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In modern healthcare, the middle manager closest to clinical practice is expected to innovate. The middle manager develops their capacity and ability to lead through personal development processes that are supported by the environment. When middle managers in healthcare are able to develop new capacity and skills, it is because there is a personal development process that is supported by the environment. By organising learning processes that support the manager's confidence in leadership, the manager's capacity to interact in the complex healthcare system can also increase. This requires an empowering approach from the organisation's top leadership. Change management, based on organisational values, networks, trust, respect, clear structures and frameworks, as well as support and feedback, must be present. Middle managers' journeys towards excellent nursing care, through which they actively contribute to the employees' competence development and demand the development of nursing care in close collaboration with the self-managing clinical nursing specialists, is a process well underway at Lillebælt Hospital, and this is exemplified in this article. [ABSTRACT FROM AUTHOR]

This study explores how higher education institutions (HEIs) can foster the relevance of education for sustainable development (ESD) and strategic human resource development for a holistic sustainability transformation. Sharing a case example, it discusses how sustainable and responsible research, development and innovation (RDI) competences can be recognised, described and acknowledged to support the contextualised application of ESD and human resource development in one HEI of the INVEST university alliance and its stakeholders. It compares education professionals' and stakeholders' views on current and future competence needs and investigates inter-organisational competence development practices. The methodology encompasses a qualitative and interpretive case study based on focus group interviews. The results on the current sustainable competences indicated that HEI and stakeholder respondents identified disciplinary competences as the most important competence cluster followed by systems-thinking, strategies-thinking and integration competences. Although HEIs and stakeholders jointly regard disciplinary competences as most critical for the future, they have considerably different perspectives on the megatrends influencing these needs and the overall spectrum of the required competences. This study provides methodological means for contextualising sustainability competences and enhancing stakeholder-informed competence development. The results may serve as a point of reference for aligning higher education curricula and human resource development with ESD for more sustainable higher education. [ABSTRACT FROM AUTHOR]

Developing skills to meet labour market challenges is a crucial requirement for business education. Student research activities and conferences have a seven-decade tradition in Hungarian higher education and effectively support this goal. In this student-centred, experience-based competence development process, students conduct research on selfchosen topics, while teachers act as facilitators. The best papers are presented at National Student Research Conferences (OTDK). This article reviews and analyses this process from the perspective of competence development and student experience. The effectiveness of the method is illustrated through the opinions of students who participated in economics conferences. The findings show that the OTDK serves as a competition, professional conference, and festival. Beside improving professional competences, it is also an effective tool for fostering the development of soft skills, which are becoming more and more crucial in the workforce of the twenty-first century [ABSTRACT FROM AUTHOR]

Aim: This study aims to explore middle managers' perception of nursing professional competence within the Norwegian primary healthcare service, a sector vital for managing complex patient needs. Design/Methods: Semi‐structured interviews were conducted with four middle managers across different municipalities in Norway. Qualitative content analyses, following Graneheim and Lundman, were used for analysing the transcription of the interviews and the data collected. Findings: The qualitative content analysis revealed three main themes: the significance of advanced competence, challenges related to competence development and the necessity for defining advanced competence. The findings indicate that middle managers recognise the importance of advanced nursing competence in providing comprehensive patient care, notwithstanding challenges in manpower and competence enhancement. Conclusion: This research underlines the significance of investing in increased competence and improved management in primary healthcare and offers valuable insights for healthcare policy and practice to enhance patient care. [ABSTRACT FROM AUTHOR]

Mass customization and shorter product life cycles are causing ever more variants in production, especially in manual assembly. At the same time, more diverse personnel structures are emerging due to demographic change and labor shortages. This is causing different challenges to production managers, e.g., competence gaps. To meet these challenges, learning in manual assembly becomes increasingly important. The design of the learning process can only be improved by checking whether the processes fulfill their purpose. Various learning evaluation measures are described in general vocational education and competence development, but it is hard to select the right one for the learning process. This paper shows a procedure, how learning evaluation measures can be selected, and how they can measure learning progress. For this, a test person study was conducted to compare different learning evaluation measures and show their usability and advantages in manual assembly. The results support making learning in assembly easier to apply and controllable. In the long term, feeding back the results improves the learning process design. [ABSTRACT FROM AUTHOR]

Background: School sports coaching is gaining recognition as a formal profession worldwide, highlighting its significant role in students' holistic development. Given the complex social and cultural dimensions of the role, this study explores a coaching competence model tailored to the school context, emphasizing the need to consider both national and local frameworks to ensure effective implementation. In China, school sport coaches are responsible for both physical education teaching and sports training across all types of schools. Within the integration of sports and education, school sport coaches can expand their impact not only on student-athletes or athletes but also on general students in practice. Compared with physical education teachers' perspectives, sports coaches' competence development has rarely been studied. This study aims to develop a sustainable Chinese school sports coaching competence model. Methods: The qualitative data were gathered mainly through semi-structured interviews. School sports coaches and related stakeholders (N = 22) were selected as participants using purposive sampling techniques. Grounded theory was employed to analyse the data via NVivo 11.0 software. Results: The school sports coaching competence model comprises three categories consisting of 15 sub-categories, 92 concepts, and 317 labels. These categories are as follows: (a) Perception of identity, encompassing role of the coach, reflection on students, and understanding of policies; (b) Code of ethics, which includes sports virtues, sports-humanistic spirit, and principles of movement science; (c) Coaching excellence, comprising lifestyle and fitness strength, local sports development, teacher-coach partnership, leadership in extracurricular activities, safety and injury protection, athlete selection and training, instruction and demonstration, coaching reflective practice, and athlete-coach rapport. Conclusion: Chinese school sport coaching competence model emphasizes the integration of sports and education for student development. It provides both local and national perspectives to enhance the professional development of school sports coaches' community worldwide. [ABSTRACT FROM AUTHOR]

ABSTRACT Complex competences, such as managing students' aggressive behaviour, are challenging to develop during teacher training. Recently, video‐based simulations have been considered promising, yet suitable assessment instruments are limitedly available. This paper reports on the design and evaluation of a video‐based assessment tool tailored to measure preservice teachers' verbal aggression management competence (V‐AMC) development. Design considerations for video‐based activities served as a framework, resulting in an assessment instrument consisting of video vignettes mirroring classroom situations concerning verbal aggressive behaviour, questions prompting situation‐specific skills development, and a coding scheme to analyse preservice teachers' answers. Furthermore, this paper discusses the results of the instrument's implementation on preservice teachers' (n = 182) V‐AMC. Findings support the appropriateness of the instrument in assessing V‐AMC levels and mapping the impact of a simulation‐based intervention. The data partially confirm the intervention's contribution to V‐AMC development. Implications for future interventions targeting competence development are discussed. [ABSTRACT FROM AUTHOR]

Abstract Background Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions. Methods A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students’ curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis. Results Of the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p

An increasing necessity to prepare future teachers to cater for the needs of multilingual learners has led to growing research in education and educational linguistics across the world. This paper presents the methodological design of a longitudinal research project that measures the affective-motivational competence development of pre-service teachers with regard to multilingual learners. The project is based within a large German teacher education programme during which pre-service teachers attend several compulsory modules on multilingualism as part of their early professionalisation. The affective-motivational competence development of two full cohorts of prospective middle school teachers (n = 499) is observed in four test intervals across their five-year programme. The present paper limits itself to reporting on the complex design, the measurement instruments, and the methodological challenges of a longitudinal observation of relevant competence facets. The paper closes with a critical reflection of both the opportunities and the limitations of the research design presented here.

Abstract Background School sports coaching is gaining recognition as a formal profession worldwide, highlighting its significant role in students’ holistic development. Given the complex social and cultural dimensions of the role, this study explores a coaching competence model tailored to the school context, emphasizing the need to consider both national and local frameworks to ensure effective implementation. In China, school sport coaches are responsible for both physical education teaching and sports training across all types of schools. Within the integration of sports and education, school sport coaches can expand their impact not only on student-athletes or athletes but also on general students in practice. Compared with physical education teachers’ perspectives, sports coaches’ competence development has rarely been studied. This study aims to develop a sustainable Chinese school sports coaching competence model. Methods The qualitative data were gathered mainly through semi-structured interviews. School sports coaches and related stakeholders (N = 22) were selected as participants using purposive sampling techniques. Grounded theory was employed to analyse the data via NVivo 11.0 software. Results The school sports coaching competence model comprises three categories consisting of 15 sub-categories, 92 concepts, and 317 labels. These categories are as follows: (a) Perception of identity, encompassing role of the coach, reflection on students, and understanding of policies; (b) Code of ethics, which includes sports virtues, sports-humanistic spirit, and principles of movement science; (c) Coaching excellence, comprising lifestyle and fitness strength, local sports development, teacher-coach partnership, leadership in extracurricular activities, safety and injury protection, athlete selection and training, instruction and demonstration, coaching reflective practice, and athlete-coach rapport. Conclusion Chinese school sport coaching competence model emphasizes the integration of sports and education for student development. It provides both local and national perspectives to enhance the professional development of school sports coaches’ community worldwide.

Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods. [ABSTRACT FROM AUTHOR]

Context: Most education systems equip graduates with the professional knowledge and cognitive skills needed to enter the world of work. However, there are other competencies also important for young graduates to become successful employees. Due to the growing uncertainty that characterizes the labour market, the demand for non-cognitive skills (communication, collaboration, critical thinking etc.) that support employee development potential and better integration has increased significantly. However, higher education institutions often transmit a culture that is different from that of workplaces. The aim of our study is to explore the role of the examined higher education institution in preparing students for the labour market. Our long-term goal is to support institutional development on the basis of this data. Methods: To answer these questions, semi-structured inteviews were conducted. Qualitative research methods were preferred, which offer the possibility of uncovering hidden mechanisms. The selection criterion for participants (n=18) was that they had obtained their diploma within the last three years, while, for the other portion of the interviewees, a selection criterion was that they were full-time students. The participants are students of the same rural higher education institution. To ensure the validity and reliability of the research results, personal triangulation was validated using the intercoding technique, which is suitable for a priori coding. Results: The results confirmed that higher education institutions provide a good foundation for entering to the labour market, but the development of broad competencies is less advanced. Frequent reference was made to the dominance of theory at the expense of practical orientation. Additionally, participants emphasized that they did not see relevance of the course material and its future applicability to the labour market, and, in some cases, they mentioned problems relating to the attitudes of instructors and the quality of the training provided for the students. A portion of the undergraduate students who work (in addition to being in school) believe that they acquired the most important skills during student employment and not during their higher education studies. Conclusions: One of the challenges for higher education is to prepare students to meet employers' needs by developing students’ competencies. During their years in higher education, students should be equipped with a set of competencies that will ensure their integration into the labour market. Our current research contributes to this goal by mapping the competencies, and highlighting where there is room for improvement which can contribute to graduates' success at work.

ABSTRACT Seemingly simple bacteria mount intricate adaptive responses when exposed to physical stress or nutrient limitation, and the activation of these responses is governed by complex signal transduction networks. Upon entry into the stationary growth phase, the soil bacterium Bacillus subtilis may develop natural competence, form biofilms or stress-resistant cells, or ultimately trigger a cellular differentiation program leading to spore formation. Master regulators, such as Spo0A, ComK, SinR, and SigB, constantly monitor the bacterium’s environment and then determine appropriate adaptive responses. Here, we show that exposure of B. subtilis to visible light and other stresses triggers a general stress response-dependent block in competence development. SigB serves as an “emergency system” to silence inappropriate expression of an alternative developmental program in the face of unfavorable conditions. In particular, we document a stress-dependent molecular mechanism that prevents accumulation of the central competence regulator ComK via expression of a SigB-driven antisense RNA (as-comK, S365) which is part of a noncontiguous operon.IMPORTANCEBacillus subtilis exhibits a large number of different specific and general adaptation reactions, which need to be well balanced to sustain survival under largely unfavorable conditions. Under specific conditions, natural competence develops, which enables B. subtilis to actively take up exogenous DNA to integrate it into its own genome. In contrast to this specific adaptation, the general stress response is induced by a variety of exogenous stress and starvation stimuli, providing comprehensive protection and enabling survival of vegetative B. subtilis cells. In the present work, we reveal the molecular basis for the interconnection of these two important responses in the regulatory network. We describe that the master regulator of the general stress response SigB is activated by physiological stress stimuli, including daylight and ethanol stress, leading to the inactivation of the competence master regulator ComK by transcriptional anti-sense regulation, showing a strict hierarchy of adaptational responses under severe stress.

The world's economic growth and industrial transformation require a significant number of high-quality technical personnel urgently. Consequently, vocational education is rapidly evolving worldwide dedicated to cultivating high competent graduates. The effectiveness of vocational education is heavily reliant on the proficiency of its instructors. Therefore, enhancing the competence of vocational teachers has become the core issue at present. The purpose of this systematic review is to investigate the components of effective competence development for vocational teachers. Specifically, it aims to identify the key competence that vocational teachers should develop. Based on the analysis of journal articles published in the past ten years, we find that vocational teachers should continue to study professional knowledge, expand interdisciplinary knowledge, improve teaching ability, adopt an international perspective, enhance their industry-education integration, innovation, and research abilities. We also found that social factors, school factors, and personal factors will have an impact on the development of vocational teachers' competencies. [ABSTRACT FROM AUTHOR]

The individual design of competence development processes represents a challenging task for teachers. Competency frameworks can be a suitable pedagogical tool for this purpose. This article presents initial considerations for the design of competency framework based on the Hamburg Curriculum Strategy, using the example of the hotel industry. [ABSTRACT FROM AUTHOR]

This article explores contemporary models of the development of methodological competence, focusing on the needs of IT discipline teachers. The challenges in implementing these features within modern educational conditions are identified, underscoring the necessity for creating innovative teaching methods adapted to the requirements of IT teachers. By analyzing current trends in the educational environment, the authors highlight key stages in the continuous education system for teachers, including the mastering of basic education, adapting young teachers, and fostering their professional development. The article reveals the actual possibilities of developing the methodological competence of teachers as an ongoing endeavor to elevate their professional pedagogical culture. In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology. [ABSTRACT FROM AUTHOR]

The development of transversal competencies, in interaction with professional competencies, is essential for individuals to adapt to change and live meaningful and productive lives. The aim of this study was to explore the mutual interaction of six transversal competencies—civic, digital, entrepreneurial, global, innovation, and research, as well as their respective sub-competencies—and propose possible approaches to how this dynamic of interaction can be applied to facilitate the development of transversal competencies. A sample of students (N = 1575) from 21 universities in Latvia completed a self-assessment survey evaluating multiple behavioural indicators for each transversal competence and sub-competence. The results revealed that civic competence was evaluated significantly lower than other competencies, and, for most transversal competencies, sub-competencies associated with active and systematic collaboration and networking received lower evaluations. A network analysis showed that the community involvement sub-competence of the civic competence and the initiative and critical thinking sub-competencies of the innovation competence had the strongest links to the other measured sub-competencies on average. The results suggest that the development of initiative and cooperation-and-collaboration-related and network-building skills are likely to have a systematic positive effect on the development of a wider set of transversal competencies and the professional autonomy of students in the long term. [ABSTRACT FROM AUTHOR]

The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students' changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy. [ABSTRACT FROM AUTHOR]

Previous studies on Virtual Reality (VR)-enriched learning pointed out the advantages of immersive learning for the development of competencies. In the context of vocational education in vehicle painting, training opportunities are severely limited for many reasons. VR can be utilized to develop a comprehensive learning environment with authentic training tasks. Besides the need to train psychomotor skills, vehicle painting procedures are complex tasks requiring incremental training to develop knowledge, skills, and attitudes. This study aims to evaluate a VR training application for vehicle painting, focusing on the development of professional competencies regarding skills, knowledge, and attitudes. 47 apprentices participated in the evaluation study. A VR-simulated painting booth was developed based on the 4 C/ID model by van Merriënboer, where they dealt with typical painting jobs on 3D workpieces (e.g., car wings, engine hood). Within the descriptive-inferential study, no significant differences between the types of competencies were revealed. The training application supports the acquisition of skills, knowledge, and attitudes equally. Further results regarding usability, cognitive load, etc., are promising. The essential finding of this study is that the VR training application is generally suitable for supporting craftsmanship within the field of vehicle painting. Since training opportunities for apprentices in this context are often rare, VR offers a unique solution especially for skills training if it follows a proven instructional model for the development of competencies. [ABSTRACT FROM AUTHOR]

The retention of older workers has become a key policy issue in European welfare states. Consequently, there is an increased focus on how lifelong learning, or continued competence development, can extend working life. This article explores the dynamics of competence development among employees aged 55 years and older regarding their learning practices and attitudes toward competence development, based on qualitative fieldwork conducted in nine governmental workplaces across Denmark. To gain a comprehensive understanding of the factors that influence willingness to participate in competence development, the article introduces the analytical framework “capacity for competence development” and highlights five factors that influence this capacity: time, economy, learning culture, energy, and purpose. The article argues that (non)participation in competence development is not static and is not solely the responsibility of employees or managers. Rather, it is co-produced by complex workplace dynamics, including policies, age stereotypes, as well as ways of organizing work and learning. In conclusion, the article emphasizes the potential for competence development and suggests that most employees aged 55 years and older want to participate but await the right circumstances. Their participation could be enhanced through an increased focus on the five identified factors in the capacity for competence development. [ABSTRACT FROM AUTHOR]

The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students’ changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

Productivity growth is associated with competitiveness, profitability and sustainability in the construction sector, whereas studies underline that poor supervisory characteristics and training resources are the leading causes of construction productivity loss. This study employs a case study to evaluate the capabilities of construction supervisors to apply planning and management approaches for enhancing the effectiveness of construction operations. A new training programme for construction supervisors was designed using meticulous sequential methods, and 59 construction supervisors were trained and assessed under seven elements of competencies and the relevant learning domains. An assessment guide with varying degrees of descriptions and criteria was accomplished through literature reviews and professional interviews. The study has produced a new generalised guideline that shows the cross-section of what levels of skill/ability can be taken into account in supervisory attributes as a result. Using pertinent statistical evaluations and expert assessments, the reliability of the results, as well as the generalisation of the study’s applications and outcomes, were guaranteed. The study has opened a valve that allows new values of highly practicable supervision features to flow into the site management structures, filling the industry’s knowledge vacuum in the methodical execution of apprenticeships. Though the study’s conclusions/findings are particularly applicable to a developing country's construction environment analogous to the Sri Lankan context, they will have a significant impact on current/future industrial practices in a variety of other countries and rising industries.

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Agricultural digitalization is gaining momentum, urging a transition from process-driven to technology-enhanced and data-driven agriculture. To support such a transition and help farmers derive benefits from digital technologies, also avoiding the potential threats associated with digitalization, future advisors need a variety of competencies, ranging from pure technocentric skills to more complex capabilities, such as impact forecasting and transition facilitation. Do Greek students who study to become advisors have these competencies? In this study, we attempted to answer this question following a quantitative approach. The results indicate that participants possess low levels in all the examined sets of competencies and, as a result, have limited overall competency in dealing with digital agriculture. These findings suggest the need for agricultural universities to reset competence-related targets and design strategies to supply future farm advisors with the competencies needed to act as facilitators of agricultural digitalization. [ABSTRACT FROM AUTHOR]

Copyright of PLANARCH - Design & Planning Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature 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 ongoing digitization of online learning resources has led to a proliferation of collaboration platforms for specific areas of application and disciplines. Simultaneously, especially manufacturing companies need to gain and secure knowledge in the field of Industrial Data Science (IDS) and to collaborate with partners to form a competitive value chain. In this paper, collaborative and competency-based requirements for applying industrial data analytics are adapted into specifications for implementing a collaboration platform. The currently absent requirements of IDS projects are defined and then turned into platform-specific functions. In an ongoing research project the functions are applied in an online platform. The usage in a system of dynamic value networks validates the defined requirements in a practical environment. The innovation of the platform is its clear focus on IDS project practitioners, who are typically comprised of several different domains. It secures a long-term use of deployed data analytics solutions in the industrial environment. The first version of the developed collaboration platform is available online and still in validation.

Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods.

Home care supports clients in living at home. Among home care professionals, nurses are the largest group. The aim of this integrative review was to examine literature results of competencies that were required of nurses when working in home care. The review process followed the method by Whittemore and Knafl. A database search was conducted using CINAHL, PubMed and Cochrane. The PRISMA search strategy was used in the process. Nine selected articles were evaluated using the Joanna Briggs Institute criteria. The content analysis was used in analysing data. Eight competencies were defined: nursing practice at home; managing in changing situations; technological competence; communication and interpersonal skills; teamworking; continuous development; leadership and management skills; and personality factors in home care. The review suggested that nurses experienced a need for several competence requirements when working alone. Looking after patients with multiple health problems and having changing situations at work need continuous competence development. Situations to update and develop competence in daily work are needed. Further research is needed to confirm competence requirements for both registered and licensed practical nurses. The PRISMA checklist was used to guideline manuscript reporting. [ABSTRACT FROM AUTHOR]

Teachers, including the subjects involved in the education process, are the key factors in the continuous implementation of socio-emotional learning, as well as responsible for promoting the learning and well-being of their students. Since teachers are on the front line of the battle as the main leaders in managing emotions and building a balance of these feelings, their competencies should also include promoting these skills in an organized way within the classroom. In the school year 2022/2023, a significant number of schools in RNM were involved in training where, in addition to being introduced to the concepts of socio-emotional learning, they were introduced to methods to recognize, understand, treat, express, and learn appropriately emotions. The study conducted among primary school teachers in North Macedonia aimed to examine and present the real situation regarding teachers' competencies. 110 teachers from the country participated in the study as a random sample, a sample which will be organized in the study to answer the research questions. Through the relevant statistical tests Levene's Test and Anova, the findings show statistically significant patterns for their attitude regarding socio-emotional learning, organized and voluntary involvement for the development of the necessary competence, self-initiative for improving the opportunities and conditions for improving their practice, as well as promoting the benefits of integrating this practice into classroom management. Negative attitudes turn out to be closely related to environmental and other associated factors. Our findings indicate the need for greater attention to social-emotional learning in both initial teacher preparation programs and continuing professional development initiatives. [ABSTRACT FROM AUTHOR]

Purpose: The subject of the presented study concerns the improvement of the competencies of managers in the medical devices industry. The presented research aimed to identify and evaluate the improvement process and forms of improvement used in the analyzed enterprises. Design/methodology/approach: Empirical research was conducted using the diagnostic survey method and survey technique in 2018-2020. The research covered 130 managers representing various medical device industry companies from four selected European countries, i.e., Germany, Great Britain, France, and Poland. Findings: The analysis of the research results showed that 71% of organizations care about improving the competencies of their management staff. The most popular forms of manager development were learning by practice, short training, and mentoring. Most of the surveyed managers felt the need for development. Research limitations/implications: The research was limited to four selected European countries, which does not allow the generalization of the results to the entire population. In the future, more in-depth and extensive research on competency development among managers in the innovative medical device industry will be worthwhile. Practical implications: The analysis of the results of the conducted research makes it possible to develop recommendations for the management and owners of enterprises in the medical device industry regarding the pragmatics of improving managerial competencies. Originality/value: The research findings provide insights into specific trends related to improving the competencies of managers in the medical device industry. [ABSTRACT FROM AUTHOR]

Various industry sectors of many developing countries have been facing various challenges associated with low performance of labour due to poor work-based training practices. This study aims to assess the performance of labour in construction by applying systematic work-based training components. A comprehensive study methodology was adopted through literature reviews and experts' interviews/discussions, with problemfocused and action-oriented communication approaches to develop effective tools, systems and practices related to labour training elements and performance assessments within a framework. Through a new construction supervisory training programme, the developed practices were applied to 200-300 labourers working on 23 construction projects in Sri Lanka. The results show the detailed patterns of the significant changes in labour performance with the quantified values. Overall quantitative values indicate a nearly 60% increase in the performance of labour within six months of the training period compared to the starting point. A considerable level of performance improvement was reported in the soft skills (90%) and material handling abilities (70%) of labourers. A moderate level of performance improvement was identified in other competency elements related to the application of basic science/technology-related practices (55%), simple engineering/technologyrelated practices (44%), construction methods and technology (56%), green practices (36%) and fundamental management aspects (34%). The overall performance values of labourers employed in road/bridge projects were found to be noticeably lower compared to the labourers who worked on other types of projects. The results further describe the well-improved theoretical knowledge and operational skills of the trained labourers, which has uplifted their job standards from working under close supervision to working under general supervision with some autonomy. Moreover, the study findings contribute to controlling the excessive inclination of local firms toward foreign labour by unlocking the potential barriers to expanding the local labour supply with lifelong learning and career benefits/opportunities for labourers. The findings will have a significant impact on how other developing nations and industries must manage their labour to obtain higher work efficiency in the foreseeable future. [ABSTRACT FROM AUTHOR]

In the present study, we followed a group of students over the course of a three-semester project aimed at increasing their abilities to express their competence development. Extensive data (video, transcripts, documentation of artifacts and communications, and field notes) was analyzed in a framework analysis based on cultural–historical activity theory (CHAT). We understood contradictions, either within or between students’ activity systems, as drivers for expansive learning. Based on the in-depth analysis of three exemplary students, this study adds to the understanding of competence development in higher education by pointing out its individuality and situatedness, as well as the social dimension of expansive learning. Implications call for researchers and educators not to take competence development for granted when designing learning opportunities, but deliberately to create spaces in which competence expression can be facilitated. [ABSTRACT FROM AUTHOR]

Integrated Science-Technology-Engineering-Arts-Mathematics (STEAM) education, an educational approach that is steadily expanding and bringing positive results within various scenarios, is successfully implemented and promoted in various countries. However, it has often been noted in the specialized literature that the incorporation of the arts into STEAM proposals is often at the service of the other disciplines, in that authentic artistic content is scarce or non-existent. It is therefore necessary to ascertain the place of the arts within this approach, so as to move towards their inclusion in an authentic manner. Thus, with the aim of knowing the characteristics of STEAM educational proposals and determining the impact of integrated STEAM education on the development of artistic competencies, this study presents a systematic review of STEAM proposals within Primary and Secondary Education. The results show the very limited impact of this approach on arts education; although the evaluation of artistic competency development has had positive impacts, it has been contemplated in very few studies. Our conclusions reflect on some necessary considerations with which to achieve an authentic and meaningful integration of the arts within STEAM education, opening the door to a conversation on what was previously a gap in the literature. [ABSTRACT FROM AUTHOR]