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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).

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is based on a study of 22 national, European Union (EU), and international RMA associations/networks which was carried out between April and June 2020 and revised in 2022; it aims at providing a comprehensive overview of skills and competences of RMAs as a profession to enable worldwide benchmarking and analysis.

The benchmarking analysis could provide useful information for those working on the development of professional frameworks training targeted at RMAs, or the recognition of RMA as a profession.

Science and technology are transforming our world in ways that have not been seen in a long time, and we live in a rapidly changing world. Despite these changes, as citizens of today, we must not lose sight of the reality that these changes even cause crises that must be managed in order to place ourselves in a true working environment that allows us to survive as employees despite these changes. The main objective of this research is to find the relationship between interpersonal competences and teacher performance in a sustainable university. The methodology used was the quantitative, nonexperimental approach, as the variables will not be deliberately manipulated. In order to verify whether or not there was a relationship between these variables, 84 teachers from the Universidad Nacional Santiago Antunez de Mayolo were surveyed to evaluate the variables under study. The results obtained show a direct and significant relationship (Spearman's Rho = 0.731) between the two variables. Through this research, it was possible to determine that teachers who have developed interpersonal competences have a better performance, while in the relationships between interpersonal competences and the dimensions of teacher performance, a positive correlation was obtained.

This chapter describes the present state and the trends in the Polish information and communications technology (ICT) sector, which today is considered to be one of the most progressively developing part of the national economy. Special attention is given to economic background, ICT employment and governmental policy. Some forecasts for future development were also proposed.

The purpose of this chapter is to present the background, dynamics and future trends in the Polish ICT sector.

The statistical data (Statistics Poland, Eurostat), market reports and scientific articles were analysed. Microsoft Excel and QGIS software was used to analyse the data and visualise the results.

Polish ICT market has stable fundaments, good infrastructure, qualified workers and a good location. Despite the developed infrastructure, e-commerce and e-administration usage is relatively low compared to the average level of EU27. The Polish ICT market specialises in software implementation, IT outsourcing and computer game development. The Polish ICT market development is associated with cloud computing, outsourcing, e-commerce, cybersecurity, big data, artificial intelligence (AI) and Industry 4.0. Poland is also in the top 10 countries for IT outsourcing worldwide, with the leading ICT centers in Warsaw, Cracow and Wrocław.

The growth of the ICT sector was (is) supported also by central programmes and government strategies: Operational Programme Digital Poland, Digital Competence Development Program and Cybersecurity Strategy. In the last 2 years, the development of ICT was also boosted by the COVID-19 pandemic. Market reports and forecasts show that the sector's future development will be related to artificial intelligence, Industry 4.0 and data analytics and financed by private business and central government contracts. The increase in remote work will also be significant.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

This chapter discusses the connection between authentic leadership and meta competence, examining whether authentic leadership can be developed or promoted in educational processes. The authors propose the concept of shaping orientation: problem-based learning without a fixed solution but with the generation of a solution-finding approach through the process of holistic action. They posit that training in authentic leadership can be embedded in curricula if learning is problem-based. This proposition poses important research and pedagogical questions for research. Is there evidence that problem-based learning generates the leadership qualities and attitudes that the authors claim? If so, how can this relationship be reliably tested over time?

This research explores how subsidiary embeddedness in different networks, both internal and external to the firm, contributes to the innovation of the service multinational corporation (MNC). Specifically, the authors analyze the different effects of networks on MNC’s subsidiaries performing competence-creating or competence-exploiting innovation activities, in the context of the service industry. The present study analyzes the data of 178 foreign-owned subsidiaries in the service sector performing innovation in Spain. The results of data analysis at two points in time show that external and internal embeddedness have a positive impact on the subsidiary innovation. Moreover, external embeddedness has a major positive influence on the competence-creating rather than on the competence-exploiting activities, while the internal embeddedness is equally important for both types of innovation. Therefore, this study contributes to further our understanding of how subsidiaries’ linkages affect innovation of the service MNC.

This chapter first describes the essential aspects of a currently changing world, which is characterised by digitalisation, globalisation and politically unstable situations. Based on this transformation context, key concepts such as leadership, innovation, innovation leadership and leadership competences are introduced, along with a new definition and framework for innovation leadership. The chapter discusses the distinction between innovation leadership and innovation management, and the connecting lines between these two concepts. The innovation leadership framework is described and related to the individual contributions of the authors in the book. The chapter frames these contributions along the dimensions of self-leadership, team leadership, organisational leadership and ecosystem leadership.