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PhD graduates often face significant hurdles when shifting from academic research to industry positions. Challenges can arise from a disconnect between the skill sets developed in university and those prized in industry settings. To address this issue, this study examines the crucial competences necessary for PhD graduates to make a successful transition from academia to industry. Grounded in Competency-Based Theory (CBT), the research involved qualitative data collection through semi-structured interviews with 26 participants from the Australian Postgraduate Research Intern program. The paper proposes the PCAP framework as an innovative tool for managing PhD internships. It delineates four interactive clusters of competences: PhD competences (P), Contextual competences (C), Adaptation competences (A), and Project Management competences (P). The paper argues that proficiency across these interactive clusters is indispensable for PhD graduates aiming for a seamless transition into industry roles. [ABSTRACT FROM AUTHOR]

Digital literacy plays a crucial role as part of modern-day citizenship and modern life in general. There are a lot of social work practitioners who lack the digital skills or attitudes to fully benefit from the opportunities created by digital technologies for delivering quality youth work. Social workers see digital media only as social media. Their understanding of the possibilities of digital media and technology should be widened (European Commission, 2018). The goal of the article is to discuss the development of digital competence of future social workers needed in uncertain times during the implementation of European Joint Master programme in Social Work with Children and Youth (ESWOCHY). ESWOCHY is a project funded by Erasmus Mundus in 2020 and it is implemented by four Consortium partners: MRU (LT), RSU (LV), CUR (SK), and ISTCE (PT). ESWOCHY seeks to prepare highly skilled professionals, supporting human dignity and cultural heritage. The main areas for increasing competencies of social workers in working with children and youth where one of the most important is digital competence. The article shares the experiences and reflections of Consortium partners and discusses in depth how digital competence of future social workers are developed in ESWOCHY. [ABSTRACT FROM AUTHOR]

Training needs assessment is an essential aspect in identifying and filling the knowledge and skill gaps among employees. This study was conducted to assess the training needs of library and information professionals in Tanzania. Specifically, the study intended to ascertain the types of training needs and the mode of delivering them. A descriptive research design was applied to conduct the present study. The online survey method was used to collect data from 92 LIS professionals who conveniently provided qualitative and quantitative data on training needs and delivery modes. Quantitative data were analyzed by using Statistical Product for Service Solutions (SPPS-Version 22). The qualitative data from open-ended responses were used to contextualize survey responses. The study reveals LIS professionals require managerial, technical, professional, and research training needs. In specific, the training needs in the aspect of technology appear to dominate. Besides, the study suggests generic training needs are less preferred. Regarding time for training, the findings suggest a one-week training session is adequate to accommodate both the theoretical and practical of a given topic. On training location, the study informs training conducted outside their institutions and regions enhances trainees' participation. Effective and reliable library and information services delivery rely on the competencies library and information professionals have. Professional and generic competencies empower LIS professionals working to achieve the twenty first century's demands. The study recommends inclusive planning and implementation of training programmes, diverse training, and participation in online tutorials and other distance learning programmes. [ABSTRACT FROM AUTHOR]

There has been a long-standing discourse about science-driven practice, and related, the scientist practitioner, spanning more than 40 years. The International Society of Sport Psychology is devoting considerable attention to scientist practitioners within the recently established International Society of Sport Psychology Registry (ISSP-R) and Supervisor (ISSP-S) designations. The ISSP seeks to expand this discussion by (a) synthesising the literature, and (b) adopting a more geographically expansive outlook towards scientist practitioner knowledge. This position stand is presented in three sections. Section one is focused on the characteristics of the scientist practitioners. Section two exemplifies two approaches (Great Britain and China) in the application of scientist practitioner service. Section three includes six conclusions and recommendations towards the furtherance of this expansive discussion within the international field of sport psychology. [ABSTRACT FROM AUTHOR]

Several studies have addressed the attributes necessary for an organisation to ensure organisational competitiveness, but the literature on organisational agility is fragmented. Therefore, this study aims to identify the contributions of organisational agility, as well as the approaches that facilitate its action for effectiveness among the departments of a company, in order to bridge the gaps identified in previous research. For this purpose, bibliometric analysis was used, which identified four clusters. These clusters revealed that organisational agility is related to various business factors, such as culture and technology, which contribute to achieving organisational goals; its relationship with responsiveness and flexibility in the business environment. Among the contributions of this research is the development of a conceptual model to interpret organisational agility, in addition to the list of organisational competencies. It presents suggestions to optimise quality and organisational productivity, improve interpersonal relationships and make more assertive decisions. [ABSTRACT FROM AUTHOR]

This work outlines the results from a study conducted to analyse the different management training programmes developed by Catalan universities, and the transfer of this training from the perspective of those who were trained and who later on took the position. The study was conducted through a sequential and explanatory mixed method, through the use of questionnaires and interviews. The sample consisted on 312 participants for the questionnaire, and the 36 for the interview. Results show that despite certain differences in the training approaches, those who participated evaluated them in a positive light, recognising not only the usefulness for opening a door to school direction, but also to broaden their knowledge and improve competences. Also, partaking on the training meant the implementation of changes in the management tasks, demonstrating that this training had an impact and was transferred to day-to-day realities. The conclusion is that management training is a key element for strengthening the professionalisation of school principals, especially in matters of leadership and organisation, which may allow overcoming obstacles such as excessive bureaucracy and lack of time. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Small Business & Entrepreneurship is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The employment of formative assessment during teacher education contributes to the development of competencies of future educators and promotes their assessment competence. Thus, the aim of this research is to explore graduates working as teachers and their impressions about the assessment practices during teacher education and how they contribute to competence development; it also aims to analyse university teachers' subjective beliefs about this process as a basis for recommendations regarding its use during this period. We examined four Spanish graduates teaching in primary and secondary schools and three university teachers. Information was collected through semi-structured interviews, non-participant observations, and documentary analysis. We found that formative assessment during teacher education will contribute to the development of teaching competences if it is performed with clear criteria known to students and evidence is collected throughout the training period, giving proper feedback on the students' performance and promoting their participation in the assessment process. [ABSTRACT FROM AUTHOR]

Firms modularize as they move into industrialized construction. Prior research highlights the importance of their modularization strategies, arguing that firms can either build the competence for modularization internally or can source them externally. To understand what shapes a firm's choice to use external competences in its modularization strategy, we studied three leading construction firms. In this multiple case study, Alpha, Beta and Gamma are leaders in Asian markets, using reinforced concrete solutions in high-rise industrialized construction. Where external competences are available, our analyses show the work firms do to make them reliable and that their choice to use external competences is shaped by their reliability. Alpha modularized in a context with little available external competences, so it built new competences in-house; Beta chose to use the externally available manufacturing and assembly competences, using standards, remote monitoring and control of product architectures to make them reliable for their use in modularization; Gamma had available competences in the external context and initially sought to use them, but reliability concerns led to it modularizing by acquiring the firms to bring these competences in-house. Our contribution is to show how ensuring the reliability of external competences shapes modularization strategies. Further, we have identified actions that firms can adopt to make external competences reliable through: (1) use of international standards, (2) quality control procedures, (3) control of product architectures, and 4) acquisition of external competences. We provide implications for practitioners and policy makers seeking to transition to industrialized construction; and discuss new areas for research. [ABSTRACT FROM AUTHOR]

Despite the fast growth of solo female travelling market, the travelling experience of solo female travellers is still lack of in-depth research. The heterogeneity of museum visitors also makes solo female visitors worthy of more discussion. Based on qualitative data collected through interviews and online travel blogs, and taking the four elements of social practice theory as theoretical framework, this study concluded that settings including the intangible assets and spatial functions of museums, constituted the basis of other elements, while the others (materials, competences and meanings) made up the practice of solo female visitors in museums. Meanings mainly included knowledge construction, social connection, and self-construction, which were linked with competences that solo female visitors obtained and also had an impact on their daily life. Practical suggestions on museum management were provided according to the element of materials, which was reflected in online and offline exhibition spaces, cultural and creative products. [ABSTRACT FROM AUTHOR]

Lean Automation (LA) is defined as the combined use of Lean Production (LP) practices and Industry 4.0 (I4.0) technologies. This paper investigates the pairwise relationships between the LA practices and their corresponding implementation competences. A survey-based study with 110 practitioners from manufacturing companies was conducted. Multivariate data techniques were used to analyze the responses, which were categorized according to practitioners' LP experience and I4.0 knowledge. Findings indicate that the relationships between competences and LA practices become more prominent as practitioners' LP experience increases. A contrary trend was observed when I4.0 knowledge increases. Nevertheless, commonalities were found regardless respondents' characteristics, such as: (i) the significant relationships between LA practices and competences were all positive; (ii) supply chain-related LA practices are more likely to be extensively associated with all competences; and (iii) competences related to the ability of identifying, analyzing and solving problems through computer programming and data analytics were the most likely to support LA practices. To the best of our knowledge, this is the first study that empirically verifies the pairwise relationship between competences and LA practices. The understanding of this allows companies to foster and develop the proper competences on the employees, catalyzing the LA implementation. [ABSTRACT FROM AUTHOR]

Micro-credentials are increasingly considered a key mechanism through which to empower learners by enabling flexible upskilling and reskilling. Despite their apparent importance for higher education institutions (HEIs) and learners, empirical research is limited. More needs to be understood, particularly about the ways in which micro-credentials can shape institutional practice and provide benefits to learners. Using a foresight approach, this study sets out to explore the potential for micro-credential adoption in relation to national and international policy initiatives and rapidly developing technologies. Its intention is to offer findings of interest internationally, particularly to those involved in strategic activities around micro-credentials. A four-step Delphi study approach was used to explore how micro-credentials may shape higher education (HE) in the next 5–10 years. Educational experts undertook a consensus-building activity utilising workshops and surveys: (1) initial identification of enabling factors (i.e. drivers) and beneficial outcomes (i.e. impacts) of micro-credentials; (2) prioritisation based on importance; (3) identification of enabling factors considered essential for each beneficial outcome and (4) analysis of the extent to which micro-credentials might be accepted in HE, with participants reflecting on the importance of the previously identified enablers and outcomes for alternative scenarios. The analysis sheds light on three alternative possible futures for micro-credentials. Expert consensus indicated that the potential of micro-credentials lies especially among educational institutions and the networks of institutions innovating beyond, and within, traditional study offerings and programmes. Future wide-scale adoption of micro-credentials was considered unpredictable, due to external factors at the ecosystem level, and beyond institutions' own strategies and control. The findings suggest that, for the successful uptake of micro-credentials, the same benefits do not need to accrue for institutions and learners: a 'one-size-fits-all' approach is not necessary or optimal. In order for the wider-scale influence of micro-credentials to be felt, there is a need for considerable international and national strategy development and implementation to overcome a variety of policy- and technology-related barriers that HEIs cannot influence or tackle on their own. [ABSTRACT FROM AUTHOR]

This paper explores quality perception and expectations in higher education considering 30 competences grouped into three standard sets: instrumental, interpersonal, and professional. Based on the SERVQUAL research model, the authors propose a four-gaps model to compare employers' and graduates' perceptions of the competences required by the labour market and the level of skills achieved after graduation, and examines the existence of discrepancies between them. Our model analyses the uneasy feeling perceived in the labour market due to the existing mismatch between the skills developed by students at university and those that the labour market demands using a higher learning institution. Data were collected by means of a survey conducted among recent graduates in economics, and from managers in companies where those graduates were working. Our findings reveal that graduates are not being taught the specific knowledge that would apparently be useful for successful integration into the labour market on leaving university (gap A). More importantly, graduates seem to lack self-esteem and confidence in their own abilities and knowledge (gap B). In our opinion, this research offers an important contribution to the understanding of skill gaps and contributes to empirical knowledge by identifying the aspects where the main discrepancies lie. [ABSTRACT FROM AUTHOR]

The early childhood is the period when parents have the greatest influence on the upbringing of their child. In order to act positively in the upbringing of their own child, parents must be competent. Being competent means to have knowledge, be efficient and skilled in realizing certain forms of behaviour and to achieve results that are expected of it. Parents are expected to develop all socially desirable and positive traits in the child. In this process, parents are seeking support from the preschool teachers because they have the greatest interaction with them when they leave the child in the educational institution. That was exactly the point in this research i.e. we wanted to see whether future educational workers are trained and whether parents make mistakes in the upbringing of their children. 347 students of the preschool education studies in Pula, Koper and Maribor were questioned. The results indicate that our respondents noticed that parents have problems in the relationships with their children because they do not have enough knowledge to access their own child and 'blame' the TV/media and the peers for it. [ABSTRACT FROM AUTHOR]

Chile's Northern Patagonia attracts thousands of tourists, who every summer venture to undertake a range of outdoor activities. In this article, we explore the local production of outdoor activities, by conceptualizing small-scale nature-based tours as a social practice. The study is based on empirical research, taking as a case study the development of the Marble Caves tour, an iconic destination in Northern Patagonia, Chile. The touring practice is analyzed based on the interplay of its material components, required competences and symbolic meanings. Our findings demonstrate that the persistence of the practice is particularly reliant on the competences of the tour operators, and on the abiotic nature of the tourist attraction. Fostering tour guide competences therefore contributes to the sustainability and performance of the practice. We contend that tourism policy interventions that aim to harmonize local development and environmental protection need to carefully analyze and take into account existing social practices. [ABSTRACT FROM AUTHOR]

In this study, we implemented a visual illusions contest as an educational activity within the practical programme of the subject Perception and Attention (Bachelor's Degree in Psychology). The contest was evaluated by verifying its effectiveness as a teaching tool for achieving the competences assigned to the course. We designed questionnaires for evaluating its effectiveness that were given to the students at the beginning and end of the course. The statistical analyses show that there are significant differences between the students' knowledge of the psychological processes before and after the activity (A2 competence). There were also significant improvements in the use of bibliographic and search resources (C3 competence) between the initial and final questionnaire. We conclude that the proposed activity is effective as a teaching tool for helping students achieve the core knowledge of the subject and its assigned competences. [ABSTRACT FROM AUTHOR]

This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-development approaches for the critical assimilation of core competences. The study is based on a four-year longitudinal follow-up of science students from four bachelor's degrees in a science faculty. The students reflected on five basic self-development competencies individually, but were supported by continuous tutoring. The nature of student self-development was thereby explored. The analysis was based on the students' perceptions of how the year-to-year longitudinal reflection process on competencies developed in classes generated self-knowledge, connections between experience and knowledge, self-reflection, and self-regulation of competencies. Participants showed a significant increase in their awareness of self-knowledge over the four years, along with a decreasing need for self-reflection and self-regulated acquisition of competencies. It is argued that supporting effective SDCD through reflection results in instruction that may intervene in managing one's emotional reactions to a daily or professional situation, critically increase one's awareness of the practice of self-reflection, and enact processes of self-regulation for one's individual development. [ABSTRACT FROM AUTHOR]

Since the school year 2006/2007 in Croatian primary schools the music teaching programme has been an open model. According to the open model, listening to music is the default activity, while other activities are selected by the teachers. The teaching area of listening to music in pupils develops the ability of auditory concentration, hearing specifications, analysis of the listened work and establishes basic aesthetic criteria for evaluating music. This paper presents research findings aimed at examining what are teachers' attitudes about listening to music as an area of music teaching. The results show that listening to music is very often carried out in music teaching and that the teachers' competences for conducting these activities are very good. Teachers are aware of the importance of listening to music as a teaching area, although in their view it is the least attractive to the target group, which are the pupils. This is due to pupils' disinterest in listening to music. Because teachers are not provided with sufficient content in the field of music as part of professional development and lifelong learning, teachers are unable to enhance their competencies further and extend their methodological knowledge in the field of music listening. [ABSTRACT FROM AUTHOR]

The conditions which determine the acquisition of skills by migrants are still poorly understood. This paper addresses two of those conditions: the temporality of the acquisition of competences, whether the number and duration of migrations matter, as well as the spatiality, or the variation across countries of origin and return. Based on a large-scale online panel survey of returned young migrants in nine European countries, the significance of time (duration) and space (number of migrations) in the acquisition of skills and competences are examined. The findings reveal that young European returnees' experiences gained abroad result in largely positive outcomes but with significant differences between formal qualifications, language skills and personal and cultural competences. However, their acquisition of skills and competences is mediated by temporality – the combination of number of trips, and duration of migration. Spatiality is also important, with outcomes depending on the destination countries, and whether migration and return are from or to rural versus urban areas. These indicate that structural considerations continue to shape individual migration experiences within the EU's freedom of movement space. [ABSTRACT FROM AUTHOR]

Human capital has been long an exceedingly important concept in migration research. Over time there have been attempts to provide more nuanced, and less economistic interpretations of human capital. Based on outputs from the EU Horizon 2020 project YMOBILITY (2015–2018) and two additional papers, this Special Issue seeks to advance this agenda further by addressing the complexities of the mobility of human capital. Migration problematises human capital assumptions due to challenges in transferring human capital across national borders. In this introductory paper we propose rethinking the human capital of migrants in a three-fold way. Firstly, we question the interpretation of skills and competences beyond the conventional divide of 'higher-skilled' and 'lower-skilled' through the concept of a 'knowledgeable migrant'. Secondly, we probe deeper into an understanding of the transferability of skills in relation to 'location', exploring the possibilities and constraints to the transfer of human capital in different spatial contexts. Thirdly, we theorise human capital in terms of new temporalities of migration and the role these play in skill acquisition. We illustrate our novel theoretical thinking with selected empirical data, both quantitative and qualitative, on youth mobility in Europe. [ABSTRACT FROM AUTHOR]

This essay introduces the special issue on competencies or 'twenty-first century skills' as learning goals promoted by the OECD and other international organisations. The studies in this issue trace pathways through which competency-based approaches have been incorporated into national reforms, and explore how reform advocates, policy makers, educators, and experts have imagined 'key competencies' for compulsory education. Cases examine reforms in particular countries – Sweden, France, Russia, Kosovo, the United States, Uruguay, and China – as well as conceptualisations of competencies, 'civic competencies' and 'global competence' shaped by international experts. Based on these studies, this essay argues that the concept of competencies, central to the development of the OECD Programme for International Student Assessment (PISA), is a polysemous notion that has led to hybrid forms of discourse and policy implementation. It also highlights the significance of reform processes and specific actors in diverse settings, illuminating the complexity and contingency of competency-based reforms. [ABSTRACT FROM AUTHOR]

Europe witnessed a mass influx of refugees in the last few years, challenging its capability to deal with this humanitarian crisis and calling upon the efforts of all professionals who work with/for refugees, to intervene under a demanding situation. This paper presents the results of four focus groups implemented in Portugal with professionals who work with/for refugees and refugees themselves, developed within two European projects: Advenus and ReGap. The focus groups aimed at understanding the participants' perceptions about key knowledge, competences and practices to work towards refugees' social inclusion. Thematic analysis was applied and the results of the Advenus and ReGap focus groups combined, allowed to identify three main themes: i. Fit the context and meet the needs with a multidisciplinary, pragmatic, and flexible approach; ii. Will to make the change through activism and advocacy; and iii. Embrace diversity by developing empathy, cultural and gender sensitivity and sense of belonging. These main themes promote a reflection about the key knowledge, competences and practices of professionals who work with/for refugees. [ABSTRACT FROM AUTHOR]

This article proposes a framework conceptualizing the artistic dimension of organizational performance in performing arts organizations that is grounded in empirical findings from case research in two world-renowned institutions. Thus, the framework is embedded in the specific artistic and institutional contexts it aims to represent, reflecting the real-life complexities of intertwined management and artistic practices. Using resource and competence thinking to analyze artistic processes in the performing arts, the framework captures how resources are deployed, developed and ultimately transformed to create and sustain artistic achievement. The concept entangles aspects of evaluation and strategic development, offering an alternative to mainstream management and evaluation approaches to arts management research that, by putting artistic work at the center of the inquiry, is informed by insights from the field. [ABSTRACT FROM AUTHOR]

The civic competence implies the acquisition of knowledge, skills and attitudes by active citizens who will promote the protection of human rights and civic freedom and thus contribute to their narrower and wider community. It is important to start acquiring the civic competence at the beginning of a child's schooling, but also to continue with it at all educational levels. This paper's aim was to analyse the acquisition of the civic competence in two countries: The Republic of Croatia and England. Since Citizenship Education has started to be institutionalised in both countries only lately, the paper presents, compares and analyses the current status of Citizenship Education in the national educational documents of the Republic of Croatia and the United Kingdom which exclusively relate to England. [ABSTRACT FROM AUTHOR]

Education in entrepreneurship is a key factor in intentions to create companies. Given that adolescence is an ideal stage to acquire knowledge, secondary schools and universities are tasked with the challenge of offering educational programs. This study identifies potential entrepreneurs from among 897 secondary school's students and analyzes their entrepreneurial skills in motivation, risk, dedication, empathetic and communication. Results indicate that there is a high percentage of potential entrepreneurs among secondary school and that entrepreneurship is not limited to a specific field, but rather it is recognized as a future employment option regardless of the studies students want to pursue. [ABSTRACT FROM AUTHOR]

The relationship between social work and Information and Communication Technologies (ICTs) is an awkward one in Spanish tradition, particularly from social work perspective due to a certain lack of institutional and professional competence in terms of understanding the capabilities of ICTs. Young people use ICTs to connect to each other and express themselves, however. ICTs represent a means—increasingly the main one—for young people to build and communicate their own identities and understand reality. As with other social sciences, social work suffers from a difficult relationship with young people. Youth is often studied differently and sometimes perceived as a problem that ends when adulthood is reached. In this context, the relationship among ICTs, social work and young people is also a difficult one. But this problem may also be a solution. By adopting a critical ICT approach, social work can create innovative initiatives and frameworks to improve communication between social work practitioners and teachers as with young people and students. Imagination and empathy will clearly be key to achieving this, in addition to deeper involvement in the use of new software and applications that can offer enhanced communication and build bridges between social workers and young people. [ABSTRACT FROM AUTHOR]

Industrial Design depends on industry, society and enterprise, all in constant change. The sector's companies and professionals admit a gap between skills, competences and knowledge acquired in the University, and what is demanded by the labor market. In addition, there has been a clear dissatisfaction and lack of preparation on graduates, and a distrust on the employing company towards the profession. This research, facilitates adaptability and proposes the improvement of the current curriculum of Industrial Design and Product Development Engineering Degree (IDPDED) according to the Andalusian regulation, being adaptable to other autonomous communities, and counting on participation of 195 professionals, 36 companies and 80 professors nationwide, that recognize this gap, in addition to other difficulties or deficiencies, especially legislative and administrative, for University-Business collaboration. Proposed training model takes into account the needs of the three different groups, as well as the current legislation, concluding with a participative, and collaborative, dual training plan. The designed plan is flexible and adaptable both, to companies and to time, giving companies the possibility to participate (passively or actively) in the training of their future employers. The model adapts, in addition to any Degree, fostering local employability, and nurturing both society and the economy itself through the transfer of knowledge. [ABSTRACT FROM AUTHOR]

This paper discusses how the general and abstract concept of legitimacy applies to international institutions, using the United Nations Security Council as an example. We argue that the evaluation of the Security Council's legitimacy requires considering three significant and interrelated aspects: its purpose, competences, and procedural standards. We consider two possible interpretations of the Security Council's purpose: on the one hand, maintaining peace and security, and, on the other, ensuring broader respect for human rights. Both of these purposes are minimally morally acceptable for legitimacy. Second, we distinguish between three different competences of the UNSC: 1) the decision-making competence, 2) the quasi-legislative competence, and 3) the referral competence. On this basis, we argue that different procedural standards are required to legitimise these competences, which leads to a more differentiated understanding of the Security Council's legitimacy. While maintaining that the membership structure of the Council is a severe problem for its legitimacy, we suggest other procedural standards that can help to improve its overall legitimacy, which include broad transparency, deliberation, and the revisability of the very terms of accountability themselves. [ABSTRACT FROM AUTHOR]

This article presents the results of a continuing professional development (CPD) study of teachers in Education for Sustainable Development (ESD) in Croatia. This article and research aimed to determine the contribution of educational forms to the likelihood of teachers becoming involved in CPD for ESD, as well as to engage in a discussion about the Competence-based approach in ESD. The tasks of the research were to determine the level of achieving ESD competences, the correlations with educational forms/training, and the contribution of forms of education/training for CPD for teachers in ESD. A survey questionnaire was developed, which contained a scale of self-assessment of teacher competencies for ESD. The sample of respondents comprised 1096 primary school teachers. The results indicate that an average high level of achievement competences was obtained, as well as a relation to individual forms of education. The results indicate 28% of the explanation of the total variance with regards to the contribution of educational forms to the level of achieved teacher competencies for ESD and a very small contribution to the likelihood of inclusion into CPD for ESD. The research points to the inadequate implementation of ESD in the CPD of teachers. [ABSTRACT FROM AUTHOR]

Peter Drucker in 1954 said that there are two distinguishing features of the business: marketing and innovation. In the very first edition of the Journal of Marketing Management, Keith Blois examined the influence of customers and competitors in the new product development process, concluding that the widely referenced process models were insufficient for capturing external inputs central to the progress from the generation of ideas to eventual market launch and growth. In the intervening period numerous authors have published research on "product innovation" with the alternative conceptualisations process centre stage. Much of this research, however, is rooted in theories intrinsically concerned with incremental product development and most of that relating to physical consumer goods. More recently, some product innovation research has turned to the specific issue of radical innovation, concluding again that the traditional "stage" models are a necessary but insufficient conceptual framework for analysis. At the same time, the conceptual foundations of marketing have been strengthened by the discussion of the role of interaction, markets and networks. This paper is located where these trends in marketing and innovation research intersect by examining the marketing competences required for radical product innovation. [ABSTRACT FROM AUTHOR]

The paper examines the adoption of advanced manufacturing technology (AMT). The general proposition is that the adoption of AMT reflects an interactive learning process, which is described by the extant use of AMT, firm-specific AMT knowledge accumulation, and the transfer of AMT ideas among networks of firms, suppliers, industry associations and government. This general proposition was specified as a structural equation model of Adoption of AMT. Data were based on the experiences of 224 Australian manufacturing companies that have invested and succeeded in using AMT. The results suggest that the adoption of AMT is primarily a function of a firm's assets for AMT, which comprise the resources, capabilities, and competences for developing and using AMT. The relationship between the adoption of AMT and assets for AMT was reciprocal, which implied a process of dynamic accumulation of both technology and human assets — a view consonant with the competence perspective of the firm. Overall, assets for AMT represent the AMT knowledge base of firms, and were shown to have a crucial role in determining the adoption of AMT. [ABSTRACT FROM AUTHOR]

This paper develops and tests hypotheses related to the aggregated effect of geographic clustering and cooperation networks positively affects the innovation performance. It is argued that clusters and alliances may represent micromechanisms that improve access to critical resources and competences on which innovation capability is based (such as spillovers, downstream competences and finance). By analysing survey data from a sample of biofirms, important insights are found into the benefits of being located within a cluster and collaborating with specific types of partners. [ABSTRACT FROM AUTHOR]

This paper presents the results of an analysis of the most important skills and competences that will be important in the coming years for future geographers involved in assessing and managing low-carbon societies. The analysed information was extracted from a questionnaire answered by professionals working in low-carbon management in three European countries (Finland, Poland and Catalonia, Spain). From the results, we have identified not only the most requisite abilities and skills, but also differences between countries on a European scale. Among the findings, we would highlight the general agreement that "soft skills", as opposed to "hard skills", are critical for future professionals addressing policies in relation to low carbon societies. [ABSTRACT FROM AUTHOR]

The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space through intersubjectivity based on confidence, respectful disagreement and a common aim. This is the backdrop for the current study where a group of mentors with and without mentor education are interviewed focusing on tutors' competences and responsibilities. Findings show that mentors have an unclear understanding of who the tutors are. Experiences from teaching are essential for mentors' understanding of tutors as respectful collaborators. Educated mentors value theoretical knowledge and research higher than non-educated. The conclusion is that tutors and mentors should have knowledge about and respect for each-others' competence and responsibilities and that mentor education is a promising assumption for building third spaces and developing a pedagogy for teacher education. [ABSTRACT FROM AUTHOR]

This study reports on the design of a video-based instrument to assess student teachers’ parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent-teacher communication: designing video vignettes presenting realistic job situations regarding parent-teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed. [ABSTRACT FROM AUTHOR]

The benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family’s and school’s wellbeing) have, up to now, had plenty of supportive evidence. Nevertheless, experience shows that there are many difficulties involved in making participation a reality. Education regulation acknowledges the importance of family participation at school, but neither implementation methods nor the concept of participation are clearly defined. Spanish initial teacher education curriculum programmes include, only in a marginal form, competences and skills that would prepare teachers to become involved in a collaborative relationship with families and the community. This article addresses the training of professionals in education from the perspective of the competences, skills, and knowledge demanded to engage in collaborative work with families and the community. It was conducted through a comparative analysis of the curriculum programmes of Spanish Universities, with a special focus on curriculum content and competences, and on the formal organisation of the initial training of pre-service teachers. [ABSTRACT FROM AUTHOR]

Copyright of Regional Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research study particularizes the general descriptions of the European Qualifications Framework for Lifelong Learning, as compiled and developed within the Romanian qualification framework, to the business and economics field in general and to the property economic analysis and valuation field in particular. By means of an empirical analysis, the study validates the importance of a series of competences for the labour market and their hierarchy, while defining the cultural, economic and technical factors that shape employers’ profile and influence their viewpoint on competences. The research findings support cross-sectional comparison between sectors, occupations and regions, in order to enhance the implementation of competency-based education in a post-communist European country. [ABSTRACT FROM PUBLISHER]

Copyright of Regional Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Small Business & Entrepreneurship is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to discover whether the performance of university students has improved in the wake of the changes in higher education introduced by the Bologna Declaration of 1999 and the construction of the European Higher Education Area. A principal component analysis is used to construct a multi-dimensional performance variable called the LEArning Society-adapted Outcome Index. A quantile regression is then applied to ensure that the analysis does not focus solely on average figures, and the performance of students of various types is analyzed. Significant improvements are found in the acquisition of systemic and interpersonal skills and in student satisfaction but not in cognitive aspects. There are improvements in students of all types, but they are smaller among the best students. [ABSTRACT FROM AUTHOR]

Copyright of Regional Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the extent to which students on a vocational postgraduate programme identify with characteristics and competences that define a professional career guidance and counselling practitioner. Literature suggests professionalism in careers work is characterised by a focus on the needs of the client with the practitioner in a facilitative role. Competences are often couched in developmental terms, with practitioners moving from inexperienced to experienced. Students identified the most valued characteristics as adherence to professional values and ethical standards with an emphasis on person-centred practice. They recognised that competence was a developmental process, characterising themselves as at an early stage on completion of their course. Supporting the client took precedence over issues such as advocating for the profession, supporting employers and social responsibility. Generally, students saw completing a programme of study either as a beginning to a process of development of professionalism or as part of their professional development. [ABSTRACT FROM AUTHOR]

Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0–6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have received less attention: relationships with children, relationships with families, and relationships within working groups or teams. Participants were 136 practitioners working in Italian ECEC services. Practitioners reported a greater need to acquire social skills for their relationships with children and families, especially in cases of psychosocial distress. They also reported the difficulty of development planning within their professional role. The article concludes with a discussion of the attitudes, skills, and knowledge required for professional development planning. [ABSTRACT FROM AUTHOR]

The development of psychotherapy as an independent discipline in many countries in Europe has stimulated debate within the field of psychology as to what constitutes psychotherapy as a specialism of psychology. The authors, both clinical psychologists who pursued further training in psychotherapy, offer a reflection in this paper on the historical battle between psychiatry and psychology for ‘ownership’ of psychotherapy, describe recent developments in Europe to clarify this specialism within psychology and discuss the distinctive contributions that psychologists offer in developing psychotherapy as a specialism within the discipline. The aim of the paper is to begin a dialogue both within the profession of psychology and outside the profession, with our psychotherapy colleagues, that can develop into an interdisciplinary discourse and a more mutually respectful professional environment. [ABSTRACT FROM AUTHOR]

This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The article begins by examining the international literature to consider the two critical aspects of the design and the use of professional standards. The article then explores issues raised in the work to take forward the two recommendations from the Donaldson report related to, firstly, the professional standards providing a coherent framework and, secondly, the development of a ‘standard for active registration’. The article then considers the tensions posed by the dual purposes ascribed to standards, those of regulation and development. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers. [ABSTRACT FROM PUBLISHER]

While researchers have analysed the organisational competences that are required for successful Business Process Management (BPM) initiatives, individual BPM competences have not yet been studied in detail. In this study, latent semantic analysis is used to examine a collection of 1507 BPM-related job advertisements in order to develop a typology of BPM professionals. This empirical analysis reveals distinct ideal types and profiles of BPM professionals on several levels of abstraction. A closer look at these ideal types and profiles confirms that BPM is a boundary-spanning field that requires interdisciplinary sets of competence that range from technical competences to business and systems competences. Based on the study’s findings, it is posited that individual and organisational alignment with the identified ideal types and profiles is likely to result in high employability and organisational BPM success. [ABSTRACT FROM AUTHOR]

Copyright of Regional Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident. [ABSTRACT FROM PUBLISHER]