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This study aims to define, classify and interconnect the wide range of known entrepreneurial abilities with terms such as skills, capabilities and competencies, which have been used inconsistently within the entrepreneurial field.

This investigation is based on a systematic literature review and strengthened by a meta-analysis equipped with a bibliometric study to assist the generation of outcomes with a quantitative investigation.

This study proposes an evolving entrepreneurial ability model which interconnects genetic and acquired skill types, capabilities and competencies and is equipped with an Entrepreneurial Skills Map essential to operate in the 21st century.

The proposed model is specific to the entrepreneurial field.

This study supports universities and government agencies for the development of educational programs to prepare current and future entrepreneurs to match the changes in the new environment that has emerged with the COVID-19 pandemic.

This research contributes to the entrepreneurship research domain by shedding light on the inconsistent use of non-standardised terminologies and providing an entrepreneurial model and updated skills map to guide scholars to frame research in the post-COVID era with more clarity.

The paper tries to investigate the impact of applications of the resource-based view (RBV) theory in the management field to improve the firm’s profitability. Global firms are innovating and adopting new technology, paving the way to improve their performance.

We have adopted RBV in management practices such as marketing, strategy, finance, and human resources.

RBV has gained researchers' attention with the growing competitive world and new challenges to retaining customers and achieving their pre-defined targets. We attempt to identify the issues related to the usage of RBV in management.

Using RBV in management may help researchers create a competitive mindset and be prepared for uncertain challenges in the business world.

The purpose of this study was to gather insights from sport marketing professionals and identify key opportunities, challenges and knowledge that sport marketing educators and researchers could utilize in developing curriculum and research agendas.

A qualitative approach was used, and data were collected through in-depth interviews with 15 sport marketing professionals. Participants were asked questions related to the knowledge, skills and experiences that they believe are important for students to have to be successful in the industry, as well as the types of research that would be most useful in their day-to-day work.

Industry professionals noted collaboration, transformation in digital marketing, data and analytics and experiential marketing as key trends facing the industry today. The findings suggest that sport marketing curriculum should focus on soft skill development such as communication, relationship building and empathy alongside hard skill development such as data analysis and storytelling. As well, findings show research areas where scholars can aid practitioners with a focus on consumer insights, technology, measuring ROI and experiential marketing.

With these findings, educators and scholars can better prepare students for successful careers in industry and contribute to the ongoing advancement of the scholarly field. This study serves as a starting point for further research in this area, and it is hoped that it will spark continued collaboration between academia and industry.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

The purpose of this qualitative study is to investigate/review the skills required for library and information science (LIS) professionals in the 21st century and to propose an alternative approach as the suggested key skills.

Twenty-two LIS professionals from Pakistan were interviewed, and 10 LIS professionals were from abroad, including two from the USA; six respondents were from Saudi Arabia; one from Canada; and one from Malaysia. In-depth interviews with faculty members were conducted to ascertain their perceptions of the knowledge and skills necessary to be competent in delivering quality education to the future information breed.

The findings emphasise the importance of a variety of competencies for librarians and information educators, including subject knowledge and skills; information technology knowledge and skills; instructional skills; research skills; and managerial, leadership and social skills. Additionally, it was noted that LIS professionals require a diverse set of skills that should be fostered by educators and employers. By promoting these in the broader community, the author can encourage the next generation of LIS professionals to consider LIS as a viable career option.

The findings presented in this paper provide a unique window into the country’s workforce needs. Though the study was conducted from a Pakistani perspective, the findings may have implications for other countries with comparable circumstances, including social impact. It also provides a new analysis of the selected generic and LIS skills that can be communicated in an innovative manner to prospective LIS employees, employers and educators.

This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches.

Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies.

Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies.

The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts.

This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

Construction organizations' investment in effective talent-development programs is a key strategy in attracting, developing and retaining staff. Such programs are especially important given the current challenges in the construction workforce, including labor shortages, an aging workforce, generational differences in the workforce, supply chain disruptions and the need to effectively train staff in the skills that are essential in a constrained labor environment. To address these challenges, this study proposes a performance measurement strategy that construction companies can use as input to design their talent development programs.

The strategy intends to assess the performance of project managers and develop criteria that define categories of their performance, including the top performers' category. This enables construction organizations to provide each project manager with individualized training that addresses areas of weakness and in turn, develops the skills that correspond with being top performers. The proposed strategy was developed and tested by surveying the immediate supervisors of 187 project managers working for general and specialty contractors in the United States. Principal component analysis was used to develop a single performance construct from seven performance criteria.

This construct was used to organize the project managers into the categories of top, above-average and below-average performers. According to the findings, top-performing project managers have well-rounded skills in the areas of leadership, communication, technical proficiency and overall job knowledge.

The outcomes of this study can help construction organizations focus their talent-development programs on the skills most associated with PMs being top performers.

This study provides construction organizations with a comprehensive performance-measuring construct to focus their talent-development programs on the skills most associated with top-performing project managers. Researchers can use this study as a foundation for further understanding how performance is related to various construction professions.

This paper aims to examine how organisational values affect diversity in terms of different competencies in rural family Small and Medium-sized Enterprises (SMEs). Recruiting a diverse workforce in rural family SMEs can be particularly difficult due to the prevalence of internal family values and the lack of available local specialised competencies. A deficiency of diversity in employment and competence acquisition and development can create problems, as it often prevents rural family SMEs from recruiting employees with a wide variety of qualifications and skills.

The study takes on a multi-case method of Swedish rural family SMEs, applying a qualitative content analysis approach. In total, 20 in-depth structured interviews are conducted with rural family SME owners and 2 industries were investigated and compared – the tourism and the manufacturing industries.

Rural family SMEs lack long-term employment strategies, and competence diversity does not appear to be a priority for rural family SMEs, as they often have prematurely decided who they will hire rather than what competencies are needed for their long-term business development. It is more important to keep the team of employees tight and the family spirit present than to include competence diversity and mixed qualifications in the employment acquisition and development.

Contrary to prior research, our findings indicate that rural family SMEs apply short-term competence diversity strategies rather than long-term prospects regarding competence acquisition and management, due to their family values and rural setting, which strictly narrows the selection of employees and competencies. Also, a general reluctance towards competence diversity is identified, which originates from the very same family values and rural context.

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.