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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 process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

The chapter is based on the Social Foundation project: ‘Digital Pathways to Growth: Competency’ conducted in the region of Zealand in Denmark. The process of creating a multifunctional semantic – a competency model – is unfolded. Informed by social system theory the semantic required to enable dialogue in a polycentric network is analysed. The participants are various small and medium-sized enterprises, across many occupations and tasks, different types of educational and training organisations as well as process consultants from various knowledge institutions, labour unions and industrial interest organisations. The model is designed through a participatory process to help this polycentric network of organisations to build competencies for the digitalisation ahead.

We argue that design thinking and engaged scholarship in the construction of a multifunctional semantics – such as the competency model – is useful both as a practical method and as a semantic research strategy informed by social system theory. The role played by design thinking when developing the competency model as a multifunctional semantic is concluded and the future research outlined.

The research generates knowledge of practical value for networked collaboration in educational ‘ecologies’ as the need increases for stronger links between education, business and research, as well as the involvement of social partners and civil society to increase Europe’s innovation capacity as advised by both the OECD and the EU.

The concept “emotional intelligence” (EI) resonates in the business world and many authors have called for more research that clearly conceptualizes it. Within the controversy of defining EI, the behavioral approach, defining and measuring EI in terms of competencies, has not received much attention. The aim of the present chapter is threefold: (1) to propose a new structure of emotional and social competencies that is useful within organizational settings; (2) to discuss a comprehensive model of emotional competencies within organizational contexts that includes personality, emotional and social competencies, and performance; and finally (3) to draw its implications for practitioners.

A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth during study abroad trips and to learn how the experiences influence the development of global leadership competencies. The results led to a modified global leadership development expertise model for understanding the process of global leadership development in student populations. The study revealed a key link between antecedent characteristics of participants and their transformational ability during the study. The study also revealed that there are types of transformational experiences that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies.

This chapter focuses on the types of roles, responsibilities, and competencies essential to organizational intelligence. The authors draw upon earlier series authors’ important work (Drucker, 2012; Garcia-Perez et al., 2019; Lafayette, Curtis, Bedford, & Iyer, 2019; Reinhardt, Schmidt, Sloep, & Drachsler, 2011) to define competencies. The authors define four categories of intelligence competencies, including those suited to strategic roles, those that support specialized intelligence work, those that support embedded intelligence roles, and universal competencies that apply to everyone.

Although risks are present in any organisation and the importance of their study is obvious, the authors find that risk analysis is an area still in its infancy, as reflected in the small number of existing publications on this topic. Human resources tend to understand risk in an elementary way. The ability of human resources to perceive risk is the ability and competence to identify a potential threat that does not always appear.

Aim: The aim of the this chapter was to provide additional knowledge on human resource competencies, in order to avoid the emergence and spread of risks at the organisational and cyber level.

Methodology: The authors used the quantitative–comparative analysis, by presenting all the details regarding the competencies of the human resource in order to manage the risks at organisational and cybernetic level.

Findings: The findings of this chapter show that the compulsory competencies of the human resource influence both the general competencies and the special competencies: information technology and communications, security ethics and economic ones. These, in turn, can improve or diminish cyber security competencies by almost 50%.

Originality of the Study: This study is highlighted by results obtained from the analysis of the capacity of human resources, to integrate theoretical knowledge and practical competencies on the perception of cyber risk. Of particular importance for this research are the analysis of data and the interpretation of results on human resources competencies. In this sense, throughout the chapter are assessed the skills of human resources, necessary for the management of cyber risks at the organisational level. In terms of future research implications, it could be important research to identify a method of assessing the competencies acquired by human resources applied from the perspective of cyber risk.