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This paper aims to identify the dimensions of a firm’s service innovation competence. This paper also aims to establish the relationship between a firm’s service innovation competence dimensions and customer-oriented service innovation configurations and customer adoption. This study probes the supply side of service innovation to assess the key drivers or capabilities that influence the service innovation process at the firm level.

This study uses the triangulation method using existing theoretical concept supplemented by 18 in-depth interviews of senior level managers from service firms from three sectors – hospitality, mobile telecommunication services and financial services. The interview findings were supplemented by 12 service innovation case studies (four from each sector). Content analysis of in-depth interviews was performed using three raters, and inter-rater reliability was tested. Case studies were categorized in terms of the strength of the innovation competence dimension observed.

Based on the content analysis of the interviews and categorization of case study observations, six distinct dimensions of the firm’s service innovation competence were identified. Four attributes of each dimension were also identified. Based on the interview insights and case observations, seven propositions are suggested, and a conceptual framework is presented to establish the relationship between the firm’s service innovation competence dimensions and service innovation configurations and customer adoption.

This study was conducted in the Indian context and remains to be tested using quantitative research. Therefore, researchers are encouraged to test the proposed framework in a different geographical context to ascertain its validity.

The conceptual framework presented in the paper may help managers of service firms in building innovation capabilities that are relevant to development of customer-oriented innovations. This would lead to better customer adoption of their new services.

This paper fills an important knowledge gap regarding the dimensions of a critical supply-side component of service innovation, that is, innovation competence. Clear identification of competence dimensions and their relationship with customer adoption extends the current knowledge on service innovation.

This study aims to focus on an interplay of brand stereotypes (Brands as Intentional Agents Framework [BIAF]) with an aspect of culture and its impact on behavioral intentions in an individualist culture (Norway) and a collectivist culture (Thailand).

This study incorporates a survey conducted in two cultures (Norway: N = 177 and Thailand: N = 288).

In both cultures, competence had a stronger effect on purchase intentions toward a brand than warmth. There was a stronger effect on brand purchase intentions of competence found for an individualist versus a collectivist culture, and we found a stronger effect of warmth on purchase intentions in a collectivist versus an individualist culture. The direct joint effect of warmth and competence on purchase intentions was brand-specific in Norway. Admiration mediated this joint effect in the collectivist but not in the individualist culture.

This study’s results point to cross-cultural variability of some of the effects of brand perceptions on behavioral intentions.

These findings suggest that international brand managers should consider both the cultural universality and the cultural variability of BIAF.

Despite extensive research on BIAF, studies on brand perceptions from the cross-cultural perspective are few. This investigation sheds some light on the differential effects of the framework across a collectivist and an individualist culture.

Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns.

For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program.

Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program.

Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists.

To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences.

This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.

The paper applies the concept of dynamic capabilities to the field of high reliability organizations and particularly to EU Taranis 2013, an international civil protection exercise.

The paper draws on the multi-level model by Wilkens et al. (Wilkens & Gröschke, 2007; Wilkens, Keller, & Schmette, 2006). In this model dynamic capabilities are based on four dimensions of competence at individual, team, and organizational level. In a survey-based analysis, the paper identifies the four dimensions of competence at the individual and team level in high reliability organizations at civil protection exercises.

The paper demonstrates that Wilkens et al.’s model of four dimensions of competence for analyzing dynamic capabilities can be well transferred to the field of high reliability organizations.

Transferring the competence model of dynamic capabilities to high reliability organizations has created a new field of research. The survey conducted on top executive level symbolizes a pre-test for further empirical studies in high reliability organizations including members on all organizational levels. Further research may also explore particularities of the participating teams and their frames of reference in international civil protection exercises – partly networks, partly bureaucratic systems, etc.

The concept of dynamic capabilities is highly relevant for civil protection, particularly in terms of cross-situational competences. Competences at team level are of crucial importance, because the handling of emergency cases is largely based on the cooperation of teams stemming from different rescue organizations.

The purpose of this paper is to analyze the informational behavior of a group of future professionals in the field of social sciences (SS), in terms of their competence in the communication–dissemination of information.

The IL-HUMASS, EVALCI/KN and EVALCI/SK tests regarding the affective (attitudes, motivations) and cognitive (knowledge, skills) dimensions are distributed to a stratified sample of five universities and eight degree courses in Spain. Infographics and non-parametric methods allow to compare the disciplinary profiles with regard to gender, academic course and academic degrees. An Information Literacy Communication synthetic indicator based on structural equation modeling includes the subjective and effective dimensions to measure the holistic learning outcomes in communication–dissemination of information.

Significant differences regarding the informational behavior of future professionals in SS are discovered. The synthetic indicator allows academic degrees to be ranked in order to identify those in need of initiatives aimed at improving communication–dissemination competence.

Findings must be taken into account to design effective learning programs. This methodological approach can be expanded to scientific and academic environments.

The paper puts forward the first evidence-based study on communication–dissemination competence among future SS professionals, as no similar research has been found in the scientific literature. It is also the first time that the definition of a predictive performance indicator, based on a powerful statistical methodology, has been proposed.

Consumers subscribe to different mindsets or implicit theories of personality malleability, namely, fixed and growth mindsets. This study aims to investigate how and why consumers’ mindsets can influence their word-of-mouth (WOM) intentions toward a brand and the consequent implications for a brand’s personality.

Three mall-intercept studies and one online study demonstrate the influence of consumers’ fixed and growth mindsets on their WOM intentions. The first two mall-intercept studies identify motivations underlying consumers’ WOM intentions as a function of their mindset orientations. The third mall-intercept study examines the implications of such mindset-oriented WOM intentions for a brand’s personality dimension and the underlying psychological mechanism. The fourth study tests the link between WOM intent and behavior.

Results show that fixed (growth) mindset individuals exhibit greater WOM intentions than growth (fixed) mindset individuals for motives of “impression management” (“learning and information acquisition”). Findings further demonstrate that brands that exhibit dual personality dimensions simultaneously, one salient and the other non-salient at any instant, garner equivalent WOM intentions from both fixed and growth mindset individuals, contingent on the fit between the salient brand personality dimension and the dominant consumer mindset. Finally, using a real brand, it can be seen that WOM intentions actually translate into behavior.

The study measures offline WOM intent but not offline WOM behavior.

This study sheds new light on branding strategy by demonstrating how and why dual-brand personalities may attract consumers with both kinds of implicit self-theory orientations. Relatedly, it also demonstrates a technique of framing ad-appeals that support the dual-brand personality effect.

To the best of the authors’ knowledge, this is the first study to propose and demonstrate the use of simultaneous dual-brand personalities as an optimal branding strategy.

This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.

The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.

The quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.

The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.

The complexity of projects has become a serious issue and obstacle in their successful completion. In order to overcome these complexities, it has become imperative to identify the relevant management competencies of project managers. The purpose of this paper is to address the problem of cost, time and scope in engineering infrastructure projects due to their complexities through management competencies.

In the first phase of the study, 32 experts were interviewed through semi-structured pre-tested questionnaire. In this phase, essential elements of complexities were identified initially. This was followed by finding required dimensions of competencies to counter these complexities and to acquire improved performance. In the final stage, required levels of competencies for specific elements of complexity were identified. In the second phase, 85 “project managers” were also approached to get feedback about their recently completed public sector engineering infrastructure projects in Pakistan.

The study identified additional dimensions, i.e. honesty, enthusiasm and dedication, in the case of competencies and adverse law and order situation, political instability, land issues, energy crisis and weak authorization of project managers in the case of complexities. Leadership, management skill, communication skill, effectiveness and result orientation were identified as top quality traits required. The study concluded that there is a significant impact of management competencies and complexities on project performance.

The study contributes to a better understanding of how to improve performance in complex engineering infrastructure projects through adopting management competencies. It also empirically illustrates the relations among project management competencies, complexities and project performance. Although the research is grounded on public sector infrastructure projects, its findings may also be helpful for practices in project management of other sectors.

Drawing on the stereotype content model (SCM), the authors investigate the stereotype content transfer (in terms of warmth and competence) from country to brand and the simultaneous impact of these two stereotypes on consumer responses toward brands.

The authors test a structural equation model conceptualizing brand stereotypes as full mediators between country stereotypes and consumer outcomes. In addition, in a moderated mediation analysis, the authors investigate the role of brand typicality and utilitarianism/hedonism in potentially moderating the country to brand stereotype content transfer.

Country warmth and competence, respectively, impact brand warmth and competence, thus confirming the hypothesized stereotype content transfer. This transfer is found to be robust and not contingent on brands' perceived typicality of their country of origin. However, brands' utilitarian nature amplifies the positive impact of country competence on brand competence. Finally, brand stereotypes fully mediate the impact of country stereotypes on consumers' brand attitudes and behavioral intentions.

The authors provide the first empirical attempt that (1) explicitly differentiates between consumers' stereotypical perceptions of countries and stereotypical perceptions of brands from these countries, (2) empirically examines the transfer of stereotypical dimensions of different targets (i.e. country to brand), (3) explores boundary conditions for such transfer and (4) simultaneously considers the impact of both kinds of stereotypes on managerially relevant consumer outcomes.

The purpose of this paper is to investigate the relative importance of project management (PM) competences across the different stages of a software project life cycle to identify competence development gaps and opportunities.

A deductive and quantitative approach was adopted to address the research questions with a web-based survey for data collection.

After reviewing the context of competences and PM competences, the importance of the PM competences overall and for specific stages in the project life cycle was analysed. The result highlights that functional and meta-competences are perceived to be the most important competence dimensions for software project practitioners.

This study makes three contributions. First, it consolidates PM competences into a set of 20 within four competence dimensions. Second, it prioritises these competences across the software project life cycle. Third, it identifies the significance of the inter-relationship between PM competences and project life cycle to reveal PM competence development gaps and opportunities.