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The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.

This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.

This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.

This is a conceptual model for testing in academic research settings in colleges and universities.

The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.

From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency‐based education, training and assessment, and to theorize the failure to make the training useful.

A case study of education and training in the international maritime domain was conducted. Data sources include historical documents, rules and regulations concerning MET, syllabi, handouts, sample questions, field notes, an ethnographic study in a maritime college and interviews conducted with experienced mariners and course lecturer.

There are contradictions in the education and training system that do not allow the targeted objectives to be fulfilled. Fundamentally, the assessment system has changed the objectives of the education and training practices from learning skills and knowledge required on‐board ships to passing competency examinations.

The practical implication of this research is valuable for the International Maritime Organization, marine administration and maritime training institutes to think over the competency‐based system in practice today and how to improve the present maritime training and assessment system in order to achieve its authentic objectives.

This research identified and bridged the gap in literature and research of competency‐based training and assessment in the maritime domain and provides practical solutions for improving this system.

This paper aims to highlight the importance of leadership development for all physicians within a competency-based medical education (CBME) framework. It describes the importance of timely international collaboration as a key strategy in promoting physician leadership development.

The paper explores published and Grey literature around physician leadership development and proposes that international collaboration will meet the expanding call for development of leadership competencies in postgraduate medical learners. Two grounding frameworks were used: complexity science supports adding physician leadership training to the current momentum of CBME adoption, and relational cultural theory supports the engagement of diverse stakeholders in multiple jurisdictions around the world to ensure inclusivity in leadership education development.

An international collaborative identified key insights regarding the need to frame physician leadership education within a competency-based model.

International collaboration can be a vehicle for developing a globally relevant, generalizable physician leadership curriculum. This model can be expanded to encourage innovation, scholarship and program evaluation.

A competency-based leadership development curriculum is being designed by an international collaborative. The curriculum is based on established leadership and education frameworks. The international collaboration model provides opportunities for ongoing sharing, networking and diversification.

Information that might be helpful to those who are considering the desirability of teaching competency‐based management education (CBME) is presented. The underlying assumptions of CBME are identified, its emergence is placed in a broader educational context, three major views of managerial competencies are discussed and several practical CBME implementation issues are raised.

The purpose of this paper is to identify the changing role of higher education as it adapts to the information age. The article posits that a personalized, competency-based model will be the most successful.

The paper is based on research and observations of post-secondary education. It relies on existing literature and comparisons across disciplines to demonstrate the need for change and the ability for universities to adapt to the current needs.

Universities will focus less on information dissemination and more on increasing the quality of available information; improving programs and processes for learners; and ensuring that all learners receive, analyze and apply knowledge that will allow them to be successful in their fields. The paper describes the evidence for these needs and potential pathways for competence.

Learners in the information age look to universities for different roles than in the past. Universities must be able to respond to learners’ preferences and needs, connecting with industries to determine best practices and training skills.

This is an original work. This paper draws on existing literature and the expertise of education leaders involved in many national and regional associations on the future of education.

Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees’ capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space.

A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison.

In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts.

There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines.

The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.

This study examines the competencies delineated by the Chartered Professional Accountants (CPA) in Canada and explores the gap between what universities provide, represented by the students' confidence in the knowledge acquired—and what the accounting profession in Canada requires and deems necessary.

Using the 44 sub-competencies listed under the main seven competencies set by CPA, a pair of questionnaires were drafted. The first questionnaire asked post-secondary accounting students to rate their perceived confidence in these 44 sub-competencies and received 105 responses. The second questionnaire asked accounting professionals to rate the frequency and degree of use of each sub-competency in their workplace and received 72 responses. The responses to the two questionnaires were used to compare perceived student competencies with industry expectations.

The study suggests an industry-neutral framework that employers and post-secondary institutions (PSIs) can use to determine where knowledge gaps exist between students' qualifications and professionals' requirements. The paper concludes that while there are synergies in many competencies in the accounting field in Canada, there are also areas of discord.

The study relies on one accredited PSI. Relying on one case study limits the ability to generalize the findings. Nevertheless, the in-depth nature of the study allows it to shed light on many key issues related to accounting education and the profession in Alberta, Canada.

This paper adds to the existing literature by exploring the gap between what students learn and what the profession needs in the accounting field in Canada. Studying Canada adds to the accounting knowledge and draws attention to gaps that could exist in other countries. To the authors' knowledge, this is the first paper to focus on Canada from this perspective. The paper also proposes a curriculum development model that is based on market needs and applicable to all fields of knowledge.

The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship.

This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education.

This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today’s workplace.

The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum.

This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation.

This paper aims to look at the potential impact of personalized or competency-based learning on educational institutions at the structural level and in the knowledge acquisition domain.

This article takes the structure of an editorial piece.

The essay suggests that the shift in pedagogy can impact on the operational and economic structure of the institution separate from the educational impact.

The potential impact of pedagogy shift could affect the economics of institutions as well as the entire operational structure and employment of the institution at the administrational level.

The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study.

This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government.

This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs.

This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.