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Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions.

In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels.

This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers.

This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

The development of information technology is highly influential to all sectors, including the financial industry. Various transformations are made in overcoming the dynamics of technological advancements, including the mapping of human resources. This study is conducted in the banking industry and companies operating using financial technology (FinTech) in Indonesia. This study aims to identify talent competencies needed in the future, based on current conditions and future needs, through mapping talent in the banking and FinTech industries.

This study provides empirical evidence about the mapping of talent management with eight basic competencies. It uses a mixed-method, explanatory sequential with survey approach in the first phase and focus group discussions (FGD) in the second phase. The questionnaire is distributed to 309 respondents who are the specific decision-makers in this industry. Meanwhile, the FGD is conducted twice at different times with academics and practitioners, human resources and talent managers. This research used analytic hierarchy process as a tool for data processing.

This study provides current competency positions and future needs in the banking and FinTech industries in Indonesia where it found a lot of competence segregation. It also discovered three priority competencies for dealing with Industry 4.0, which included relating and networking, adapting and responding to change and entrepreneurship and commercial thinking.

This study is valuable for decision-makers and regulators; these results can be used to find new competencies and talents to develop existing human resources. Also, these results can be used as a basis for policy-making related to the Industrial Revolution 4.0.

This study provides new insights on talent mapping in the banking and FinTech industries as a strategic approach in the digitalization era. In addition, this research also adds knowledge related to Industry 4.0 as a result of industry developments in the digitalization era.

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.

This study aims to identify the competencies of small- and medium-sized enterprises’ (SMEs) entrepreneurs in the software sector and the perceived level of attainment in each competency. It also examines whether these competencies and their levels affect business turnover and growth (in terms of business scale and duration).

To accomplish this purpose, the study took a quantitative approach, involving a survey of 33 SME entrepreneurs, which was then processed using statistical tests, including chi-square test, Kruskal–Wallis test and ordinal regression.

There were four findings of the study. Firstly, software SME entrepreneurs need 17 competencies, with high levels of soft competencies being required and average levels of technical competencies. Secondly, there are significant differences in perceived levels of customer service orientation (p = 0.089) depending on the scale of the business and in perceived levels of project management (p = 0.087) depending on the duration of the business. Thirdly, customer service orientation (p = 0.031) and project management (p = 0.01) both have a significant influence on business revenues. Fourthly, there were significant gaps in perceived levels of competency (p < 0.05) in achievement orientation, customer service orientation and project management.

There is existing research that conducts competency mappings at the managerial level in large-scale organizations; however, this sort of research in relation to SME entrepreneurs is still lacking. The present study seeks to fill this gap. It also maps integrated entrepreneurial competencies, including soft and technical competencies; a focus that is lacking in previous studies.

The paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.

In this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.

The paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.

The research is limited to problem-solving skills and focused only on first-year business students.

The paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.

The research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.

Knowledge growth is currently experiencing a very exponential increase, through a digital transformation of knowledge in the organization and the emergence of various platforms through management system content such as blogs and social media that have encouraged such growth. An employee no longer only interacts in knowledge management (KM) in his organization but can communicate and collaborate to share knowledge through these platforms widely. Much of the spread of knowledge is a challenge for organizations to manage and use their knowledge and spread knowledge and become part of the expertise possessed by employees in their organizations. For this reason, an intelligent knowledge mapping approach is needed to facilitate finding, managing and identifying knowledge owned by an organization. This paper aims to see the use of smart knowledge mapping in organizations empirically.

This research was conducted empirically by conducting a literature study method to compile a questionnaire and conduct a survey through purposive sampling, sampling taken from the KM and Society Indonesia community. This survey limits only to respondents who have experience in conducting knowledge mapping in an organization.

The use of data sources that have been owned by the organization and also the consideration of the use of digital footprint employees spread across the internet can be a potential to explore the knowledge resources possessed by the organization. Of course, with the support of technology through the use of artificial intelligence (AI), it is expected to be able to present a comprehensive, adaptive and objective knowledge mapping for the organization.

The paper provides practical implications for knowledge mapping implementation in an organization by adopting AI with considerable digital footprint employees spread across the internet.

This paper provides empirical information about knowledge mapping implementation in Indonesian organization.

This paper serves several purposes. It provides a brief exposition on the general definitions and features of skills and competence in organizations, presents an overview of skill charting, offers specific methods to demonstrate training for skill development using constructivist approaches (skill charting/competency mapping); and then presents the results of a brief study that encompasses the approaches discussed. The findings of the study indicate that the skill charting methods have value, promise, and that they require further study.

One of the key elements contributing to successful post-disaster project teams is individual competence. Each project participant brings his or her own knowledge, experience and ideas to the collective. The kind of chaotic and fragmented environment that is common in post-disaster scenarios presents specific barriers to the success of projects, which can be mitigated by ensuring that staff members possess competencies appropriate for their deployment to particular contexts. The paper aims to discuss these issues.

The study utilizes a mixed-methods approach, incorporating unstructured interviews to extract key factors of competence, project barriers and strategy, and a subsequent questionnaire survey, designed to quantify the various elements. Interviews were undertaken and analysed using a cognitive mapping procedure, while survey data were processed using SPSS. The data were then utilized in the development of a software prototype using Design Science Research methodology, capable of modelling the deployment of staff under various disaster scenarios.

Analysis of the survey and cognitive mapping data, in conjunction with relevant established frameworks, has allowed the classification of relevant competency elements. These elements have subsequently been measured and modelled into the competency-based tool and developed into a working prototype.

The developed system offers novel disaster competency assessment criteria. The system contains a variety of real-life scenarios derived from extensive data collection. These multi-hazard scenarios are embedded with knowledge and competency valuation criteria that can facilitate actors to assess their team’s knowledge based on selective scenarios. In disaster response, time is a critical element, and this tool assists decision makers. It can enable disaster response actors to evaluate and assemble the appropriate personnel to deploy into disaster areas and into specific types of disaster environment.

The purpose of this paper is to develop a model for generic competencies based on lifecycle orientation of projects to support infrastructure managers (IMs) in India.

This study has reviewed literature on competency theories and their advancement of knowledge in management, construction and engineering projects. This study has applied exploratory factor analysis (EFA) to structure generic competencies founded on infrastructure practices in India. Further this study has applied confirmatory factor analysis (CFA) to test for confirmation on emerged dimensionality of the competence construct for IMs in India.

Using data collected from 175 usable questionnaires of managers serving in infrastructure firms in India for EFA followed by CFA, six generic competencies have been established in the domains of strategic, analytical, personal, managerial, professional and leadership dimensions significantly impacting competent performance.

This study has applied plausibility sampling and it presents only generic competencies for executives working in the infrastructure sector alone.

Due to the growth in number of executives to be employed in infrastructure firms in India, academic institutions in this subcontinent have gained momentum in offering programmes covering the field of infrastructure management. These institutions are believed to be covering domains of strategic, analytical, personal, managerial, professional and leadership dimensions for assuring competent performance of IMs in India.

Attention to these generic competencies can help IMs to contribute towards better performance, academic institutions to design curriculum, recruiters to acquire talent and executives to advance professionally.

Extant academic studies relating to generic competencies are available mostly in project and construction domains. There is a paucity of such academic studies in the domain of infrastructure.