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Universities are considered as learning institutions and their output is knowledge. Their main objectives are to promote knowledge and to integrate three main roles: (1) teaching and learning toward an award; (2) research and publication; and (3) activities centred toward work-based learning. Researchers generally categorize knowledge in three dimensions, cognitive, functional and social competence which are clearly consistent with the French paradigm- savoir, savoir faire, and savoir être. Delamare Le Deist and Winterton (2007) acknowledged that knowledge, that is, understanding is captured by cognitive competence, skills are captured by functional competence and behavioral and attitudinal competencies are captured by social competencies. This chapter describes some basic concepts of social competence in the tertiary education and examines the relationship that exists among knowledge, knowledge management, and social competence. Achieving personal goals and at the same time maintaining positive relationship over time and across situations is one of the main definition of social competence, as brought forward by Rubin and Rose-krasner (1992). Social competence also embraces all the social, emotional and cognitive knowledge and skills individuals require to achieve their goals and to be effective in their relations with others (Kostlenik et al., 2014).

Information makes an important contribution to the promotion of the creativity of visual artists. This work aims to explore relevant research through a systematic review of the literature and discuss the impact of information on visual artists' creativity.

A systematic literature review was conducted through Preferred Reporting Items for Systematic reviews and Meta-Analyses method. The authors searched and retrieved 1,320 papers from which, after evaluation, 41 papers have been analyzed.

Two thematic categories were identified for visual artists' information needs: (1) the need for professional development and (2) the need for creative techniques and materials. In terms of information sources visual artists employ, the authors have also identified seven broad categories: (1) conventional resources (galleries, museums, etc.), (2) professional scholar sources, (3) digital art websites, (4) informal information online and colleagues, (5) libraries, (6) personal collections and (7) professional scholar social networks. In addition, the study proceeded to classify the obstacles faced by visual artists in their search for visual information into two general categories: (1) environmental barriers and (2) digital literacy barriers.

Although the investigation of the information needs satisfaction of visual artists as well as the evaluation of their information behavior patterns and information literacy competences is essential, it is understudied. This paper summarizes the relevant literature in a concrete and systematic way providing evidences to be considered in a variety of situations, i.e. developing lifelong learning programs, managing visual art library collections, library services development for artists, etc.