Search results

Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Competency frameworks can uphold societal objectives through public procurement.

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.

Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Competency frameworks can uphold societal objectives through public procurement.

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.

Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.

In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.

Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.

This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.

The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.

This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

Competency-based human resource management (CBHRM) is a key component of all organisations but needs to be regularly reviewed and evaluated to ensure the quality of healthcare professionals. One common taxonomy of competency domains for health professions is from Englander et al., where this paper aims to conduct a large-scale analysis based on topic modelling to investigate the extent to which the competency framework for the healthcare sector is applied in the German job market of health professions.

The quantitative NLP analysis of a dataset consisting of 3,362 online job advertisements of nurses and doctors was scraped from a German job portal. The data was pre-processed according to Miner et al. For the analysis, the authors applied unsupervised (e.g. HDP, LDA) and supervised (BERTopic) methods and content analysis. Based on the extracted topics a word list was created and these words were coded to existing dimensions of the competency framework of Englander et al. or new dimensions were created.

Comparing methodologies, HDP (unsupervised) and BERTopic (supervised) were the best performing while the BERTopic algorithm outperforms HDP. For the doctor dataset 46% of one main dimension was identified but with an overall coverage of 69%, for the care dataset is weaker with 30.8% but an overall coverage of 100%. Additionally, the taxonomy was enhanced with supplementary competencies of “personality/characteristics” and “leadership” as well as two facets of job description which are “place of work” and “job conditions”.

On the one hand selected dimensions of the taxonomy could be clearly identified but on the other hand, there is a documented gap between the taxonomy and the competencies advertised. One cause may lie in the NLP algorithms but applicants may also have the same difficulties when reading the OJAs. Thus, practitioners should carefully review OJAs regarding better separating explicit competencies they are searching for. For the scientific development of new competency frameworks, our data-driven approach exemplified an extension of a given taxonomy.

For business and management higher education (HE) to transition graduates to digital workplaces and careers, it’s crucial they develop competencies (digital and traditional, soft and technical, new and old) that are relevant and applicable.

Insights are obtained from 60 comprehensive interviews with HE business students, educators and industry practitioners.

Six synergistic competencies are described that leverage synergies of (often) divergent competencies in the digital age of business, integrating them with a recently emerged multi-disciplinary competency framework. Each synergy states its target application, purpose and is aligned with specific HE practices.

Scholarship of competencies is re-oriented away from clusters and towards synergies, with a new inter-disciplinary competency framework validated to business in the digital age, with directions provided for HE.

This study has two objectives: (1) to identify gaps in the citizen scholar framework by comparing and synthesizing the relevant pedagogical literature and (2) to illustrate how 21st century graduate capabilities can be cultivated through teaching practices using the citizen scholar framework.

We briefly synthesize the relevant citizen scholar pedagogical frameworks and approaches. We use two case studies in two large classroom settings in Ireland and Australia to demonstrate how the citizen scholar attributes can be developed through curriculum design and multiple forms of assessment.

We identify that there is a need for digital literacy to be placed as a fifth attribution cluster in the citizen scholar framework. We also demonstrate that these graduate competencies can be developed at scale by embedding the citizen scholar framework in teaching practices.

We offer a practical implementation mechanism for cultivating 21st century graduate competencies, which will help further embed citizen scholar in pedagogy strategies, thus empowering learning at scale in business education.

The current study makes the first attempt to identify significant attribution gaps in the citizen scholar framework by synthesizing and mapping the relevant approaches. Detailed examples of curriculum design from the two countries also offer new insights into the implementation of a citizen scholar framework.

In an era marked by artificial intelligence (AI), virtual reality (VR) and augmented reality (AR), this study presents a research paradigm centered on nurturing fundamental skills crucial for effective digital leadership in a paradoxical age where leaders are ambitious as well as skeptical for the adoption of such technologies. This study offers a strategic framework to seamlessly integrate diverse technologies into leadership development; the objective is to bridge the divide between theoretical understanding and practical implementation, especially through the lens of paradox theory.

This conceptual study delineates essential attributes that digital leaders must cultivate, drawing insights from the corpus of literature encompassing leadership, technology and organizational advancement. Synthesizing theoretical perspectives, the study proposes a comprehensive research framework that provides a systematic approach to harnessing the potential of AI, VR and AR to enhance leadership competencies. This conceptual study significantly contributes to paradox theory through method of “theory adaptation” as elaborated in the literature.

The study unveils a spectrum of foundational proficiencies, including technological acumen, adaptability, strategic acumen, effective communication, collaborative aptitude and ethical acumen, among others. These competencies underscore the multifaceted skill set required of digital leaders. To adeptly traverse the intricate digital terrain, foster innovation and align technological advancements with organizational objectives, these proficiencies are imperative for digital leaders to possess.

The distinctiveness of this study lies in its all-encompassing approach to digital leadership development by offering a paradoxical perspective and hence making a contribution to the body of knowledge for paradox theory. By amalgamating AI, VR and AR into a cohesive framework, the study enhances the comprehension of how these technologies collaboratively nurture leaders capable of cultivating organizational triumph in the digital age. This proposed paradigm serves as a bridge between cutting-edge digital technology usage and leadership proficiency paradox, furnishing pragmatic insights to benefit both academic researchers and industry practitioners.

The main goal of any organization is to achieve the best quality of work through employees, and managers play a very important role in this field. Managers and leaders of organizations often face with paradoxes that make decision-making difficult. The purpose of this paper is to develop a competency model for human resource managers considering the importance of the role of paradoxes for organizations.

The research methodology is of a mixed type and with an approach based on paradox theory and using theme analysis and fuzzy Delphi, it seeks to provide a model of paradoxical managers’ competence. The statistical sample included 11 experts working in the information and communication technology industry, who were selected using the snowball and judgmental sampling method.

The results of this research show that the competency model of human resource managers has three managerial, organizational and individual levels and has 15 themes including strategic partner, organizational knowledge, awareness of the industry environment, awareness of the external environment, paradoxical thinking, managerial knowledge, relationship management, resource management , leadership, human resources analyzer, information technology (IT) knowledge, personality traits, development, multitasking and cognitive competence. The most important theme identified is paradoxical thinking and familiarity with IT knowledge, and it is suggested that human resource managers working in this field should preferably study technical and engineering fields at the undergraduate level and shift to human resource management fields at the graduate level.

The distinguishing feature of this paper is the presentation of a competency model based on paradox theory. Paradoxes are part of organizational life. Therefore, there should be a paradoxical view in all organizational analysis.

The aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes.

It presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest.

We observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills.

This learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students’ employability skills.

Facilities management (FM), which is crucial for the operation and sustainability of buildings and infrastructure across the world, covers a wide range of competencies that may vary across regions. Focusing on Sri Lanka and Hong Kong, this study aims to reveal and compare the importance and current competency levels of FM competencies in these regions, based on which appropriate education and training can be formulated to enhance the growth of their FM sectors.

After an extensive literature review, 12 FM competency attributes (CAs) were identified. A questionnaire survey in Sri Lanka and Hong Kong solicited the industry practitioners’ perceived importance and current levels of the CAs. The survey responses, 126 from Sri Lanka and 148 from Hong Kong, were analysed by a modified Importance-Competency Analysis matrix, followed using the Mann−Whitney U test to identify any differences in the responses between the two regions.

Between Sri Lanka and Hong Kong, significant differences were found to exist in the importance and current competency levels of over half of the CAs. Among the CAs requiring priority attention, “operation and maintenance” and “leadership” are the top two in Sri Lanka while the top two in Hong Kong are “technology” and “leadership”.

This study yielded insightful results on the importance of FM competencies and the current competency levels in a developing region and a developed region, which are useful for the development of FM education and research.