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This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks.

This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures).

The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated.

Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets.

The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.

A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment.

The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT).

The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes.

This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.

This study aimed to focus on developing a career competency model by examining the relationships among career competencies and career success from a career development viewpoint.

This study adopted questionnaire survey to collect data from a sample of 277 respondents at 36 international tourist hotels and used the AMOS statistical software package to perform structural equation modeling (SEM) for analysis.

The results showed that career competency model is a multifaceted construct comprising four competency dimensions that influence the career success of food and beverage (F&B) department employees in international tourist hotels. In particular, the competencies related to “career adjustment and control” competency dimension were the most influential competencies for career success.

The career competencies detailed in this study are a potential reference for the planning of core or general education courses in the hospitality domain. Hospitality programs can offer a “hospitality career and employability” course that presents modules such as career recognition, career planning, self-management, job-seeking and mobility techniques, problem solving skills, ethics and safety in the workplace, workplace attitude, teamwork, and communication and networking skills.

The purpose of this paper is to empirically investigate the relationships between career competency, career resilience and career success. The study further examines the mediating role of career resilience on the relationship between career competency and career success.

Data were collected from 284 Islamic bank employees across Pakistan through a cross-sectional, self-reporting, online questionnaire. Partial least squares structural equation modeling was used to test the proposed hypotheses using Smart PLS version 3.0.

The study’s results indicate that career competency is a significant predictor of career resilience, and that career resilience is subsequently a significant predictor of career success. Further, the results of the structural equation model analyses supported the proposition that career resilience mediates the relationship between career competency and career success.

Human resource practitioners and managers can increase the likelihood of their employees’ career resilience by focusing on developing career-related competencies – an antecedent of career success.

The study clarifies prevailing misconceptions that assume a direct linear relationship between career competency and career success by establishing, through empirical evidence, that success is not an ultimate outcome of competence. In addition, it proposes an oversimplified model of the competence–resilience–success relationship.

This study aims to explore how the amount and the nature of learning accrued during an MBA – measured in terms of competency development – impact on career advancement and compensation.

Applying nonparametric statistical analysis on data from behavioral event interviews and survey questionnaires to a sample of 44 Italian MBA graduates, the study investigates: the type and extent of competency development during the MBA programme and the relationship between this competency development and post‐MBA career and compensation.

The findings support the hypothesis that the degree of competency development during the MBA programme enhances career advancement, and that some competencies, like planning, result orientation, networking, organizational awareness, system thinking and use of technology, do so particularly, which is consistent with literature on career competencies. No relationship is found, instead, between competency development during the MBA and compensation.

Most of the outstanding research supports the hypothesis that the MBA enhances career advancement, but the evidence about how the skills and competencies associated with an MBA study impact on career outcomes is polarized and remains somewhat sketchy. Several scholars have examined the career outcomes for MBA graduates, but no specific study has addressed the issue of assessing whether and to what extent the competencies developed during the MBA programme impact on career outcomes. The study investigates this issue and tries to explore the relationship between competencies development and career advancement.

The purpose of this paper is to report a qualitative study with British women managers, which explored the career competencies accrued from undertaking an Executive MBA (EMBA).

The research drew on in‐depth interviews with a sample of 18 female alumni from three British business schools. Data were analyzed using NVivo 8.0. within the career‐competencies framework of Knowing‐how, Knowing‐why and Knowing‐whom.

Women aged between 30 and 34 years emphasized the importance of gaining confidence (Knowing‐why) and skills (Knowing‐how) while those aged between 35 and 45 years focused on developing networks (Knowing‐whom). This study suggests that age and career stage may have considerable impact on perceptions of acquired career competencies.

This is an exploratory piece with limited generalisability; however, it exposes the need to clarify the concept of career stage for women.

Business schools have historically stressed the career benefits of MBA programmes in terms of improved capital and of changing career directions. This research indicates that an EMBA may offer a more level playing field for women with respect to networking activities. In the competitive global environment, business schools may benefit from more fully exploring career competencies, such as networking skills, for increasing the appeal of EMBA programmes. The paper also draws attention to the need for HR managers to increase efforts for improving women's career competencies.

Findings extend previous research on the development of career competencies from an EMBA, indicating the importance of developing networks, particularly at mid‐career. The paper highlights the need to redefine women's mid‐career stage.

Employees with high career competencies are more successful in career development. However, it is unclear whether proactivity matters for early-career employees. Thus, this study aims to investigate the influence of career competencies and proactive personality on career adaptability and the moderating role of proactive personality in this relationship.

This study adopts a quantitative methodology, collecting data through online questionnaires from respondents (n = 400) who had less than five years of work experience in the UAE. A measurement model and hypotheses testing were conducted using AMOS software. Multigroup structural equation modelling was used to test the moderation model.

The results show a direct relationship between career competencies and career adaptability. However, a proactive personality is insignificantly related to career adaptability. Further, early-career employees with low proactive personality benefit from high career competencies.

This study offers contributions to the emerging understanding of career construction by emphasising the important role of career competencies for early-career employees who manifest a low proactive personality.

The purpose of this study is to account for gender gaps owing to a lack of education and training. Gender gaps pervade human activity. But little is known about forces reshaping gaps across career phases, from education to running a business. Such gaps may accumulate over one’s entrepreneurial career and widen or narrow due both to environmental forces that reconfigure the gap across career phases and to the gendering of competencies and benefits from education and training.

A representative sample of 110,689 adults around the world was surveyed in the Global Entrepreneurship Monitor. Gender-related effects were ascertained by odds ratios estimated by hierarchical modelling, controlling for country and attributes of individuals.

Education and entrepreneurial training, both during and after formal schooling, are highly beneficial in developing competencies and during career phases – i.e. intending to start a business, starting a business, and running a business. Early gaps in human capital are reproduced as gaps in careers, and continuous disadvantages in the environment repeatedly widen gaps throughout a person’s entrepreneurial career. That said, gender gaps are reduced slightly over time as women gain greater benefit from training than men.

The cumulative effects of early gender gaps in education and training call for research on gendered learning, and recurrent gender effects across career phases call for research on gendering in micro-level contexts such as networks and macro-level contexts such as institutions.

Understanding the gendering of human capital and careers has implications for policy and education aimed at developing human resources, especially for mobilising women. The finding that women gain greater benefit than men from training is informative for policies that foster gender equality and empower women pursuing careers.

Conceptualising the entrepreneurial career as a sequence of several stages enables the assessment of gender gaps owing to initial disadvantages in education and to recurrent disadvantages on the career path.

This study aims to empirically examine the career competencies of global managers having world‐wide coordination responsibility: knowing‐why, knowing‐how and knowing‐whom career competencies.

Based on in‐depth interviews with 45 global managers, the paper analyzes career stories from a content analysis approach. Data were collected in three organizations operating in a transnational environment.

Knowing‐why competencies sought for in the position of global manager relate to work‐life balance, international exposure, professional identification, center of decision making, career progression and search for challenge. The knowing‐how competencies developed from the position of global manager relate to operational skills and general business understanding. In terms of knowing‐whom competencies, the findings indicate that respondents used their professional networks and personal networks to obtain the position of global manager.

The study is limited by its reliance on global managers' career stories and the restriction of the sample to global managers working at headquarters.

The study concludes by discussing managerial implications that match the findings in terms of the three career competencies.

The study suggests that global managers' career competencies act as motivators, outcomes as well as means to make career moves. It also indicates the primacy of knowing‐why competencies in global managers' career capital.

The purpose of this paper is to bring together job design and career theory in the examination of how proactive employees optimize their well-being (i.e. job satisfaction and perceived health) through job crafting and career competencies. This study offers an integrated account of the pathway from proactive personality to well-being.

Data were collected by a cross-sectional self-report survey study among 574 employees working in various organizations.

The results of structural equation modeling analyses supported the proposed double mediation model: job crafting and career competencies both mediated the positive relationship between proactive personality and well-being. The findings suggest that proactive employees can enhance their well-being both through proactive job redesign and the development of career-related skills and abilities.

This study precludes causal explanations. Future research should further investigate the role of employee proactivity related to contemporary work topics, including temporary contracts and self-employment.

Managers and HR practitioners can optimize employee well-being by focusing on HR policies related to job redesign, as well as investing in training and development of career competencies.

This paper integrates two research domains by exploring how proactive employees take a proactive stance toward their job as well as their career, and investigates how this proactive approach contributes to their well-being. In addition, the authors demonstrated a link between the development of career competencies and employee health.