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This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

The increasing adoption of informatization in the architecture, engineering, and construction (AEC) industries has raised the competency requirements for AEC practitioners. However, existing research primarily focuses on the integration of emerging technologies in AEC education programs, with little attention to the development of informatization-related competencies. Therefore, this paper aims to explore the competency requirements in the information age of the AEC industry.

Taking a policy perspective, this study investigates the competency requirements within the context of AEC industry informatization. By employing a competency-based theoretical framework, content analysis is conducted on China's policy document, the Outline of the Development of Informatization in the Construction Industry.

The study identifies crucial emerging technologies in the AEC industry, such as building information modeling (BIM), Big Data, Internet of things, networking, and cloud computing, along with their application scenarios. It considers various market players, including survey and design institutes, construction companies, and general contracting enterprises. Comparative analysis reveals the technology application patterns of these market players, shedding light on their preferences and perspectives. Based on these findings, the study proposes recommendations for competency requirements in the AEC industry.

This study extends the competency-based theory to AEC education from a macro perspective. The findings enhance understanding of informatization by providing insights into the related technologies, their applications, and the market players utilizing them. Moreover, the study's results have significant implications for AEC education, particularly in the design of curriculum systems for emerging technology-related fields.

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.

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 study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.

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.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Changes in business environments have challenged the competencies (technical knowledge, skills and attitudes) of professional accountants. Accounting professions have responded by developing competency frameworks. In 2008, the South African Institute of Chartered Accountants (SAICA) issued a draft competency framework encapsulating a broad range of knowledge, skills and attributes. The objective of the study reported on here was to determine training officers’ perceptions of the knowledge and skills requirements of entry‐level trainee accountants. SAICA could consider the findings of this study in the finalisation of its competency framework. The study reveals that nearly three‐quarters of all the topics in the current prescribed SAICA syllabus are considered to make at least an important contribution to the knowledge requirements of entry‐level trainee accountants. Although more than half the management accounting topics prescribed in the SAICA syllabus are perceived as being only reasonably important, further statistical analysis revealed that TOPP (training outside public practice) training officers disagreed significantly with their TIPP (training inside public practice) counterparts on the importance of management accounting topics and perceived them to be at least important. Except for specialised topics, all other topics covering the remaining core subjects (Financial Accounting, Financial Management, Taxation and Auditing) were perceived to be important or even more than important by the respondents. The study demonstrates that there is a movement towards an expanded set of competencies beyond the technical knowledge typically taught to prospective CAs, and that there is evidence of a need for today’s entry‐level trainee accountants to receive training in communication, analytical, interpersonal and computer skills.

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.

A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.

Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.

The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.