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This paper explores the link between leadership derailment risk and competency ambidexterity in a digitalized global environment. It also investigates the impact of balanced skills on leadership success in collectivist and assertive cultures.

A mixed methods approach is employed using survey data from 766 American and Japanese managers and eight interviews across four diverse cultures. It uncovers the intricate relationship between leadership derailment risk and competency ambidexterity.

Optimal competency ambidexterity lowers the risks of leadership incompetence (operationalized as derailment) but through distinct configurations of current and needed competencies, which both competencies should be congruent at high levels in uncertain environments. Furthermore, moderately high competency levels mitigate derailment risk in collaborative cultures (Japan and China), while very assertive cultures (USA and Netherlands) require high competencies to lower derailment danger and sustain leadership effectiveness.

Leaders must maintain competency ambidexterity, adapting to diverse contexts in our dynamic world. Recognizing cultural nuances is essential for enhancing managers’ skills in global talent management.

Cultural values shape competency configurations and managers should balance organizational and personal competencies for effective leadership. Qualitative insights complement quantitative data.

The study aims to assess Oman's preparedness for digital competency on three parameters: knowledge, technology, and future readiness. Second, it aims to identify critical areas of implementation of digital competency concerning HEIs.

Knowledge shall be assessed for talent, training and education, and scientific concentration. Technology will be evaluated based on regulatory, capital, and technological frameworks. Future readiness shall be examined based on adaptive attitude, business agility, and IT integration. The overall status in all three areas will be evaluated, considering contributions made by various stakeholders, such as the government, public agencies, corporations, educational institutions, etc. The data for this exploratory exercise shall be cogenerated from various secondary sources that are available openly.

Oman scores above average on parameters of technological and regulatory framework, adaptive attitudes, and IT integration, with an average score above 60 out of 100. Oman’s mean score for sub-factors like talent, training and education, capital, and business agility is average—between 50 and 60. The mean score for scientific concentration is 35.14—below average for this criterion.

Most of the studies in Oman have concentrated mainly on teachers' online awareness and competencies, particularly in schools during and after the post-COVID scenario. However, negligible studies are available for higher education. This is an original study for assessing digital competencies, particularly concerning higher education towards achieving Vision 2040 and diversifying the Sultanate of Oman as a knowledge economy.

This study aims to understand the association between employee emotional capital, organizational commitment and implementation of the targeted sustainable development goals (SDGs) by businesses. It explores how the various emotional competencies possessed by employees of an organization and accumulated in the form of a capital, can be utilized to ensure effective pursuit of SDG implementation by businesses.

This study is based on extensive literature exploration to identify competencies crucial for SDG attainment by a business. The conceptual model built on the same is then tested by conducting a survey on working professionals. Subsequent statistical analysis is conducted to establish the relationship as defined in the theoretical model.

The results of our analysis indicate a relationship between organizational commitment and emotional capital of the employees. In line with our conceptual framework, the statistical analysis also corroborates to the idea that emotional capital can improve the SDG attainment by an organization by influencing the organizational commitment. This study also identifies the specific emotional competencies which can play an important role in this direction.

This study connects the dots to establish a micro-meso-macro framework which can facilitate active participation of individuals and the businesses in achieving the SDGs. This study presents strong managerial and academic implications by identifying specific intervention areas which can and be focused upon by managers and academicians to focus on SDG implementation.

This viewpoint aims to provide an overview of graduate employability in Lebanon from the perspective of the Dean of Olayan School of Business at the American University of Beirut, who is a reputable academic leader heading a world-ranked business school. The discussion also looks at the external factors that affect graduate employability in Lebanon with direct references to the Covid-19 pandemic and the economic crisis.

Through conversation with the Dean of a prominent business school in Lebanon, this viewpoint discusses several topics pertaining to the concept of graduate employability.

To boost graduate employability the focus should be on developing the curriculum, engaging with the alumni network, exploiting the board of governors and building on the school’s reputation and legacy.

Crises do offer new opportunities. Covid-19 pandemic has prepared employers to accept the idea of remote working, which has helped in boosting graduate employability in Lebanon.

The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home.

The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis.

COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students.

This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large.

This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs.

COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10.

The study is original in the area of the international virtual education sector.

In recent years, there has been a growing emphasis on competency-based systems as a means of assessing employee performance. These systems assess the degree to which the competencies of employees align with the requirements of their employment positions. This study aims to identify, prioritize, and make contextual interrelationships of the competency dimensions that are relevant for evaluating employees in the context of Indian manufacturing MSMEs.

These dimensions were identified through an extensive literature review and interviews with industry experts. Further, a mixed-methods approach, including the “Bayesian Best-Worst Method” (BBWM), is applied for prioritizing important dimensions, whereas for making mutual relationships, the “Interpretive Structural Modeling” (ISM) method is utilized. “Matrice d'impacts croisés multiplication appliquée á un classment” (MICMAC) is also known as “cross-impact matrix multiplication applied to classification” is used for clustering competency dimensions based on their “driving power” and “dependence power”.

The findings reveal that among the primary dimensions, “creative performance,” and among the sub-dimensions, “innovative behaviors,” are the most critical competency dimensions for an employee assessment. The study also found that “smart working”, “factual and theoretical knowledge”, “empathy at work”, “understanding of specific knowledge”, and “engagement ideas and activities” are the main dimensions driving employees' competency.

This paper provides contribution to the competence literature by identifying and evaluating competency dimensions for assessing employees' performance within manufacturing MSMEs in an emerging economy such as India. The study also assesses the rank and contextual relationship between the identified dimensions as no past research focused on the same by using BBWM and ISM in the Indian manufacturing MSMEs context.

This research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems.

The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques.

There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers.

A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021).

The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.

This article describes what department directors and chiefs of staff reported when asked about the competencies they need to be effective in addressing on-the-job challenges. The study analyzed the generated data in two different ways to both understand what participants said in their own terms and to determine whether there is a fit between participants’ responses and facilitative leadership theory.

Twenty-four semi-structured interviews were conducted with five department directors and seven chiefs of staff in a US city that had a mayor-council form of government. Responses were analyzed in two ways. Initially, coding categories were developed inductively in an effort to employ what anthropologists characterize as an emic or insider perspective. Then the data were recoded from an etic perspective using the theory of facilitative leadership as a conceptual framework.

Although participants identified a wide variety of competencies, all participants emphasized the importance of working collaboratively with others, including the members of their teams, the elected official they worked with (and for) and constituents.

While most studies of facilitative leadership have focused on mayors and city managers, i.e. those at the top of the city administration hierarchy, this study’s focus is on middle managers who are not necessarily thought of as leaders but who must in fact, exercise leadership at least at times. Another relatively unique feature of this paper is its focus on a city that employs a mayor-council form of governance, a type of governance structure that has been underdiscussed in the literature to date.

The purpose of this empirical study is to examine prospective teachers' international mindedness and intercultural competence, grounded in sociocultural theory. The research aims to understand the factors that foster these traits in prospective teachers and their significance in promoting competence in culturally diverse environments.

The study utilized structured equation modeling with maximum likelihood estimation to analyze data from 425 participants of two higher education institutions. The participants were selected through simple random probability sampling. This methodology allowed the researchers to explore the relationship between international mindedness and intercultural competence in prospective teachers.

The results of the study demonstrated a positive correlation between international mindedness and intercultural competence in prospective teachers. The findings suggest that by cultivating international mindedness, educators can enhance their intercultural competence, thereby fostering more effective interactions in diverse settings.

The present research holds practical implications for teacher education programs and higher education institutions. By understanding how international mindedness impacts intercultural competence, educators can implement targeted interventions and training to nurture these traits among prospective teachers. This can lead to the creation of culturally inclusive learning environments, promoting mutual respect and appreciation of diversity among students.

The originality of this study lies in its investigation of the link between international mindedness and intercultural competence in the context of prospective teachers enrolled in B.Ed. program in higher education institution. By establishing a causal relationship between these traits, the research adds to the understanding of how teachers can be prepared to engage effectively in culturally diverse classrooms. The findings hold value for educators and policymakers seeking to improve teaching practices and foster global citizenship among future educators and their students.

Drawing on resource-orchestration theory (ROT), this study investigates the influence of market intelligence and entrepreneurial orientation (EO) on international performance of born global (BG) small and medium enterprises (SMEs) in emerging markets with the mediating role of global technological competence. Quality focus is used as a moderator between global technological competence and international performance.

Data were gathered through a survey, and PLS-SEM was employed for hypotheses testing with a sample of 256 BG SMEs.

The results showed that market intelligence, EO, global technological competence and quality focus positively relate to international performance. Moreover, market intelligence and EO are positively associated with global technological competence. Besides, global technological competence significantly mediates the relationship between market intelligence, EO and international performance. Finally, quality focus strengthens the positive relationship between global technological competence and international performance.

Our research demonstrates that if management utilizes or invests on market intelligence, EO, global technological competence and quality focus, then the BG SMEs will increase their international performance.

The paper contribution lies in its focus on exogenous constructs (i.e. market intelligence, EO, global technological competence and quality focus) to determine the international performance of born global SMEs in emerging markets.