an important role in this section, as it has the first patient contact at triage in emergency departments on the one hand and is responsible for taking vital signs. In addition, more and more screening models for suspected sepsis are being implemented into clinical work practices. This supportive form using models will be assessed in this work and its usefulness for nursing will be evaluated. Methodology: The methodological approach of this work is based on a systematic literature review. The online data beacons PubMed and CINAHL are used, which were retrieved between February 2023 and April 2023. The study selection was performed under certain inclusion or exclusion criteria. The aim of the paper is to be able to answer the research questions in the best possible way with the help of twelve selected studies. Results: After reviewing the literature, some opportunities for skill development for early diagnosis of sepsis emerged. Several factors were identified during the syntheses. First, the literature deals with the level of nursing knowledge about the clinical presentation of sepsis and the ability to recognize risk situations. Furthermore, the effects of various continuing education and simulation training on nurses' skill development are described. Subsequently, the use of sepsis screening models for nursing care is described. Finally, communication and competency in relaying information are examined. Conclusio: The study evidence indicates a clear desire for continuing education and training opportunities for nurses. The establishment of screening models into practice, shows a high effectiveness to suspect sepsis and should be integrated into the clinical workspace according to nurses, the studies. Despite an increase in recent publications on this topic, new research projects should assess the effectiveness of screening models in the long term.

Då kostundervisningen i skolan till stora delar har visat sig vara ett komplext område, har denna studie i syfte att undersöka idrottslärares perspektiv på undervisning gällande problematik kopplat till kosthållning i kursen idrott och hälsa 1. Med hjälp av en kvalitativ metod inkluderade studien semistrukturerade intervjuer med fem idrottslärare från två olika gymnasieskolor i Värmland. Informanterna valdes ut genom ett målstyrt urval och datainsamlingen analyserades genom kodning, vilket möjliggjorde identifiering av teman och kategorier. Studiens resultat visade att idrottslärarna hade varierande kunskaps- och erfarenhetsnivåer inom kosthållning och att undervisningen ofta enbart byggde på de enskilda lärarnas intresse och kunskap om området. Studien visade också att kostundervisning uppfattades som ett känsligt område bland lärarna, och att vissa uttryckte en rädsla för att undervisa kring detta. Sammanfattningsvis belyser denna studie att det finns en komplexitet där det saknas tydlighet om vad kostundervisningen i skolan ska innehålla. Since nutrition education in school has largely turned out to be a complex subject, this study aims to investigate physical education teachers' perspective on teaching regarding problems connected to nutrition in the course physical education and health 1. Using a qualitative method, the study included semi-structured interviews with five physical education teachers from two different high schools in Värmland, Sweden. The informants were selected through purposive sampling and the collected data was analyzed through coding, which allowed for the identification of themes and categories. The results showed that the physical education teachers had varying levels of knowledge and experience in nutrition and that the teaching was often based solely on the individual teachers' interest and knowledge of the subject. The study also showed that nutrition education was perceived as a sensitive topic among teachers, with some expressing a fear of teaching it. In summary, this study highlights that there is a complexity where there is a lack of clarity about what nutrition education in school should contain.

Celem artykułu jest zaprezentowanie podejścia całościowego do głosu i pracy nad jego prawidłową emisją. Holistyczne ujęcie nie koncentruje się wyłącznie na samym głosie, ale wskazuje na ciało, jako instrument wydobywania głosu, na czele z aparatem oddechowym, zestawem rezonatorów, narządami mowy, ale również świadomością własnego głosu i psychosomatyką etc. W tym podejściu cały człowiek jest instrumentem, a efektem jest jego głos, który wydobywa z ciała. Idąc tym tropem zamierzamy zaprezentować innowacyjną, słabo jeszcze rozpoznaną na gruncie polskim metodę DVT (DoctorVox Voice Therapy), która koncentruje się na kompleksowym, całościowym, wychodzącym od potrzeb jednostki modelu doskonaleniakompetencji w zakresie emisji głosu. Jest ujęciem procesowym, zakładającym etapy, przez które powinna być przeprowadzona osoba rozwijająca swoje kompetencje pracy głosem. Jednocześnie zamiarem Autorek publikacji jest przybliżenie propozycji warsztatów inspirowanych metodą DVT, podczas których uczestnicy studiów podyplomowych mieli okazję doświadczyć konstruktywistycznego modelu doskonalenia własnych kompetencji. Ich opinie, refleksje i efekty, z jakimi ukończyli 15-godzinny kurs zostały ujęte w końcowej części artykułu, stanowiąc ilustrację odbioru proponowanej metody w procesie doskonalenia warsztatu pracy głosem., The aim of the article is to present a holistic approach to voice and training on its correct projection. The holistic approach does not focus only on the voice itself, but points at the body as an instrument of voice production, led by the breathing apparatus, a set of resonators, and speech organs, but also awareness of one’s own voice and psychosomatic condition of the body, etc. In this approach, the whole person is an instrument, and the effect is his/her voice, which he/she brings out of the body. Following this path, we intend to present an innovative DVT (DoctorVox Voice Therapy) method, which is still poorly recognized in Poland. It focuses on a comprehensive, holistic model for improving voice projection based on the needsof the individual. It is a process approach, assuming stages through which a person developing his/her voice skills should be conducted. At the same time, the intention of the authors of the publication is to present the proposal of workshops inspired by the DVT method, during which the participants of postgraduate studies had the opportunity to experience a constructivist model of improving their own competences. Their opinions, reflections, and effects with which they completed the 15-hour course are included in the final part of the article, that illustrates the reaction of teachers to the proposed method in the process of improving the voice quality and projection.

Knowledge is lacking regarding how organizational factors are associated with uncertainty in patient treatment. Thus, the aim of the current study was to investigate how competence development and collaborative climate relates to job performance and job commitment, and further whether job performance and job commitment relate to uncertainty. Additionally, we examined whether these associations differed between four different hospitals. We applied data from 6445 hospital workers who provided care to patients. Basic statistics and structural equation modelling (SEM) were used to test the validity of the theoretical model developed in the study and the hypothesized associations. All hypothesized paths between the latent variables were significant and in accordance with the model across the four hospitals. The current study has implications for practical human resource management and indicates that competence development should be strengthened at the individual level and collaborative climate should be strengthened at the ward level. Strengthening competence development and collaborative climate can increase job performance and job commitment of individual workers and reduce uncertainty during care in hospital settings.

Background: The aim of nursing education in Germany is the development of different competences, including professional identity. To promote this, the use of collegial consultation in the form of collegial advice is recommended. How collegial advice affects the development of competences and professional identity, and which didactic and organizational framework conditions are favorable for this have not yet been conclusively clarified. Objectives: The aim of the study is to determine how collegial consultation affects the development of competence and professional identity of student nurses. Enabling and hindering factors for the success of collegial advice will be identified. Design/ Participants: A mixed-methods study with 25 student nurses who completed training in collegial advice and then regularly engaged in collegial advice for one year. Methods: A content analysis from four focus group interviews using a category system developed for this purpose. Results: This article reports the development of the category system necessary for the content analysis with examples. The resulting categories are presented. Conclusions: The category system has high objectivity, reliability, and validity. It contains links to competence and identity research in the care sector. A suitable instrument has been developed for further evaluation of the focus group interviews.

This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design.

Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the development of ESD-specific professional action competence for teachers. Applying a mixed-method approach, the specific focus is on the links between supporting or hindering factors that affect pre-service teachers’ actual achievement of intended learning outcomes. The findings indicate that both courses increased students’ competence—yet, to varying degrees. The 4Cs (personal, professional, social, and structural connections) were revealed as the most significant factors affecting students’ learning and should be considered when designing course offerings in Teacher Education for Sustainable Development (TESD) with the goal to develop students’ knowledge, skills, and attitudes.

Background: Evaluating and managing exposures to chemical, physical and biological stressors, which frequently interplay with psychological stressors as well as social and behavioural aspects, is crucial for protecting human and environmental health and transitioning towards a sustainable future. Advances in our understanding of exposure rely on input from well-trained exposure scientists. However, no education programmes in Europe are currently explicitly dedicated to cover the broader range of exposure science approaches, applications, stressors and receptors. Objective: To address this challenge, a curriculum is needed that yields credible, well-defined career pathways in exposure science. Methods: Needs and conditions for advancing exposure science education in Europe were identified. As a starting point for a way forward, harmonised learning outcomes for exposure science were defined at each level of the European Qualifications Framework. The course programme coordinators were recruited for three varying courses, with respect to the course level and the proportion of the curriculum dedicated to exposure science. These courses were assessed via our systematic course review procedure. Finally, strategic objectives and actions are proposed to build exposure science education programmes. Results: The ISES Europe ‘Education, Training and Communication’ expert working group developed a framework for creating a viable exposure science curriculum. Harmonised learning outcomes were structured under eight learning levels, categorised by knowledge, skills and competence. Illustrative case studies demonstrated how education providers integrated these learning outcomes for their educational context and aligned the overall exposure science curriculum. Conclusions: The international recognition and adoption of exposure science education will enable advances in addressing global exposure science challenges for various stressors, from behavioural aspects from individual to population scale, and effective communication between exposure scientists and relevant stakeholders and policy makers, as part of the European Exposure Science Strategy 2020–2030., Environment International, 168, ISSN:0160-4120, ISSN:1873-6750

Context: A fundamental problem in competence development is how the added competences lead to a change in practice. There is a transfer problem from the competence development process to change of actual actions and activities. A similar fundamental problem is found in development projects when the new experiences do not lead to permanent new activities. In this project, an approach is used that qualifies the school leaders to perform new activities and ensure that these activities are used in practice. In the study, we anticipated that the interplay between researchers and school leaders would improve the quality of vocational education program at the participating schools. Approach: Based on experiences from a project about improving practices at eight vocational schools in four countries, we analyse a cooperation between researchers and school leaders. Through this cooperation, the school leaders were trained to handle educational change. In this project, a development model is used to ensure quality development at the schools and for the competence development of the school leaders. The article describes how this learning process can be conducted and how the leaders’ competences are developed, and not least, how they used this competence in practice. The specific activities in this development project include three factors. The first is a process in which the school leaders clarify what the development work is about and what goals they have. The second factor includes leaders' systematic reflection on what they do and what they learn from what they are doing. The third factor concerns systematic summaries of the reflection on the learning process. Findings: We found that there was a long-lasting process and a systematic and guided interchange between reflections and actions. Mutual trust and positive personal relations are factors that benefit the process. Different understanding of purpose and meaning and the need for reflections are obstacles. Conclusions: The findings indicate that establishing a constructive dialogue around a learning circle between researchers and practitioners is not a straightforward process. The practitioners’ ability to join the process must not be taken for granted.&nbsp

In der klinischen Praxis unterlaufen Intensivpflegestudierenden unweigerlich Fehler, welche aufgrund ihrer potenziell schädlichen Auswirkungen für alle Beteiligten emotional belastend sind. Fehler am Ar- beitsplatz stellen indessen nicht nur eine Belastung dar, sondern können zugleich Quelle beruflichen Lernens sein und den Aufbau berufsrelevanter Handlungskompetenzen fördern. In der vorliegenden Masterarbeit wird das Phänomen untersucht, wie Studierende in der Ausbildung Intensivpflege aus selbstverursachten Fehlern lernen und hieraus berufsrelevante Handlungskompetenzen erwerben. Auf- grund der fehlenden empirischen Daten zu diesem Phänomen wird der Ansatz der Grounded Theory gewählt. Zur Bearbeitung der Fragestellung wurden mit Intensivpflegestudierenden problemzentrierte Interviews geführt und auf Basis dieser empirischen Daten ein theoretisches Modell des beruflichen Lernens aus Praxisfehlern ausgearbeitet. Das theoretische Modell beschreibt den Lernprozess aus selbst- verursachten Praxisfehlern bei Intensivpflegestudierenden. Die individuellen Praxisfehler der Studie- renden bilden den Ausgangspunkt dieses Lernprozesses. Das Erkennen des Praxisfehlers löst verschie- dene emotionale und verhaltensbezogene Reaktionen aus, welche auf die unmittelbare Fehlerbewälti- gung abzielen. Das eigentliche Lernen findet in der nächsten Phase statt und wird stark beeinflusst von der individuellen Bewertung, dass der Praxisfehler lernrelevant ist, sowie dem Ehrgeiz und Wunsch der Studierenden, kompetenter zu werden. Das Lernen erfolgt durch (meta-)kognitive und emotionale Ver- arbeitung des Fehlerereignisses und führt durch die gewonnenen Erkenntnisse zum Erwerb neuer bzw. der Modifikation bestehender berufsrelevanter Handlungskompetenzen. Die Ergebnisse dieser Master- arbeit stützen die Annahme, dass selbstverursachte Praxisfehler von Studierenden im Nachdiplomstu- dium Intensivpflege Ausgangspunkt beruflichen Lernens sein können. Darüber hinaus führten die Feh- lererlebnisse bei den Studienteilnehmenden dazu, dass sie mit ihren eigenen perfektionistischen Erwar- tungen konfrontiert wurden, sich mit der persönlichen Fehlbarkeit auseinandersetzten. ----------------------------------- In clinical practice, intensive care students inevitably make errors, which are stressful for all involved due to their potentially harmful effects. Errors in the workplace, however, are not only a burden, but can also be a source of professional learning and promote the development of professional skills. This Mas- ter's thesis examines the phenomenon of how students in intensive care training learn from self-induced errors and acquire relevant professional competencies. Due to the lack of empirical data on this phe- nomenon, the research question was adressed with the grounded theory approach. Problem-centred in- terviews were conducted with intensive care students and a theoretical model of error-based learning in clinical practice was developed on the basis of this empirical data. The theoretical model describes the learning process from self-induced errors among intensive care students in clinical practice. The stu- dents’ individual errors form the starting point of this learning process. Recognising an error triggers various emotional and behavioural reactions aimed at rectifying that error. The actual learning takes place in the next phase and is strongly influenced by individual assessment whether an error is relevant to professional development, as well as the student's ambition and desire to gain competence. Learning takes place through (meta-)cognitive and emotional processing of the error and leads to the acquisition of new or the modification of existing relevant professional competencies through the knowledge gained. The results of this Master's thesis support the assumption that self-induced errors of intensive care students in clinical practice can be a starting point for professional learning. Furthermore, by con- fronting their errors, the study participants are compelled to reflect on their perfectionist expectations and fallibility.

In this paper, we derived competences from previously developed competence models, ensuring the effective use of advanced technologies in future factories to improve the sustainability of their business models and strategies. Based on the analysis of the Hogan competence model and competence models for sustainability and leadership, we compiled a selection of competences for digitalisation, automation, robotics, artificial intelligence, and soft competences such as emotional intelligence and cultural literacy. We also included competences required for sustainability, corporate social responsibility, and circular economy. The selected competences formed the core for the conceptual development of a decision support tool for the individualised selection of training for employees. The concept was tested in customised training to improve employees’ skills and motivation for lifelong learning at the selected industrial partner. The developed assessment algorithm was used to monitor the progress of individual employees’ skills development before and after their training participation. The results of the assessment help human resource departments make decisions for selecting the most effective and optimal training for employees to improve their sustainability-related competences. Such a systematic approach can improve and evaluate competences that companies need to transition to a circular economy.

[EN] The need to cultivate student competences to improve sustainability in agrifood systems is indisputable. This paper shows the example of an online student competition course in Sustainable Food for Master students based on action-learning principles and the five core competences of Observation, Participation, Dialogue, Visioning, and Reflection. The course ran three times from 2019-2022 and 85 students assessed themselves in these five competences by responding to 17 rating statements. Analyses revealed significant improvement in all competences except Participation after the course. Yet since Participation was highest rated before the course, rating of this competence was not less than other competences at the end. Practicing these five core competences and integrating competency self-assessments into educational activities can contribute to a paradigm shift in education that fosters the cultivation of competences for sustainability and that may be applicable to other courses., The authors acknowledge the NextFood project and the funding received from the European Union’s Horizon 2020 Research and Innovation programme Grant Agreement No. 771738.

Employability, which is commonly conceptualized as one’s ability to realize job opportunities within and between employers over time, has attracted consider-able attention from diverse academic disciplines for decades. Research in these disciplines has largely evolved independent of other fields, thus limiting the ac-cumulation, validation, advancement, and utility of employability. Two central stakeholders in much of this research are employers and employees, yet the vast majority of studies since the year 2000 have failed to explicitly consider this interdependence, instead being characterized by an overwhelming em-phasis on the employee and individual agency. Conversely, the comparatively limited research examining the employer perspective has often excluded consideration of the employee. Our review highlights these characteristics, along with outlining other common critical issues and recommendations for overcoming them. We also articulate how social exchange theory can serve as an underlying mechanism to integrate research within and between disciplines, and we present the strategic employability architecture framework based on strategic human resource management to facil-itate integration of employer and employee perspectives.

Kliniske ferdigheter er avgjørende for utvikling av operasjonssykepleiers kompetanse, men økte effektivitets- og produksjonskrav i spesialisthelsetjenesten kan representere en utfordring for studentenes ferdighetstrening og mestringstillitt. En høy mestringstillitt øker motivasjon, kognisjon, pågangsmot, interesse og initiativ til handling, noe som gir større mulighet for å lykkes. En kvantitativ pilot studie ble utført for å undersøke potensielle fordeler ved bruk av instruksjonsvideoer i læringsprosessen av kliniske prosedyrer og deres bidrag for å bedre mestringstilliten til studenter innen videreutdanning i operasjonssykepleie. Fem instruksjonsvideoer med kliniske prosedyrer laget av faglærere, var tilgjengelig for studentene gjennom hele studiet. I analysen benyttes deskriptiv statistikk ved oppsummerte størrelser og en 2-tailed Spearman’s rho for å måle korrelasjoner mellom variablene. Studentene opplevde at videoene gjorde de bedre forberedt til klinisk praksis og resultatet viste en signifikant sammenheng mellom hvor hyppig videoene ble benyttet og variablene som måler mestringstillit. Gitt begrensninger for å øve kliniske prosedyrer kan video være en godt egnet læringsressurs I læring av kliniske prosedyrer og har et potensiale til å fremme mestringstillit hos studenter. Antallet studenter gir begrensninger i studiens overførbarhet.

Employee participation in formal and informal learning is essential for the economic viability and competitive advantage of organizations. Therefore, assessing outcomes of competence development activities is important. However, this domain of human resources (HR) practice is often neglected because of factors that are not well understood. Accordingly, this article addresses the question: What factors enable and inhibit HR professionals in assessing outcomes of competence development activities and initiatives? To answer this question, we conducted a review of articles that examine assessment of outcomes of competence development activities. The primary purpose of the review was to identify and categorize enabling and inhibiting factors so that the factors can be better understood by researchers and HR professionals. We also call upon voices from the field, using quotations from HR professionals to illustrate enabling and inhibiting factors. Analysis and synthesis of the literature informed the development of propositions to guide future research.

Resumo Embora possua grande potencial para os estudos da competência, a fenomenografia ainda é pouco utilizada no país. Os estudos fenomenográficos têm documentado que as concepções de trabalho dos indivíduos dirigem sua aprendizagem para desempenhá-lo bem, pois são essas concepções que criam, formam e organizam os atributos (conhecimentos, habilidades e outros) postos em jogo para realizá-lo. Para desenvolver competências profissionais, as pesquisas sugerem que os indivíduos devem passar de concepções de trabalho superficiais para outras mais profundas. Contudo, há carência de estudos que identifiquem, empiricamente, gatilhos dessa mudança. Esse artigo visa a preencher essa lacuna. Seu objetivo foi analisar o processo de mudança de concepções de trabalho de um grupo de Agentes Locais de Inovação. Os dados foram coletados por meio de entrevistas e analisados a partir de protocolos fenomenográficos. Foram identificados a “pressão das metas” e o “desejo de realizar um trabalho de qualidade” como gatilhos da mudança de concepções e do desenvolvimento de novas competências. Abstract Phenomenography is still little used in Brazil despite its great potential for competence studies. Research in this field has show that the individuals’ conceptions of work direct their learning so that they perform it well, since it is these conceptions forge, constitute, and organize attributes (knowledge, skills, and others) used to accomplish it. In order to develop professional competence, researchers suggest that individuals should move from less superficial work conceptions to more comprehensive ones. However, there is a lack of studies that empirically identify the triggers of this change. This article is intended to fill such gap. Its objective was to analyze the process of change in working conceptions of a group of Local Innovation Agents. Data were collected through interviews and analyzed by means of phenomenographic protocols. The “pursuit of goals” and the “desire to carry out quality work” were identified as triggers of changes in conceptions’ changes and the development of new competencies.

Das Funktionieren einer Demokratie beruht nicht allein auf Institutionen und Gesetzen, sondern auch auf dem Engagement der Bürgerinnen und Bürger und der diesem Engagement zugrundeliegenden Civic Literacy. Die theoretische Kompetenzforschung in der schulischen politischen Bildung unterscheidet zwischen politischem Wissen sowie Handlungsdispositionen in den Bereichen Motivation, Einstellung und Volition. Das Zusammenwirken dieser Bereiche stellt eine Herausforderung für die empirische Kompetenzforschung dar. Nur durch das gemeinsame Messen und Interpretieren sowie das separate Auswerten dieser verschiedenen Bereiche wird eine differenzierte Betrachtung von Civic Literacy möglich. Vor diesem Hintergrund wird aufbauend auf Arbeiten aus der Politikdidaktik, Erziehungswissenschaft und Psychologie im folgenden Beitrag ein theoriebasiertes Kompetenzmodell, welches im Kern einen politischen Wissenstest und darüber hinaus Handlungsdispositionen in den Bereichen Motivation, Einstellung und Volition enthält, vorgestellt. Das Kompetenzmodell soll eine theoriebasierte, systematische Beforschung und Evaluierung von Civic Literacy bei Schülerinnen und Schülern für Forschung und Praxis ermöglichen., Democratic institutions and laws are rarely sufficient to ensure the survival of democracy. Instead, democracies can only function well if embedded in a culture of democracy. Therefore, the quality and persistence of a democracy depends on the engagement and the underlying civic literacy of its citizenry. Civic education research differentiates between political knowledge and motivational, attitudinal, and volitional dispositions. By measuring all these components and carefully interpreting their interactions we obtain a more sophisticated and differentiated understanding of civic literacy in youth. Accordingly, this paper conceptualizes a theoretically and empirically justified competence model, which addresses children’s political knowledge as well as their motivational, attitudinal, and volitional dispositions. In the future, this competence model will allow for theoretically sound and systematic research on civic literacy in youth and provide valuable insights for research and practice in the field., Zeitschrift für Erziehungswissenschaft;25(5)

Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.

Denna studies syfte är att undersöka hur träarbetare verksamma inom bygg- ochanläggningssektorn i stockholmsregionen upplever sin egen kompetens samt vilkafaktorer som kan påverka möjligheten till kompetensutveckling inom arbetet.Dataunderlaget till denna kvalitativa studie har samlats in via semistruktureradeintervjuer med åtta träarbetare. För att analysera materialet har vi främst utgått frånPer-Erik Ellströms teori kring arbetsplatslärande. Resultatet visar att träarbetarnasupplevelse av den egna kompetensen formas i det dagliga arbetet, men även när andravisar uppskattning för den. Resultatet visar även på flera faktorer som får betydelseför möjligheten till kompetensutveckling i arbetet såsom; tillräckligt varieradearbetsuppgifter, möjligheten att påverka arbetet samt att få stöd av andra, den egnadrivkraften, god grundkunskap, tillit till den egna förmågan, feedback och tydligainstruktioner. Uppsatsen drar slutsatsen att träarbetarna upplever sin kompetens somgod och att den viktigaste faktorn för kompetensutveckling är en balans mellan ettutvecklingsinriktat och anpassningsinriktat lärande. The purpose of this essay is to study how carpenters in the Stockholm area experiencetheir own competence and what factors could affect their possibility for competencedevelopment that takes place in the workplace. The data for this qualitative study hasbeen collected via semi-structured interviews with eight carpenters. When analyzingthe material, we have mainly used Per-Erik Ellström's theory of workplace learning.The results show that the carpenters' experience of their own skills is shaped in theirdaily work, but also when others show appreciation for it in a work situation. Theresults also show several factors that are important for competence development inthe work, such as: sufficiently varied tasks, the opportunity to influence the workprocess and other aspects of work, support from others, an inner drive, good basicknowledge, confidence in one's own ability, feedback and clear instructions. Thethesis concludes that carpenters perceive their competence as high and that the mostimportant factor for competence development in their daily work is a balance betweendevelopment-oriented and adaptive-oriented learning.

Kompetenz zu definieren ist eine schwierige Aufgabe, noch komplexer ist der Erwerb von Kompetenz. Speziell in der Pflege bedarf es an hoher Kompetenz des Personals um sich den Herausforderungen im Arbeitsalltag zu stellen, darum soll schon in der Ausbildung der Grundstock für die Fähigkeit kompetent zu handeln gelegt werden. (Olbrich, 2018) Ein Aspekt der Kompetenzentwicklung ist die Anbindung der Vorerfahrung an das neue Wissen (Wahl et al., 2020). Deshalb beschäftigt sich diese Arbeit mit dem Zusammenhang von Vorerfahrung und der Einbindung in die methodisch-didaktische Unterrichtsplanung in der Ausbildung des gehobenen Gesundheits- und Krankenpflegepersonals. Mit einer quantitativen Querschnittserhebung wurden die bestehenden Vorerfahrungen der Schüler*innen bzw. Student*innen der gehobenen Gesundheits- und Krankenpflegeausbildung erhoben. Zusätzlich wurde ihr subjektives Empfinden der Einbindung ihrer Vorerfahrung in die Unterrichtsgestaltung ermittelt. Trotz eines jungen Teilnehmer*innenfeldes zeigte sich in Summe eine mittel bis hohe Vorerfahrung. Die Berücksichtigung der Vorerfahrung in die Unterrichtsgestaltung können nur wenige erkennen, jedoch wird Vorerfahrung als Lernunterstützung gesehen. Es besteht seitens der befragten Personen auch nur ein geringer Wunsch die Vorerfahrung mehr in den Unterricht einbringen zu können. Dennoch sind Institutionen und Lehrpersonen gefragt mehr die Vorerfahrung der Auszubildenden einzuschätzen, darauf aufzubauen und Feedback darüber zu geben, denn dadurch wird der Lernprozesse gefördert und Kompetenzen können sich entwickeln (Feindt & Meyer, 2010; Hattie, 2020a). Defining competence is a difficult task, acquiring competence is even more complex. Especially in nursing, a high level of competence is required from the staff in order to face the challenges of everyday work, so the foundation for the ability to act competently should already be laid during training. (Olbrich, 2018) One aspect of competence development is the connection of previous experience to the new knowledge (Wahl et al., 2020). Therefore, this work deals with the connection between previous experience and the integration into the methodical-didactical lesson planning in the training of senior health and nursing staff. With a quantitative cross-sectional survey, the existing previous experiences of the pupils or students of the higher health and nursing training were recorded. In addition, their subjective perception of the integration of their previous experience into the design of the lessons was determined. Despite a young field of participants, the overall level of previous experience was medium to high. Only a few can recognize that previous experience is taken into account in the design of the lessons, but previous experience is seen as learning support. There is also only a slight desire on the part of the people interviewed to be able to bring their previous experience more into the classroom. Nevertheless, institutions and teachers are asked to assess the previous experience of the trainees, to build on this and to give feedback on it, because this promotes the learning process and skills can develop (Feindt & Meyer, 2010; Hattie, 2020a). Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2022

This paper identifies challenges and proposes enablers for simultaneous exploration and exploitation in Operations (the production part of a manufacturing company). It also contributes with an empirical example of organizing dual operating systems through behavioral ambidexterity during the digital transformation journey. The main challenges related to achieving simultaneous exploration and exploitation are communication, involved resources, innovation process, collaboration, and implementation. One of the proposed enablers is to develop a more supportive culture through awareness and competence development of managers about the competing cultures of exploration and exploitation. Further on, the diagnostic of opportunities model (the readiness and maturity evaluation model) is an overall enabler and can be used as a supportive dialogue tool to address several of the challenges identified. In addition to this, there also needs to be a strong focus on overall continuous communication and follow-up, especially of the proposed enablers, to support the overall change approach to reach strategic legitimacy in the organization.

Ein wichtiger Baustein für Unternehmen, um mit den Anforderungen der Arbeitswelt umzugehen, ist die kontinuierliche und bedarfsspezifische Weiterbildung der Mitarbeitenden. Die Möglichkeit von arbeitsplatznahem Lernen spielt dabei eine große Rolle. Im Folgenden wird beleuchtet, welche Formen digitaler Assistenzsysteme aktuell für die gezielte Unterstützung des arbeitsplatznahen Lernprozesses eingesetzt werden und welche Gestaltungsdimensionen bei der Einführung entsprechender Systeme relevant sind. Abschließend wird der unterstützende Einsatz von Künstlicher Intelligenz zur Gestaltung bedarfs- und personenspezifischer Lernprozesse beleuchtet.

Syftet med denna studie är att synliggöra lärares och andra aktörers syn på sex- och samlevnadsundervisningen för ungdomar. Frågeställningarna som arbetet syftar till att besvara är: Hur skapas en sex- och samlevnadsproblematik? Och vilka uppfattningar har lärare och andra samhällsaktörer (skolsköterska, barnmorska och folkhälsosamordnare) om ungdomars sex- och samlevnadsundervisning? Det är en kvalitativ studie med en fenomenologisk tolkningsram. Det har gjorts semistrukturerade intervjuer med fem lärare och sex andra aktörer. I forskningsbakgrunden lyfts faktorer som man genom tidigare forskning sett som bidragande faktorer till en sex- och samlevnadsproblematik. Dessa faktorer är bland annat bristande utbildning, erfarenhet, tid och rum. Resultatet är att problematiken i sex- och samlevnadsundervisningen består av brist på ämneskunskaper, tids- och rumsbrist, brist på samarbete och meningsskiljaktigheter i vem som bär ansvaret för sex- och samlevnadsundervisningen. I slutet av arbetet jämförs och diskuteras resultatet med tidigare forskning samt vad styrdokumenten säger. Slutsatsen för studien är att tids- och rumsbrist är en allmän problematik som återfinns i stora delar av skolvärlden, bristande ämneskunskaper har uppstått då en stor del av lärarutbildningarna ej undervisat studenterna i området och samarbetsproblematiken har skapats genom en bristande eller obefintlig övergripande plan för området. The purpose of this study is to make visible teachers and other actors view on education in sex and human relationships for adolescents. The questions that the study aims to answer are: How is a sex and human relationships problematic created? And what are the perceptions of teachers and other social actors (school nurse, midwife and public health coordinator) about adolescent’s education in sex and human relationships? It is a qualitative study with a phenomenological interpretive framework. Semi-structured interviews have been conducted with five teachers and six other actors. In the research background, factors that have been seen in previous research as contributing factors to a sex and human relationship problem are highlighted. These factors include lack of education, experience, time and space. The result is that the problems in education in sex and human relationships consist of a lack of subject knowledge, lack of time, lack of cooperation and disagreements in who is responsible for education in sex and human relationships. At the end of the work, I compare and discuss the results with previous research and what the governing documents say. The conclusion of the study is that lack of time and space is a general problem that is found in large parts of the school world, lack of subject knowledge has arisen since a large part of teacher educations is not educating students in the subject and cooperation problems have been created by a lack of or non-existent overall plan for the subject.

Актуальність статті визначається запитом суспільства на якісну підготовку фахівців в галузі ди-зайну. Діяльність в галузі дизайну віднесено до творчих професій, де велике значення мають художній і креативний аспекти. Від рівня художньо-конструктивної компетентності дизайнера залежить якість створення нових, або вдосконалення наявних об’єктів, здатність візуалізувати та знаходити засоби ре-алізації пропонованих рішень. Але нині триває динамічна модернізація підготовки у фахових коледжах, подекуди має місце не скоординована трансформація навчальних планів і перебудова послідовності викладання фахових і мистецьких предметів. Це негативно впливає на цілісність та системність про-фесійної підготовки. Тому постала необхідність у визначенні оптимальних педагогічних умов, при яких найбільш ефективно відбувається розвиток художньо-конструктивної компетентності майбутніх ди-зайнерів ., The relevance of the article is determined by society's demand for high-quality training of specialists in the field of design. Activities in the field of design are classified as creative professions, where artistic and creative aspects are of great importance. The quality of creating new or improving existing objects, the ability to visualize and find means of implementing proposed solutions depends on the level of art and constructing competence of the designer. However, the dynamic modernization of training in vocational colleges is currently underway, in some places there is an uncoordinated transformation of curricula and a restructuring of the sequence of teaching vocational and artistic subjects. This negatively affects the integrity and systematicity of professional training. Therefore, it became necessary to identify the optimal pedagogical conditions under which the development of art and constructing competence of future designers takes place most effectively.

Der rasante Aufstieg der Volksrepublik China ist auch in Zeiten von Handelskriegen und einer weltweiten Pandemie ungebrochen. Trotz wachsender Skepsis sind zahlreiche westliche Industrieunternehmen weiterhin im Land aktiv und bauen ihr Engagement sogar aus. Sie sind schlichtweg auf die hier möglichen Umsätze angewiesen. Mit dieser Entwicklung wächst auch die Nachfrage nach gut ausgebildetem Personal unaufhaltsam, was zu einem "War for Talents" führt. Vor allem westliche Industrieunternehmen können für ihre kompetenzintensiven Bereiche nicht mehr genügend hochqualifizierte Mitarbeiter*innen finden. Aus ihrer Sicht fehlt es an der dringend benötigten Mischkompetenz aus Theoriewissen und Praxiserfahrung. Hauptgründe dafür sind die stark gestiegene Nachfrage international tätiger Unternehmen in China, sowohl im In- als auch im Ausland, das Wachstum in kompetenzintensiven Tätigkeitsfeldern wie dem Dienstleistungssektor und die Diskrepanz zwischen den verfügbaren chinesischen Bewerber*innen und den westlichen Anforderungen. Die Anforderungen westlicher Arbeitgeber beruhen auf den im Heimatland gesammelten Erfahrungen und den dort vorhandenen Qualifikationsprofilen. Da sie die Elite des Landes repräsentieren, beruhen die Erwartungen chinesischer Bewerber*innen wiederum auf ihrem Anspruch, als hochqualifizierte Mitarbeiter*innen schnellstmöglich befördert und gut bezahlt zu werden. Um dieses Phänomen näher zu untersuchen, entwickeln wir einen empirischen Ansatz, der auf einer Sichtung der vorhandenen Literatur zu diesem Forschungsgebiet basiert. Dies ist der Ausgangspunkt der vorliegenden Studie, die sich mit der notwendigen innerbetrieblichen Qualifizierung beschäftigt, die in westlichen Industrieunternehmen in China noch unzureichend entwickelt ist. Am Beispiel der Qualitätssicherungsabteilung eines deutschen Automobilherstellers lässt sich zeigen, dass sich bisher erfolgreiche, international tätige Unternehmen schwertun, ihre gewohnten Prozesse und Strukturen aufzugeben und sich tatsächlich an die jeweilige Region anzupassen. Stattdessen tendieren sie dazu, die bisher erfolgreichen Qualifizierungskonzepte aus ihrem Heimatland nahezu unverändert in China zu übernehmen. Die vorliegende Studie gibt nun Antworten auf die drängenden Fragen zur innerbetrieblichen Qualifizierung von Akademiker*innen vor Ort. Das Ergebnis sind Lösungskonzepte, die zu acht zentralen Handlungsfeldern beitragen. Die Ergebnisse basieren auf qualitativer empirischer Forschung bei einem deutschen Automobilhersteller in Deutschland und China., The rapid rise of the People's Republic of China is unbroken even in times of trade wars and a global pandemic. Despite growing scepticism, a large number of Western industrial companies continue to be active in the country and are even expanding their involvement. They are simply dependent on the turnover that is possible here. With this development, the demand for well-trained personnel is also growing inexorably, resulting in a “War for Talents”. Western industrial companies in particular are now unable to find a sufficient number of highly qualified employees for their competence-intensive areas. From their point of view, it lacks the much-needed blended competence of theory knowledge and practical experience. The main reasons for this are the sharp rise in demand from internationally active companies in China, both at home and abroad, the growth in skill-intensive fields of activity such as the service sector, and the discrepancy between the available Chinese applicants and Western requirements. The requirements of Western employers are based on the experience gained in the home country and the skills profiles available there. Since they represent the country’s elite, the expectations of Chinese applicants, in turn, are based on their claim to be promoted and paid to the maximum as highly qualified staff. To explore this phenomenon in more detail, we develop an empirical approach based on a review of the existing literature on the research area. This is the starting point of the present study, which looks at the necessary in-house qualification, which is still insufficiently developed in Western industrial companies in China. Using the example of the quality assurance department of a German car manufacturer, it can be shown that hitherto successful, international companies find it difficult to abandon their familiar processes and structures and actually adapt them to specific regions. Instead, they tend to use the previously successful qualification concepts from their home country almost unchanged in China. The present study now provides answers to the urgent questions concerning the in-house qualification of local academics. The results are solution concepts that contribute to eight central fields of action. The results are based on qualitative empirical research at a German car manufacturer in Germany and China.

Um die Potenziale von Digitalisierungstechnologien auszuschöpfen, sind zunehmend auch Fachkräfte gefordert, an der Ausgestaltung und Implementierung neuer digitaler Lösungen mitzuwirken. Am Fallbeispiel der kaufmännischen Sachbearbeitung wird beschrieben, wie sich der diesbezügliche Lernbedarf darstellt und wie das agile Sprintlernen ausgestaltet werden kann, um die Fachkräfte auf ihre neuen Aufgaben vorzubereiten und sie zur Mitwirkung in der digitalen Transformation zu motivieren.

Aim The aim of this study was to investigate operating theatre nurses (OTNs) with managerial responsibility, and their self‐rated clinical competence and need for competence development in perioperative nursing. Design A cross‐sectional study was applied using a modified version of Professional Nurse Self‐Assessment Scale of Clinical Core Competence I. Method Data were collected from 303 OTNs in Sweden, 80 of whom indicated that they had managerial responsibility. Statistics analysis was used to identify the relationships between background variables to compare OTNs with and without managerial responsibility and their need for competence development. Results OTNs with an academic degree and managerial responsibility self‐rated their clinical competence higher compared with OTNs without an academic degree. It also turned out that OTNs with RN education and 1‐year advanced nursing in theatre care, and master's 60 credits had a lower need for competence development in cooperation and consultation, professional development and critical thinking.

Thermophilic Campylobacter spp. are zoonotic bacteria leading to the most often reported gastroenteritis in the European Union. Campylobacter jejuni and Campylobacter coli are the major species relevant for human campylobacteriosis, which manifests with watery or bloody diarrhea, abdominal cramps, fever and in few cases leads to autoimmune sequelae, such as reactive arthritis, irritable bowel disease and Guillain-Barré syndrome. Even though the pathogens are fastidious in vitro and only grow at reduced oxygen levels, they are very successful in colonizing different warm-blooded hosts and in quickly spreading within a chicken flock. This PhD theses was focused on genomic diversity of C. jejuni and C. coli and the underlying mechanisms, in particular, natural transformation, which is the capacity to take up free DNA from the environment and adapt to changing conditions. We identified strains with ambiguous results in species differentiation by real-time PCR targeting genes, usually distinct for C. coli and C. jejuni. Using next generation sequencing and k-mer analysis the strains were identified as C. coli, harboring a substantial amount of recombined C. jejuni sequences, leading to gene variants. Interestingly, these so-called hybrid strains shared a common set of genes with C. jejuni sequence introgression, which may have a potential role in stress defense. Since the hybrid strains were preferentially isolated from egg shells, which is a dry and harmful environment for thermophilic Campylobacter spp., this may hint at selection for strains which survived harsh environmental conditions. It also demonstrated that Campylobacter is able to undergo extensive genetic exchange. The question arose, under which conditions the pathogen acquires genetic material by natural transformation, leading to the introduction of such an amount of new genetic material. Factors regulating natural transformation and competence development are only poorly understood in C. jejuni. Therefore, we developed a single cell-based uptake assay to monitor competence development. As a fresh field isolate we used C. jejuni strain BfR-CA-14430 which had recently been isolated from chicken meat and belongs to clonal complex 21 (ST44), which is also commonly found in human isolates. For better comparability this strain was distributed for common use in the PAC-CAMPY consortium. Since no sequence data was available we sequenced this strain using short-read Illumina and single molecule real-time (SMRT) long-read sequence analysis. BfR-CA-14430 had a genome size of 1.6 Mb and harbored a 41 kb plasmid. For visualization of DNA uptake, we covalently labelled C. jejuni genomic DNA with a fluorophore and added this labelled DNA to C. jejuni cells under different growth conditions. The results obtained by the single cell assay correlated well with the results obtained by a classical assay approach based on the transformation and subsequent selection for a resistance marker. This showed that the assay is a powerful tool to analyze competence development in C. jejuni. Increase from pH 6.5 to 7.5 resulted in a higher fraction of competent cells. Below pH 5 neither competence development nor DNA uptake was observed. Furthermore, aerobic conditions abolished competence development but not DNA uptake in already competent C. jejuni. These findings suggested a strong regulation of competence development in C. jejuni. We further showed that competence development in C. jejuni did not depend on growth temperatures or carbon dioxide concentrations. Since C. jejuni often resides in the slightly alkaline intestine of poultry, the results implicate extensive genetic exchange in the host. This might be beneficial to switch hosts and/or to survive in the environment. In a cooperation study, the single cell assay was used to check the effect of an immune-stimulative substance, curcumin, which was suggested as a potential treatment option for campylobacteriosis, on natural transformation. The DNA uptake assay did not identify either stimulating or inhibiting effects of curcumin on natural transformation in C. jejuni, which corroborates its application during campylobacteriosis without triggering the adaptive potential of the pathogen. In conclusion, extensive genetic exchange occurs in Campylobacter, potentially enlarging the adaptive potential of the food-borne pathogen. This might support the pathogen as successful colonizer and survivor. Besides, high genetic plasticity may hinder correct diagnostics and has to be taken into account for continuous monitoring of Campylobacter variants. It remains important to study natural transformation in detail in order to reduce the adaptability of thermophilic Campylobacter spp. in the future.

For several years now, the healthcare service has been facing major recruitment challenges where the shortage of nurses is a reality. As time goes by and experienced employees leave the profession, managers are facing a transition to not only having a lack of resources but also a lack of competence. Insufficient staffing or competence can create negative consequences and further aggravate the basic problem of competence management. The overall purpose of this study is to create knowledge about the situation of unit managers regarding the competence management of nurses, by examining what conditions and tools unit managers have in their leadership to handle this. The study examines the conditions and tools that unit managers describe that they have for managing competence and need thereof in the department. What tools regarding competence management / needs, how the tools look like and how they are used in relation to competence management, and whether the unit manager lacks any tools. Finally, the study describes how the unit manager handles the unit’s competence needs and competence management, through leadership. The study is based on theories in competence management, learning organizations, learning in the workplace and leadership. Specifically, four different departments are examined at an emergency hospital in central Sweden using a qualitative method. The empirical material comes from completed semi-structured interviews with a total of eight unit managers, which were analyzed based on a qualitative content analysis approach. The results of the study show how the unit managers have adopted different strategies for working with the prevailing competence management situation. Competence management is mostly described in terms of competence development. The unit managers describe limitations regarding the shortage of nurses and there are major challenges regarding the competence level of the department. The unit managers describe a need for a larger proportion of the group of nurses who have solid professional experience within the specialty of the department. The results show different obstacles at different levels, where the goal to have a long-term and forward-looking focus, may stand aside. The unit managers describe that other things take up their time, where a large proportion of the worktime is spent on staffing, with the right competence. The study shows how the unit managers use or develop their own competence tools to facilitate competence management. Support from the organisation is in many issues lacking but demanded. About half of the unit managers use the region's competence tools. The unit manages describes some elements of a learning organization, but the holistic approach for the entire hospital is not in focus. Leadership is described as clear, present and that the goals of the unit are linked to the employees' motivation and development needs. The lack of nurses remaining, and the lack of experienced nurses in the unit affects the unit managers' daily work. A large part of the worktime is spent on recruitment, but also on constantly developing the competence of the employees in order to ensure good patient care.

Bakgrund: För att företag ska överleva på lång sikt är det nödvändigt att de är lönsamma. Ett sätt för företag att utvecklas är genom att inkorporera kärnkompetens som strategi iföretaget och flertalet tidigare studier har bekräftat att kärnkompetens har en positiv påverkanpå lönsamhet. Inom revisionsbranschen är kompetens den viktigaste resursen och kan därmedvara en faktor som påverkar revisionsbyråernas lönsamhet. Denna studie fokuserar på densvenska arbetsmarknaden eftersom det existerar hög konkurrens om kompetens i Sverige ochav diverse skäl är olämpligt att undersöka flera länder samtidigt. Syfte: Syftet med denna studie var att kartlägga kompetensers vidare effekt pårevisionsbyråerna genom att ta reda på hur sambandet mellan lönsamhet och kärnkompetensser ut samt undersöka möjliga anledningar för sambandet. Teori: Inom den teoretiska referensramen definieras begreppen företagsprestation,kompetens och kärnkompetens samt de tillämpade teorierna, agentteorin och resursbaseradteori, presenteras. Begreppen och agentteorin leder fram till hypoteser. Metod: Undersökningen tillämpar två statistiska analyser, multipel linjär regression (MLR)och Spearmans rangkorrelation (SRK). MLR användes för att se hur sambandet ser ut ochSRK för att undersöka och förklara sambandet. Slutsats: Resultatet visar att 5 av 17 kompetenser har ett signifikant samband medlönsamhet, varav tre positiva och två negativa. Kompetensutveckling och hur viktiga de anseskunde förklara sambandet för vissa kompetenser och andra inte. Resultatet kan gerevisionsbyråerna en förståelse för hur de ska ta strategiska val kring byråns kärnkompetensoch vilka som behöver större fokus. Background: It is necessary for a firm to be profitable if the firm wants to survive longterm. One way to grow is to incorporate core competence as a business strategy and previousstudies have confirmed that core competence has a positive effect on profitability. Within theauditing industry competence is the most important resource and can therefore be a factor thatinfluences the firm’s profits. This study examines the Swedish industry since competence ishighly sought after in the Swedish auditing job market, and for several reasons it is unsuitableto study more than one country at the same time. Purpose: The purpose of this study is to understand what effect competence has on auditingfirms by looking at the relationship between profitability and core competence and explainpossible reasons for the relationship. Theoretical perspective: In the theoretical perspective the terms firm performance,competence, core competence are defined and the applied theories, agency theory andresource based theory, are presented. The terms and agency theory lead to formulation ofhypotheses. Method: The research applied two statistical analyses, multiple regression and Spearman’srank correlation. The multiple regressions showed the relationship and Spearman’s rankcorrelation was used for possible explanations for the relationship. Conclusion: The result shows that 5 out of 17 competencies have a significant relationshipwith profitability, whereof three of them are positive and two are negative. Competencedevelopment and importance can explain some of the competences’ relationship to profitsand others not. The results can give firms the knowledge about competencies and enablethem to make strategic decisions about the firm’s core competence and which ones that needmore focus.

Kunskapsöverföring är avgörande om en kompetensutvecklings-aktivitet är en nödvändig resurs för en organisation/företag. Tidigare forskning visar däremot att kunskap inte transfereras i den utsträckning som önskas. Till följd av detta är transfer-problem vanligt förekommande i sådana kontexter. För att reducera gapet mellan kunskap från utbildning till arbete har existerande litteratur, genom kvantitativa metoder, försökt åskådliggöra de faktorer som påverkar transfer. Med en kvalitativ hermeneutisk metodansats syftar denna fallstudie till att undersöka chefers erfarenhet av transfer från IKEAS interna ledarskapsutbildning ILEAD till deras chefsroll efter utbildningen. Att tillämpa en sådan metodansats genererar i ny förståelse om fenomenet. I denna studie möjliggör det förutsättningar att utläsa huruvida transfer sker och vad som påverkar transfer i en sådan kontext. Vidare bidrar det med kunskap till hur IKEA som organisation kan arbeta för att främja transfer i relation till ILEAD och därigenom minimera risk för slöseri av resurser. I studien används tre teoretiska utgångspunkter såsom Baldwin & Ford (1988) och Holton et al., (2000) modeller om transfer processen samt Banduras teori (1989,1997) inom det socio kognitiva perspektivet. Sex stycken semistrukturella intervjuer genomfördes via den digitala plattformen Zoom. Medverkande arbetar på samma varuhus, har gått ILEAD och var vid intervjutillfället anställda i en chefsbefattning. Samtycke medgavs att spela in intervjuerna för att vidare transkribera materialet och därefter bearbeta data för analys och tolkning. Resultatet visar att kunskap följt med kursdeltagarna från ILEAD till deras arbete som chefer. Samtidigt synliggörs ett transfer-problem som visar sig vara en förutsättning transfer. Individens egenskaper, utbildningens utformning och innehåll, stöd från chef och medarbetare och ett samspel mellan föregående delar visar sig påverka chefernas transfer. Inom forskningsfältet bidrar studien till ny förståelse för fenomenet och visar således på behov för framtida forskning. Transfer of training from education to work is essential if a skills development activity will be considered a valuable resource to companies. Prior studies have shown that knowledge is not transferred in the anticipated extent, and that transfer-problems are commonly present in such contexts. Therefore, to reduce the knowledge-gap from education to work, existing literature in the area attempts to identify the factors that impact transfer. However, the field is mainly dominated by quantitative research. By using a qualitative hermeneutic methodology, this study aims to investigate managers’ experiences of transfer from IKEA’s internal leadership training ILEAD. A new understanding of the phenomenon is generated by applying this methodology, as opposed to what is often presented in prior studies. This study provides the framework to determine whether transfer takes place, and what affect or contribute to transfer. Additionally, this study contributes insights on how IKEA as an organization can operate to promote transfer in relation to ILEAD, and thereby reduce the risk in wasting resources. The study uses three theoretical starting points: Baldwin & Ford (1988) and Holton, Bates & Ruona, (2000) theoretical models of the transfer process, and Bandura's theory (1989,1997) within the socio-cognitive perspective. Six semi-structured interviews were held via the digital platform Zoom. Each interviewee worked at the same retail-store, attended ILEAD, and were employed in a managerial role at the time of interview. Each interviewee gave consent for recording and transcribing the interviews, which were subsequently used for analysis and interpretation. The results demonstrate that the ILEAD participants’ knowledge has carried over to their capacities in management. Simultaneously, transfer-problems are revealed which are demonstrated to be a prerequisite to transfer. Some elements which affect managers’ level of transfer include individual qualities, training structure and content, support from management and coworkers, and the interlinking synergies of these aforementioned elements. This study contributes to the field with a new understanding of the topic and additionally highlights the need for further research.

In the era of industry 4.0 businesses are pursuing applications of technological developments towardsincreased digitization. This in turn necessitates continuous and increasing demand for competencedevelopment of professionals. This paper reports a study of the design of university courses targetedtowards professionals and investigate how such an educational incentive can act as a catalyst for applicationof technologies for industry 4.0, including simulation. Quantitative data is collected from fifteen coursesaddressing the competence need in manufacturing industry, and the qualitative data includes ten focusgroups with course participants from companies. The results highlight that the course design enablesknowledge exchange between university and industry and between participants. Moreover the pedagogy ofworking on real cases can facilitate opportunities for introducing new technologies to management. Thestudy shows that the educational incentive explored can act as a catalyst for application of simulation andtechnologies within industry 4.0 in manufacturing industry.

Recent research has found substantial gaps in knowledge surrounding concussion assessment and management in various groups of Canadian healthcare professionals, including medical students, physiotherapists, chiropractic students, and family medicine physicians. The purpose of this project was to explore concussion knowledge in a sample of athletic therapy students and to use these findings to make practical pedagogical recommendations to improve concussion education. A sequential explanatory mixed-methods approach (initial questionnaire, student interviews, clinical educator interviews) was used to investigate the research question. The findings showed a large gap between theoretical knowledge and practical abilities to assess and manage concussions. Additionally, students felt less prepared to assist throughout the entire continuum of concussion care (from initial recognition to return-to-play). Based on these findings, educators should consider innovative pedagogical strategies that focus on true competence development in concussion assessment and management while bridging the gap between foundational theory and practical application/skill development.