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This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.

Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.

The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.

This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.

The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.

The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.

The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in business/management education.

An exploratory research design has been used. A sample of 310 was analyzed using exploratory factor analysis. A structured questionnaire was developed to collect data. It was pre-tested, and essential modifications were made before its final implementation.

The study has presented the idea of pedagogy mix, which refers to a set of most obvious teaching methods/tools suitable to deliver marketing education in a context-bound manner. Eight factors have been identified that help to decide and/or maintain an optimum mix of pedagogies for effective teaching. An adequate “pedagogy mix” would help achieve educational objectives and equip students with the essential competencies.

The study is particularly significant to educators who are in the initial years of their careers. The identified factors help educators decide and/or maintain an optimum mix of pedagogies by offering an understanding of different pedagogies, their strategic relevance and student needs.

An institution's academic philosophy and commitment to the learning outcomes make it excellent or poor. Present institutions have and retain a main focus on preparation for professional careers, and without a perfect blend of pedagogies, it cannot be achieved. An optimum pedagogy mix would facilitate the key learning process and proffer the intricacies of the concerned profession. In this sense, this paper is a significant attempt, particularly in management education and higher education in general, that enables the educators of higher academics to decide and utilize an idyllic blend of pedagogies towards the successful execution of an educational process of higher order and ensuring the holistic student development.

With the increased demand for the application of technology in property activities, there is a growing need for property professionals adept in using digital technology. Hence, it is important to assess the competence of academia in equipping property professionals with digital technology skills. This study, therefore, assesses property academics in Australian universities to identify their level of knowledge and use of digital technology applicable to the property industry.

Online questionnaire surveys were administered to 22 out of 110 property academics contacted through the Australia Property Institute (API) database to achieve this aim. The collected data were analysed using mean score ranking and ANOVA.

The study found that apart from databases and analytics platforms such as Corelogic RP data, price finder and industry-based software such as the Microsoft Office suite and ARGUS software, the academics were not knowledgeable in most identified and sampled proptech tools. Similarly, most proptech tools were not used or taught to the students. It was also found that early career academics (below five years in academia) were the most knowledgeable group about the proptech tools.

Relying on the API database to contact property academics potentially excludes the position of property academics who may not be affiliated or have contacts with API, hence, the findings of this study should be generalised with caution.

The study bears huge implications for the property education sector and industry in Australia; a low knowledge and use of nascent tools such as artificial intelligence, machine learning, blockchain, drones, fintech, which have received intense interest, reveals some level of skill gap of students who pass through that system and may need to be upskilled by employers to meet the current day demand.

In response to the clamour for technology-inclined property professionals, this paper presents itself as the first to assess the knowledge levels and application of digital technology by property academics.

To contribute to achieving the Sustainable Development Goals, this study aims to explore how to encourage innovative green behaviors among college students and the mechanisms behind the formation of green innovation behavior. Specifically, this study examines the influences of schools, mentors and college students themselves.

A multilevel, multisource study involving 261 students from 51 groups generally supported this study’s predictions.

Proenvironmental and responsible mentors significantly predicted innovative green behavior among college students. In addition, creative motivation mediated the logical chain among green intellectual capital, emotional intelligence and green innovation behavior.

The study findings offer new insights into the conditions required for college students to engage in green innovation. In addition, they provide practical implications for cultivating green innovation among college students.

The authors proposed and tested a multilevel theory based on the ability–motivation–opportunity framework. In this model, proenvironmental and responsible mentors, green intellectual capital and emotional intelligence triggered innovative green behavior among college students through creative motivation.

A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction industry. In response, Australian universities have tried to integrate the teaching of BIM into construction-related curricula, but with limited success. The acknowledged impediment is the lingering mismatch between what universities offer and what industry actually needs. However, the exact nature of that mismatch has yet to be identified. This study addresses that knowledge gap. It assesses both the current status of BIM competencies among university graduates and explores how BIM education at Australian universities may be improved to deliver BIM work readiness, as required by the industry.

This paper employed a qualitative research approach, utilizing 17 semi-structured interviews with experts in the Australian BIM industry. The Person-Organization (PO) fit theory, which emphasizes the congruence between individual and organizational characteristics, was utilized as a theoretical framework to examine the compatibility between “demand” and “ability” perspectives. The resulting data were analysed using this theoretical framework to gain insights into the PO fit perspectives in relation to BIM industry practices.

Findings reveal that graduates are generally competent regarding the use of BIM software. However, employers require much more than software skills, and expect recruits to have the capability to implement BIM as a process according to information management standards. Specifically, graduates are significantly deficient in matters of BIM protocols, collaboration and coordination, information workflows as well as completion and handover procedures.

This study is the first of its kind that bridges the gap between industry expectations and university education, in the Australian context, moving beyond the common discourse in education literature, which is exclusively focused on assessing students’ perceptions about BIM.

The study aimed at identifying the degree of professional competence of faculty members from the students’ perspective at Kuwait and Palestine Technical University Kadoorie, and identifying the effect of the variables of gender and academic year.

The researchers developed a 24-item questionnaire and administered it to 115 students each from Kuwait (male: 57, female: 58) and Palestine Technical University Kadoorie (male: 21, female: 94). The study used a descriptive approach to analyze the collected data.

According to the students' perspective, the average professional competence of faculty members at Kuwait University is 2.74 for the teaching competencies, 2.29 for the technology competencies, 2.65 for the evaluation competencies and 2.71 for the human competencies. Similarly, at Palestine Technical University Kadoorie, the mean of the professional competencies of faculty members from the students' perspective is 2.31 for the teaching competencies, 1.96 for the technology competencies, 2.24 for the evaluation competencies and 2.34 for the human competencies. There were significant differences in the degree of professional competence at Kuwait and Palestine Technical University Kadoorie due to the gender of all domains in favor of females. There were significant differences in the degree of professional competence in Kuwait due to the academic year of the technology domain between the first year and second year, in favor of the second year. There were significant differences due to the variable of the academic year of the human domain between the first year and the third year, in favor of the third year. There were significant differences in the degree of professional competence at Palestine Technical University Kadoorie due to the academic year of the technology domain (second, third, fourth year and more) and second year, in favor of (the second year). There were significant differences due to the academic year of the human domain between the first and second year, in favor of second year.

The authors hope that their findings will inspire further research in this area and help universities to better support their faculty members and improve student outcomes.

A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment.

The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT).

The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes.

This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.

This study aims to address this unexplored influence of international assignment types on the development, transfer and utilization of career capital by assigned repatriates from host to home country. In response to existing literature gap, it aligns with the need for qualitative case studies that delve into threats to the self-reinforcement of repatriates' career capital.

By mean of a qualitative case study, this paper deepens understanding of linkages and processes in career capital development and clarify the interplay between individual interpretations of career actions and the organizational context in which they unfold. Nineteen qualitative interviews with assigned repatriates explored the impact of exposure to new career contexts.

This study provides valuable insights into the complex dynamics of career capital development and transfer during international assignments. It elucidates the impact of career context on assigned repatriates' career capital, emphasizing challenges in career capital generation, dispersion and absorption within multinational enterprises. It contributes to understanding the complexities of (new) managerial capacity development by revealing varied effects that international assignments can exert on individuals' immediate competencies and career capital.

If the assigned expatriate/repatriate’s understanding of the firm’s assignment motive, and their own motive (understanding/reason) for the assignment corresponds then expectations of outcomes can be better managed. Organizations otherwise run the risk of perpetuating inequities in the career development opportunities of employees.

Studies on career capital emphasize its qualities or examine different globally mobile employee types. Yet there's a gap in understanding how the type of assignment impacts career capital development, transfer and utilization. This research fills this void by investigating the international transfer of career capital from host to home country specifically for assigned repatriates.

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.

In a dynamic and complex environment, employees’ creative performance (CP) can be essential in developing a distinguished and competitive strategy for an organization. Using the lens of competency management, this study aims to examine how employees perceived environmental uncertainty (PEU) and competency formula relate to employee CP, with a focus on the hospitality industry.

The data was collected from employees in the hospitality sector. Both symmetrical (PLS-SEM) and asymmetrical (fuzzy-set qualitative comparative analysis [fsQCA]) tests were performed to gain in-depth knowledge of how individual, organizational and environmental factors can be configured to explain employees’ CP.

The symmetrical analysis shows that the competency formula mediates the negative impacts of PEU on two dimensions of creativity – that is, novelty and utility. The fsQCA testing generated contrasting findings and revealed that uncertainty, along with the formula elements, is a unique antecedent condition and opportunity for employees’ CP. The inconsistent findings indicate asymmetrical and complex relationships between the proposed antecedents and outcomes in the case of employee creativity.

A combination of symmetrical and asymmetrical approaches is necessary to uncover the complex relationships among employees, organizations and the environment. This study shows that organizational agility, competency strategies and comprehensive strategic management processes can be configured to explain positive outcomes for organizations during uncertain circumstances. The findings can be used by human resource practitioners to maximize employee creativity and enhance organizational performance.

To the best of the authors’ knowledge, this study is the first to use symmetrical and asymmetrical testing to address the inadequacy of explaining employee CP in complex and uncertain environments, and highlight the crucial role of the competency formula in enhancing novelty and utility dimensions of CP. This research examines the impact of various internal and external factors (i.e. individual, organizational and contextual) on employee creativity within the hospitality industry.