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The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence‐based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and from the acquisition and participation metaphors can be identified in the individual action theories of their teachers.

A case study was conducted in one school for vocational education, where 12 teachers engaged in an innovation project around the development of a new competence‐based education program for pupils. They participated in concept mapping, cued interviews (based on video recordings), semi‐structured interviews, and a joint feedback session. These four sources were used for an in‐depth content analysis of teachers' action theories.

No distinctive, crystallized action theories about competence‐based vocational education emerged at the individual teacher level; let alone individual teachers' action theories well in line with the two normative frameworks on competence‐based education. The case study shows the struggle that individual teachers are going through to get their every‐day teaching repertoire more in line with new ideas on competence‐based education.

Only qualitative data are gathered, in one school, representing one school type, in one country only, limiting the statistical generalizability of the results. Not all respondents are able to participate in all four data sources.

Schools should develop HR policies that offer teachers CPD activities in the crucial area of competence‐based education; the frameworks presented in the study can be used to this end, by teacher educators as well as by HRD professionals interested in combining training programs with informal employee learning.

The study draws on literature from various disciplines (especially educational psychology and HRD), which traditionally have remained mostly separate. It combines insights from four separate data sources.

Determining the strategic thrust of the firm, it may be argued, is the principal task of top management. This task is aided by recent theories of business and marketing strategy, including the normative imperatives based on industry factors, resource factors, competences, market orientation, and relationship marketing. Choosing wisely from among the various theories of strategy requires an accurate understanding of the contexts of competition. This article argues that resource‐advantage theory, an evolutionary, disequilibrium‐provoking process theory of competition, provides that understanding. That is, resource‐advantage theory grounds theories of business and marketing strategy.

This essay explores evolutionary and competence‐based theories of the firm. Evolutionary theories can be regarded as a subset of a wider class of theories, variously described as “capabilities”, “resource‐based”, or “competence‐based” theories of the firm. These contrast with a different set of contractarian theories, emanating largely from the work of Coase. It is argued that the contractarian theories of the firm misleadingly assume given individuals thus neglecting processes of individual learning and transformation. Similarly underestimated is importance of technology and the persistence of variety in firm structure and performance. The genesis of the alternative, competence‐based approach is outlined, including the important subset of “evolutionary” approaches of the Nelson‐Winter type. The paper concludes with a discussion of the relevance of the competence‐based approach to strategic management.

This paper aims to operationalize and to test the ARCTIC (A – Advantage, R – Relatedness, C – Complexity of Competence, T – Time of Integration, I – Implementation Plan, C – Cultural Fit) framework to assess the prerequisites of competence-based synergy in the acquisition process. The current research provides new analyses of recent acquisitions in the global beauty industry where the ARCTIC framework was satisfied and where the ARCTIC model was NOT satisfied by decisive factors to get the acquisition's synergies. It allows readers to contrast two case studies and grasp how the framework works in greater detail.

The current research relies on an extensive archival search that included financial statements, annual reports, internal documents, industry publications and CEO statements to get at a micro-level understanding. This boosts research data and the operationalization of the ARCTIC framework.

The research identified four steps for investigating whether core competence transfer in an acquisition process would be a source of competence-based synergies. The incorporation of real options into the synergy valuation measures market value-added arising from M&A deals.

The current paper contributes to theoretical and practical issues of global M&As as part of the existing literature of international business and strategic management. The impact on reciprocal synergies of agency problems, external interaction between CEOs in M&A deals, corporate governance systems and an executive compensation theory are promising areas of future research.

El presente artículo pretende poner en práctica y a prueba el esquema ARCTIC a fin de evaluar los requisitos previos de la sinergia basada en las competencias en el proceso de adquisición. Este estudio ofrece nuevos análisis de las recientes adquisiciones acontecidas en el sector de la belleza a nivel mundial en las que se siguió el esquema ARCTIC y en las que NO se siguió por factores decisivos para conseguir las sinergias de la adquisición. Permite a los lectores contrastar dos casos prácticos y comprender con mayor detalle cómo funciona el esquema.

Para el estudio actual se ha llevado a cabo una amplia búsqueda de archivos entre los que se incluyen balances financieros, informes anuales, documentación interna, publicaciones del sector y declaraciones del director general para obtener una comprensión pormenorizada. De este modo, se potencian los datos de la investigación y la puesta en práctica del esquema ARCTIC.

En el estudio se han identificado cuatro pasos que determinan si la transferencia de competencias básicas en un proceso de adquisición sería el origen de sinergias basadas en las competencias. La incorporación de opciones reales en la evaluación de las sinergias mide el valor añadido del mercado derivado de las operaciones de fusión y adquisición.

Este artículo contribuye a los aspectos teóricos y prácticos de las fusiones y las adquisiciones mundiales como parte de la bibliografía existente sobre comercio internacional y gestión estratégica. El impacto de las sinergias recíprocas de problemas del agente-principal, las interacciones externas entre directores generales en acuerdos de fusiones y adquisiciones, los sistemas de gobernanza empresarial y una teoría de la compensación ejecutiva son campos prometedores para futuras investigaciones.

Knowledge management capabilities have proven to be key success factors for organizations within our increasingly information-based economy. Although knowledge management literature has a rich history, less is known about how an organization’s learning culture affects outcomes realized via knowledge management initiatives. Moreover, there is a dearth of understanding regarding how to successfully operationalize knowledge management activities in order to achieve performance in the dynamic logistics and supply chain management environment. Rooted in competence-based theory, the purpose of this paper is to examine the role that learning culture plays with regard to knowledge management capabilities, human capital, and organizational performance at logistics service providers.

This study uses survey data from 448 managers and covariance based structural equation modeling to assess how knowledge management, learning culture, and human capital influence organizational performance.

The results of this study indicate that knowledge management has a significant positive relationship with learning culture and human capital. There was also an indirect effect of knowledge management through learning culture on human capital and organizational performance. Interestingly, human capital did not have a significant relationship with organizational performance as hypothesized.

The results support the vital role that leaders and managers have in creating a culture that is conducive to the success of knowledge management initiatives.

This study goes beyond the simple direct relationship between knowledge management and personal and organizational outcomes that is usually examined by testing learning culture as an important mediator.

The field of research on resource-based competition is full of nuanced terminology and misunderstandings. This has led to confusion, and thus the authors offer a critical review, which provides a structure and clarity to this subject. The paper aims to discuss these issues.

This analysis structures the literature on resources, capabilities, and competences into three distinct schools of thought: the resource-based view (RBV) of the firm, the rational-equilibrium school; the dynamic capability-based view of the firm, the behavioural-evolutionary school; and the competence-based view of the firm, the social constructionist school.

The authors uncover 13 criticisms of the most widely adopted theoretical framework of the RBV of the firm – Valuable-Rare-Imperfectly imitable-Organisation (VRIO).

The misinterpretation and neglect of the classic scholarly work may help to explain why the VRIO framework has been elevated from a view to a theory and why it has received so much attention.

The authors show how the relative ease of measuring resources as compared to (dynamic) capabilities and (core) competencies has helped raise the profile of RBV.

This analysis contributes to management research by illustrating the deviation among the three schools of thought; the authors show how this has contributed to wide terminological confusion and offer a structure to help researchers situate their work within the relevant school of thought.

The purpose of this paper is to strengthen the role of management supervision in the competence of management and its support. Competence in organizations consists of the human, social and structural dimensions. It involves controlling explicit and tacit knowledge, know‐how and experiences. Competence‐based management requires the ability to manage, as well as the skills to consider, build, evaluate, support and leverage competence in an organization. The competence and well‐being of a manager needs to be supported.

The study represented in this article is a qualitative comparison and the new knowledge of experienced material has been evaluated. It is done during two periods and based on interviews with public and private managers in social and health services (n=22 and n=12). The data have been analysed through the use of content analysis inspired by the theory and the data.

Management supervision includes dialogue and reflective thinking as features of competence‐based management and its development. It is a strategic method of support for management and at the same time is a part of a manager's welfare. Management supervision as one support system clarifies strategic competence‐based management, gives support to leadership know‐how and helps a manager to feel better at work.

Because strategic competence based management in social and health care organizations is a very demanding and multidimensional function, it needs a lot of support. Management supervision is a strategic method of support for management and at the same time is a part of a manager's welfare. The significance of this method should be emphasized more in the management of social and health services.

The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence‐based education approach are being used in, and perceived as being fruitful for, academic education.

In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case‐study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated.

The opinions of the respondents on the usefulness of the competence‐based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence‐based education approach. Many hurdles exist for actually implementing this in university curricula.

Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study.

With some exceptions, the competence‐based education approach is currently not much used in academic education. Possibilities and limitations of competence‐based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs.

The competence concept has been underexposed in university education practices and in research.

This study aims to examine the role of market orientation as a relationship property. This property, labeled “alliance market orientation”, is at the inter‐firm level and is related to the new product development (NPD) activities of alliances. The main objectives of this article are: to define the alliance market orientation; to argue that it is a major factor in NPD alliance success; and to argue that the resource‐advantage (R‐A) theory of competition can provide a theoretical foundation for this concept and explain its contribution to alliances' NPD success.

The paper is conceptual in approach.

In their efforts to strengthen relationships, alliances may tend to focus so much time on the relationship factors that they miss market opportunities. As a spanning process, NPD should be informed by both external and internal activities. alliance market orientation assists alliances in guiding NPD activities from outside to inside and vice versa. As a dynamic and disequilibrium provoking process, the R‐A theory of competition can theoretically ground the concept of alliance market orientation and explain its role in NPD alliance success.

This study contributes to business marketing theory in three ways: it extends the concept of intra‐organizational market orientation to an inter‐organizational context; the alliance market orientation concept contributes to understanding the role of idiosyncratic resources in alliances; and the R‐A theory of competition can theoretically ground the concept of alliance market orientation and provide insights to develop it further.

This study is the first to extend the concept of market orientation into inter‐organizational NPD framework and to examine the role of alliance market orientation in NPD alliance success.

The understanding of strategic marketing has evolved to an integrated part of market‐oriented business policy. Subsequently, marketing and management concepts have become even more closely related. Recently, the “competence‐based perspective” added an innovative approach to strategic management concepts. It suggests that competitive reality requires a new thought and action orientation in order to reach competitive advantages. Examines the role of business‐to‐business marketing within the competence‐based view of strategic management. Summarizes the main theses of the competence‐based view to provide a basis for the development of a competence‐based marketing model. Proposes a practicable framework to strategy formulation in marketing management.