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The purpose of this paper is to examine relationships between internationally educated nurses’ (IENs’) performance in a registered nurse competency assessment process and the outcomes of their nursing registration applications. Assessments of nursing practice competencies, IEN applicant characteristics and registration outcomes were explored.

This is a secondary statistical analysis of a subset of IEN application data from a previous study in combination with assessment data from an additional database. Application data between 2008 and 2011 were analyzed using univariate/bivariate analyses and regression models to explore the relationship of performance in the assessment process and outcomes of the registration process.

Competency categories IEN applicants had difficulties with (from least to most) were Professional Responsibility and Accountability, Ethical Practice, Self-Regulation, Service to the Public, Knowledge-Based Practice: Specialized Body of Knowledge and Knowledge-Based Practice: Competent Application of Knowledge. IENs educated in the UK and USA had the highest scores and odds of meeting competencies. Applicants educated in India and Asia had lower scores and odds ratios. All national entry-to-practice examination and registration eligibility competencies were significantly related to registration outcomes. Applicants passing the exam had higher competency scores while applicants ineligible for registration had lower competency scores.

Limitations include integrity of data extracted from active databases, IEN motivation to complete the RN registration process and conversion of assessment scales for research analysis.

Results inform regulation policies that improve IEN registration processes and may be informative to regulators, assessment centers, educational institutions and IENs.

The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified.

A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections.

It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload.

Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs.

Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts.

The purpose of this paper is to extend the work on 360‐degree assessments as a stakeholder perspective and to support the argument that different competency assessments by different rater groups provide valid predictors of the objective and subjective career success of young professionals.

A 360‐degree assessment tool, the leadership inventory (LI), was completed by 330 individuals as part of their professional development. Eight competencies germane to the performance of young professionals were assessed by self, supervisors, peers, and direct reports. These rater assessments were used to predict one's satisfaction with his/her career, promotions, and salary changes.

Different rater groups assess the competencies differently, and these differences are relevant to career success. The results of object measures of career success held when gender, years of work experience, and two individual difference measures (i.e. proactivity and negative emotions) were controlled. In contrast, the self‐assessments of satisfaction with career success were attenuated when control variables were introduced.

Professionals can enhance their promotion potential and salary progression by developing and exhibiting the competencies of interest to their supervisors (most performance competencies), peers (gaining buy‐in and commitment of others, recognizing and promoting interdependence), and direct reports (providing direction that inspires action, fostering a climate of innovation and learning).

This article supports a broader use of different rater group competency assessments in understanding and enhancing the career success of professionals. It suggests the need for dialogue and research regarding when different rater assessments in 360‐degree assessment tools are an index of instrument validity.

The purpose of this paper is to report on the validation of a management competency assessment tool for health services managers (HSM), which resulted from the development and validation of the framework, addressed by a previous paper.

The management competency assessment tool (MCAP Tool) was validated using assessment data from a sample of 117 senior and middle managers working in two public hospitals and five community services in Victoria, Australia. The assessments were conducted between January 2013 and September 2014.

Both validity and reliability of the MCAP Tool were demonstrated.

The MCAP Tool has the potential to assist in the measurement of the competencies of HSM. Further research is required to determine if the framework and tool are applicable to HSM in other settings.

This is the first published study outlining the validity and reliability of an assessment tool to measure the management competencies of Australian health service managers.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.

A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.

An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.

Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.

Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.

The purpose of this study was to evaluate the impact of leadership development programme on enhancing leadership competencies of physicians in India. Assessment of leadership competencies of physicians is critical for designing suitable leadership development programmes. The previous studies of authors have revealed significant gaps in leadership competencies among physicians in India. Hence, authors have designed a programme incorporating various facets of health-care leadership and evaluated its impact on improvement of leadership competencies of top- and mid-career level professionals.

A six-day offsite residential programme incorporating a three-day component of leadership development was organized, in which 96 physicians participated. A mix of pedagogical approaches was used. A pre- and post-assessment of 30 medical leadership competencies was done using a self-administered questionnaire.

Majority of participants (69%) scored their competencies at Level 3 and Level 4 (Average to Good) with a mean score ranging from 3.20 ± 0.85 to 4.12 ± 0.71 in the pre-assessment group. In contrast, in post-assessment, this shifted to Level 4 and Level 5 (Good to Very good) in 72% with mean scores ranging from 3.8 to 4.24. Statistically significant differentiation was noted in pre- and post-assessment mean scores for all 30 competencies. The maximum improvement was noted in Competency 29 “Information management system planning and implementation”, whereas the least improvement was noted in Competency 12 “Holding self and others accountable and responsible for organizational goal attainment”.

The authors believe that this is the first study from India to assess effectiveness of leadership development programmes on enhancing medical leadership competencies demonstrating positive outcome. The findings of this study can provide a roadmap for designing of future medical leadership development programmes for physicians in India.

The weak competencies in urban local bodies (ULBs) for implementing public private partnership (PPP) projects are recognized as a major hurdle in uptake of the PPP model in India. Competency‐based management provides a systematic solution for addressing the competency gap in ULBs, which comprises four components: competency identification, competency assessment, competency development and competency monitoring. The purpose of this paper is to discuss the development of a PPP competencies assessment (PCA) tool for assessment of competencies in ULBs for implementing urban PPP projects.

The analytical hierarchy process (AHP) was used for modeling of competencies involved in urban PPP projects. The application of the PCA tool was showcased with a case study of PPP projects in the municipal solid waste management (MSW) sector.

The PCA tool is effective in assessment of competencies in ULBs. The outputs obtained from the PCA tool provided detailed information on competency profile of the ULB, competency gap and aggregate measure of PPP competencies index.

The study contributes towards the growing body of knowledge on competency development in ULBs for implementing urban PPP projects. The results would also help policy makers to formulate approaches to overcome the competency gap in ULBs.

This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used.

An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas.

The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies.

An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

The purpose of this research is to examine multisource feedback from a stakeholder perspective, arguing that select competency assessments that different rater groups provide are valid predictors of the “partner” potential and advancement of senior professional service professionals (PSPs).

A 360‐degree assessment tool for PSPs, the Relationship Management Survey (RMS), was administered to 391 principals as part of their professional development. Six RMS dimensions (clusters of competencies) were used to predict a principal's high‐potential promise and promotion to partner three to five years later.

The results support hypotheses detailing how different rater groups assess PSPs differently, and how these differences are relevant to PSP promotion to partner. The predictability of becoming partner increased by 50 percent compared to partner‐only assessments through the use of direct report assessments of the principals' leadership and coaching, peer assessments of collaboration, and client assessments of trust.

Professional service firms can improve their succession planning and promotion decisions by including multirater assessments in their decision making process; PSPs can guide their career planning and professional development by attending to the distinct competency interests of different stakeholders.

This article supports a broader use of different rater group assessments in promotion decisions and the career development of professionals. It suggests the need for dialogue and research regarding when different rater assessments in 360‐degree assessment tools are an index of instrument validity.