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The purpose of the present survey is to identify and measure generic core competencies essential for Iranian library and information science (LIS) students.

The study population included all undergraduate LIS students in Iran, and the sample included all undergraduate LIS students in the three universities of Tehran, Shahid Chamran and Ferdowsi of Mashhad. The study was performed during the second semester (February to May) of the 2010-2011 academic year. After a thorough review of the literature, a pattern for generic core competencies was formulated and, accordingly, a researcher-designed questionnaire was developed and distributed. The final data analysis was carried out using 207 completed questionnaires, and the data were analysed using the SPSS19 software.

Except for English and management, the major participants’ scores mean for the 12 identified generic core competencies were higher than the total mean.

Besides presenting a new theoretical pattern for measuring core generic competencies, especially for students in the LIS field, the study is expected to help higher education planners to channel their efforts into strengthening the examined competencies.

The aim of this article is to propose and test a structural model of relationships between generic and specific competencies and entrepreneurial competencies in order to assess students' learning.

The study was carried out on a sample of 337 students enrolled on the entrepreneurship specialisation of the final bachelor's degree project course on the Bachelor's Degree in Business Administration and Management at the Universitat Oberta de Catalunya. A questionnaire was designed to gather information on students' perception of their level of acquisition of the different groups of competencies. The partial least squares (PLS) multivariate technique was used to analyse the model.

The results confirm that there are significant relationships between the different groups of competencies. Specifically, it shows that generic competencies influence specific competencies and that there is a strong relationship between systemic and professional competencies and entrepreneurial competencies. It also shows that the experience variable contributes positively to different competency groups, while the gender and age variables have no effect on the development of entrepreneurial competencies.

The study provides relevant information to the academic world on different factors that affect competency development.

The analysis provides an innovative research and contributes knowledge on entrepreneurial competency acquisition, providing an answer to whether generic and specific competencies influence entrepreneurial competencies.

The purpose of this paper is to identify emerging critical generic managerial competencies in the Kenyan hotel industry.

A cross‐sectional survey research design was used to gather primary data using self‐administered questionnaires. The population was composed of hospitality managers from ten five‐star hotels in Nairobi and Mombasa, Kenya. A sample of 160 hospitality managers was selected proportionately by simple random sample method.

Several critical generic management competencies are emerging in the Kenyan hospitality industry. However, there is a gap between utilization and importance of managerial competencies in Kenya. Managers do not value human relations competencies.

Hotels and training institutions need to enhance acquisition of generic managerial competencies in their management development programs and curricula, respectively.

The paper focuses on both the level of utilization of managerial competencies and the level of importance attached to managerial competencies. It contributes to a new body of knowledge in management literature in Kenya. The paper has value to researchers, hospitality graduates and students, hospitality educators and human resource managers in Kenya.

One of the ways of improving organizational performance is to focus on individual performance and to analyze the knowledge and skills needs for effective job performance. Relevant literature suggests that needs should be studied as gaps in competencies. This study reports findings from data relating to the perceptions of middle‐level managers about the importance and current state of managerial competencies in the tourism sector. Data was collected through a questionnaire survey conducted in the hospitality facilities in Antalya, the so‐called capital city of tourism on the Mediterranean coast of Turkey. Respondents were asked about the importance and also present level of managerial competencies (technical and generic) required for effective job performance. Gaps were measured by subtracting the importance value ascribed to the competency from the value ascribed to the present competency level. The objective of this replication exercise was to adhere as closely as possible to the methodology and instruments used by Agut and Grau to facilitate direct comparison.

Organizational effectiveness today depends largely on the ability to activate, share and transform the intellectual capital of the company into sustainable and difficult‐to‐imitate competitive advantage. This paper seeks to develop a competency typology that integrates previous definitions and frameworks from the literature and to propose a methodology for identifying competencies to aid the transition from a task‐based to a competency‐based logic for human resource management.

The paper is based on a longitudinal research project. The paper outlines a methodology and presents the findings from the implementation of a competency model in two case companies. It illustrates how the systematic use of the identified competency categories can support the identification and coding of competencies, which will facilitate the critical organizational transformation from a task‐based to a competency‐based approach.

The experience from the deployment offers potential challenges of implementing this framework in a specific cultural context. It identifies critical enablers that will contribute to successful implementation, whilst also providing insights concerning predicaments that have to be met.

The particular competency typology integrates previous definitions and frameworks from the literature, thus providing a holistic solution for supporting the implementation of a competency‐based approach. Furthermore, through the analysis of the implementation of the competency framework in two case companies it serves as the basis for illustrating the main steps, as well as the critical success factors that characterize such projects. Finally, it demonstrates the advantages of integrating the proposed competency framework and offers managerial insights and guidelines for similar implementations.

The development of the AMA competency model is described. It is the first to be both generic and empirically grounded. It is applied in a graduate level programme leading to a master's degree, the Competency Development Laboratory, and specific skill courses. After an initial audit with feedback, managers focus on competency development and on using the competencies on the job.

This study aims to assess higher education students’ interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university in Finland to provide a background information for developing a sustainability science course.

In total, 797 students participated in the study. The data were collected through an online survey that measured students’ interest in learning sustainability competencies and their pro-ecological worldviews. Participants were classified into five categories based on field of study. The data were analysed by using Pearson’s correlation, independent samples t-tests, and analysis of variance.

The participating students perceived learning of critical thinking and values thinking most interesting. Interest in learning sustainability competencies and pro-ecological worldview appeared to differ across fields of study. Participants studying humanities expressed lower interest in collaborative use of digital technology compared to the participating students in science and agriculture. Participating students in health and welfare scored lower on interest in learning values thinking than students in other study fields.

The response rate was low. It is likely that the participants felt strongly about sustainability challenges, therefore making them more interested in sustainability competencies. The limited number of sustainability competencies studied does not allow generalisation to all sustainability competencies.

The differences in interest in learning sustainability competencies and pro-ecological worldview should be understood and considered when planning sustainability education.

These results provide new insights into the interlinkage of students’ interest in learning sustainability competencies, their pro-ecological worldviews and their field of study.

The word “competency” stalked up on the unwary working in the human resources field. The catalyst for its use was Boyatzis's (1982) book The Competent Manager. He triggered the popularity of the term which became de rigueur for the serious consultant in the late 1980s. Unfortunately, while street credibility demanded use of the word, few were certain in their own minds what it meant. This state of confusion has not really abated with the passage of time.

The purpose of this paper is to discuss the development of a competency framework for staff working in a specialist service for people with dementia.

A qualitative and purposive methodology was used and included focus groups, questionnaires and interviews. Content analysis together with synthesis of literature was used to generate the competency framework.

A competency framework was developed with eight main clusters. These were: skills for working effectively with people with dementia and their families; advanced assessment skills; enhancing psychological well-being; understanding behaviours; enhancing physical well-being; clinical leadership; understanding ethical and legal issues; and demonstrating skills in personal and professional development.

Further research is needed to include service user perspectives.

The framework could be implemented in practice by managers, health care professionals and training providers as a tool to identify strengths and limitations in knowledge skills and attitudes and to identify areas for competency development through specific training.

The competency framework contributes to the development of a training curriculum for staff working within a specialist service.

This study aims to investigate the various competencies a graduate should hold to prepare them for graduate building surveying roles from employers’ perspective.

This study uses a sequential exploratory mixed-method approach by informing a quantitative study with the finding from a qualitative study.

Based on exploratory factor analysis, the study found that 13 essential competencies are valued by the employers when recruiting building surveying graduates, as they are requisites for effective job performance. Personal management skills, technical surveying knowledge and knowledge of the Royal Institute of Chartered Surveyor standards are the essential competencies based on the level of variance extracted by the three components. Other competency categories include client management skills, being goal-driven and self-motivated, optimistic personality traits, strong mental resilience, building maintenance and management knowledge and time management skills, among others that are explained in the paper.

The essential competencies were dependent on maintaining a balance between knowledge, skills and personality-based competencies. Measures and approaches for gaining the essential competencies, as well as their level of significance, are further discussed. The study will be of significant benefits to employers of graduate building surveyors, academic institutions that are seeking to improve their graduate employability, as well as students who are preparing for the world of work.