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This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.

The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.

The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.

To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

Emerging digital ventures and related breakthrough innovations result in new challenges for the development of entrepreneurial competences and demand new perspectives for entrepreneurship research. In this context, policy-makers and organizations are increasingly interested in fostering entrepreneurial competences to improve the success of policies and venture capital investments. This paper aims at identifying the core relevant entrepreneurial competences, mapping the current literature and the main clusters and going beyond toward a meta-competence framework.

The research approach is a literature review, combining bibliometric, network and content analysis. The sampling process was conducted in the Scopus and Web of Science databases. The bibliometrics and content analysis were performed with a computer aid approach applying VosViewer1.6, Ucinet and NetDraw 2.139. The content analysis approach was performed considering a detailed coding schema developed. Finally, toward the meta-competences framework, the study applied quantitative analysis on the coding schema, particularly cross-tabulation, core-periphery and network analysis.

The results show the state of the art concerning entrepreneurial competences. The research identified a list of 98 entrepreneurial competences. Finally, the study proposes a meta-competence framework and clusters the 33 core entrepreneurial competences previously identified.

The proposed conceptual framework exploring meta-entrepreneurial competences offers an original contribution with implications for theory and practice. The research contributes to broadening the understanding of the entrepreneurial competences, helping on the creation, design, development and improvement of entrepreneurship educational initiatives, which are important to entrepreneurs' educators. The proposed framework contributes by providing relevant knowledge for the policy-makers' strategy formulation processes. As implications for the practice, the proposed framework can allow better assessment process for incubators and accelerators, besides more robust ventures considering learning trails based on meta-competences frameworks.

Extant literature on strategic environment analysis confirm broad evidence of studies on competences in the context of private sector organizations. Nevertheless, there is a growing interest and evidence of strategic competence in public sector organizations seeking to deliver improved performance. This paper attempts to determine the strategic competences of a National Health Service (NHS) unit for better organizational performance.

Based on the qualitative analysis of empirical evidence collected in a UK based NHS case study organization, we arrive at a strategic competence performance framework for the health unit using research carried out through interviews with employees and partner organization members.

By examining a UK-based qualitative case study, the proposed framework puts forward four strategic competence pillars vital for delivering organizational performance and effectively managing the environment of NHS unit's operations. The four strategic competences that are identified to foster NHS unit's performance are strategic leadership, staff engagement, knowledge transfer and partnership working.

The study examines the environment in which a UK based NHS health unit operates and identify the different strategic competences to deliver organizational performance.

Information security policies (ISPs) are used by organizations to communicate rules on the use of information systems (IS). Research studies show that compliance with the ISPs is not a straightforward issue and that several factors influence individual behavior toward ISP compliance, such as security awareness or individual perception of security threats. The purpose of this paper is to investigate the competencies associated with users’ ISP compliance behavior.

In order to reveal the competencies that are associated with the users’ ISP compliance behavior, the authors systematically analyze the ISP compliance literature and the authors develop an ISP compliance competency model. The authors then target to explore if IS users are equipped with these competencies; to do so, the authors analyze professional competence models from various industry sectors and compare the competencies that they include with the developed ISP compliance competencies.

The authors identify the competencies associated with ISP compliance and the authors provide evidence on the lack of attention in information security responsibilities demonstrated in professional competence frameworks.

ISP compliance research has focused on identifying the antecedents of ISP compliance behavior. The authors offer an ISP compliance competency model and guide researchers in investigating the issue further by focusing on the professional competencies that are necessary for IS users.

The findings offer new contributions to practitioners by highlighting the lack of attention on the information security responsibilities demonstrated in professional competence frameworks. The paper also provides implications for the design of information security awareness programs and information security management systems in organizations.

To the best of the authors’ knowledge, the paper is the first study that addresses ISP compliance behavior from a professional competence perspective.

This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe, considering the influences of different socio‐economic models of skill formation on the processes of design and provision of qualifications.

The paper is based on a meta analysis of three European projects that used literature review, documentary analysis and interviews with practitioners and policy makers.

The main methodological and practical challenges posed by varieties of competence and qualifications to inter‐country comparability of qualifications are shown to be related to different socio‐economic models of skill formation.

The research is limited to 13 countries and four sectors but these were carefully selected to maximise coverage of European diversity with respect to competence models, training regimes and approaches to qualifications. There is clearly a need for further research involving more countries and sectors.

The paper offers recommendations for improving the potential of the European Qualifications Framework to promote comparability of qualifications and hence mobility of labour. These recommendations will be of interest to policy makers and practitioners involved in using the EQF and similar instruments.

This is the first systematic attempt to explore the methodological and practical difficulties of establishing comparability between qualifications.

The European Commission has published a general framework of entrepreneurship competence (EC), EntreComp, to create a shared definition and support its development. This study proposes and tests a scale to measure EC based on the EntreComp framework and examines its relation to start-up behaviour using data from seven European countries.

The data were gathered from seven European countries and consist of 1,128 answers from both secondary and higher education level students. The authors use explorative factor analysis (EFA), analysis of variance and logistic regression analysis as data analysis methods.

The results show that EC is related to start-up behaviour and sensitive to role models and prior experience of entrepreneurship but is not sensitive to gender or level of education. The results also show that although the framework proposes three distinct areas, EC is unidimensional.

The study tests the EntreComp framework and introduces a scale for measuring EC based on the framework. The results show that EC can be addressed as unidimensional construct and that it explains start-up behaviour and develops through enterprising activities. The study also shows the impact of role models on EC. No difference in EC between genders is observed, suggesting the gender differences in entrepreneurship arise from factors other than competence.

Concerning the emergence of Industry 4.0 and the concept of “smartness”, the technology competence of hospitality practitioners that was previously neglected and overlooked should be explored. Therefore, this study aims to explore previous hospitality technology competence through a literature review and then to extend, strengthen and build a new framework of the required technology competencies for hospitality practitioners in terms of facing smartness.

To investigate the previous research on the characteristics of the required technology competencies for hospitality practitioners, this study carried out a systematic literature review (SLR) on works published from 2011 to 2020. Then, based on the SLR results, the required technology competencies for hospitality practitioners in terms of facing smartness was explored with 26 experts from the government, industry and academia. The data were analysed through thematic analysis based on the perspectives of task–technology fit, and then, the framework was constructed.

This study reconfirmed that technology competence has been neglected in the previous hospitality competence literature and that the current methods and ways of thinking cannot succeed in this smart era. Moreover, based on fundamental technology competence, a new framework with ten dimensions of technology competencies required for hospitality practitioners in terms of facing smartness was created.

This study identified the required technology competencies for hospitality practitioners, an area that has rarely been addressed in the previous literature. Moreover, specific competencies, especially those needed to face this smart era, are urgent and novel in the academic hospitality field.

面向智能时代的智能性：为酒店从业人员构建一项包含所需技术能力的理论框架

关于工业4.0的出现和“智慧”的概念, 酒店从业者的技术能力在前人研究中经常被探索和忽视。 因此, 本研究旨在通过文献回顾, 然后扩展、加强和建立酒店从业人员在面对智能方面所需的技术能力的新框架来探索以前的酒店技术能力。

为了调查之前关于酒店从业人员所需技术能力特征的研究, 本研究对 2011 年至 2020 年发表的作品进行系统文献综述 (SLR)。然后, 根据 SLR 结果, 酒店从业人员在面对来自政府、行业和学术界的 26 位专家关于智能进行了探讨。 基于任务-技术契合度 的视角, 通过主题分析和对数据进行分析, 然后构建框架。

本研究再次证实, 在以往的酒店能力文献中, 技术能力一直被忽视, 当前的方法和思维方式无法在这个智能时代取得成功。 此外, 在基础技术能力的基础上, 本研究创建了酒店从业者面对智慧所需的十个维度技术能力的新框架。

本研究确定了酒店从业人员所需的技术能力, 这是以前文献中很少涉及的领域。 此外, 特定的能力, 尤其是面对这个智能时代所需的能力, 在酒店管理的学术领域是紧迫而新颖的。

The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability.

Following a hermeneutic–interpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences.

The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing.

First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields.

There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development.

Framing research competences within the concept of sustainable development enables a thorough and “conscious”, rather than coincidental, acquisition of competences for sustainable development.

The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences.

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.