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To outline a core competence model by exploring links between core competence and the associated concepts of competencies, capabilities, and resources, and by proposing refinements to the characteristics of these concepts.

A case study based primarily on personal interviews.

The findings suggest that competencies, capabilities, and resources are all linked to core‐competencies; the first two continuously, and the third intermittently; motivate refinement of the competence concept, by adding adaptation competence as governing customer loyalty, and transfer competence as managing transcendental integration; and motivate refinement of the capability concept, by adding capacity as a quality characteristic, and communication as a characteristic that can actively initiate organizational change.

The paper outlines a core competence model and propose refinements of the characteristics and links of the concepts, contributing to both core competence theory and resource‐based theory.

This work informs managers of the details of the core competence concept, of particular interest to managers with a customer‐focused standpoint. An empirical core competence exemplifies the importance of knowing the characteristics of competencies, since they encapsulate the power of organizational development. Managers also need to pay attention to the influences of capabilities, since they not only support organizational processes (if up‐to‐date), but also initiate change.

The development and specification of the core competence concept.

The purpose of the study is to examine the moderating effects of support service quality (SSQ) on marketing information services sophistication (MISS) and bank’s core competencies within banking sector.

To collect the data, the questionnaire approach and random sampling are chosen. The survey sample consisted of 180 banking branches information technology managers in Sudan’s banking industry.

The study evidenced that the effect of SSQ on the relationship between MISS and bank’s core competencies is a quasi-moderator and also indicate that the two components of MISS are positively and significantly associated with bank’s core competencies.

The study is conducted in Sudan banking industry and generalization could be limited. Future studies will replicate the study in different industries or countries.

For the managers’ practice, the findings showed that MISS can deliver superior performance and efficiency (such as proper work flow, employee satisfaction, reducing complaints or enquiries and competitive capabilities) if it reinforced or strengthened by SSQ.

Empirical results support the positive link between MISS, SSQ and top core competencies. The benefit of that contribution is performance excellence competencies at the market.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

A growing body of evidence confirms that good teaching is the most important school-specific factor impacting student achievement and growth. Concerns over teachers’ effectiveness have led to escalating demands for reliable systems that measure teachers’ effectiveness. Such performance systems require a stable and explicit definition of knowledge, skills, actions, and dispositions that comprise the work of teaching. In this chapter, we refer to these as teacher “core competencies” (CCs). Well-defined core competency constructs can anchor investigations of teacher effectiveness for purposes in many different settings, but the field currently lacks a set of common stable descriptors. The descriptors encoded in current standards and assessments are plagued by confusion arising from multiple ideological perspectives, conflicting political views on teacher preparation, and disconnects between stakeholders (e.g., university versus alternative preparation routes).

This chapter presents a study designed to move from descriptive, “input-based” ways to describe teaching to the development and early testing of specific construct descriptors. We begin by distilling many disparate sources of authority regarding what teachers should know and be able to do and assess the validity and usefulness of the resulting descriptors across several measurement applications. We find evidence of stability across multiple populations and different settings and evidence that the constructs can describe preparation program emphases, as well as evidence that some program-level aggregate scores correlate with student assessment scores. We also investigate the stability of competency constructs in different settings, attempting to understand the implications of k-12 school contexts for interpreting core competency measurements of preparation programs.

The purpose of this paper is to investigate how to strategically reengineer the government processes in e-governance to ensure the implementation of future-oriented and sustainable e-governance across developing countries.

This study has used learning from the theory of strategic intent. The present study has been conducted using exploratory sequential mixed method research. The findings of exploratory study, supported by extant literature on reengineering, core competencies and e-governance success, forms the basis for proposed research framework, which is empirically tested with 359 respondents from the two government departments in India using partial least square technique.

The findings of this study suggested that it is needed to reengineer the government processes with a view to develop the core competencies to ensure the long-term success of e-governance implementation in terms of future-orientation and sustainability. The reengineering transformations are found to have significant positive effect on the core competencies development that, in turn, has a positive effect on the success of e-governance.

The limitation of this study is the small sample size of qualitative and quantitative study owing to the missing willingness of government officials to respond to the research instruments.

The findings of this study would help e-governance practitioners to focus on the key strategic areas which will ensure the long-term success of e-governance and make the same valuable for the current and upcoming generations.

This study made an original contribution to e-governance literature by developing and validating a theoretical model for empirically assessing the strategic effect of business process reengineering changes on e-governance success (in terms of future orientation and sustainability) through mediating variable, core competencies.

This study connects the theoretical concepts of strategic orientation and information technology (IT)-based product innovation strategy to suggest that several key factors can help small firms to develop IT-based product innovation strategies.

With data from 245 useable questionnaires (response rate 25.18%) from UK-based small firms in the high-tech industry, the research model was tested and validated.

Findings show that information technology support for core competencies mediates the relationship between strategic orientation and IT-enabled product innovation (ITEPI). Specifically, by distinguishing the different types of strategic orientation and information technology support for core competencies, the study finds that IT support for market access competency (ITMA) mediates the market orientation–ITEPI relationship, while IT support for functionality-related competency (ITFR) mediates the technology orientation–ITEPI relationship. Academic implications arising from the findings are discussed and managerial propositions provided.

This study offers a fresh theoretical angle from which to understand the factors that contribute to ITEPI. More specifically, we argue that strategic orientation reflects managers' focus to pursue certain activities, and that ITEPI serves as organizational activity. Further, this study also extends relevant research in the field of strategy, IT and innovation. It provides a more nuanced picture of how strategic orientation affects ITEPI.

The purpose of this paper is to empirically identify the themes of core-competencies required for future-oriented and sustainable e-governance practices, especially across the developing nations.

The present study has been conducted using the sequential mixed method research wherein the exploratory qualitative study is first carried out with the government officials involved in e-governance implementation across India to identify the themes of core-competencies. The findings of this exploratory study are then empirically tested with the 359 respondents from Group A and Group B officers of the two government departments in India using partial least square technique.

The findings suggested that to ensure the implementation of future-oriented and sustainable e-governance, it is required to develop the core-competencies. The significant core-competencies explored are, namely, process management, employee engagement, internal service quality, external service quality, citizen satisfaction, leadership, culture and technology.

As strategic implementation of e-governance is a relatively new area of study, the present study has used the learning from core-competencies studies in the non-government sector.

The findings of this study underscore the need for strategic implementation of e-governance to have long-term success of e-governance. The requirement is to develop the core-competencies. These core-competencies are the key to making the government departments proactive in dealing with any future contingency without compromising on the departmental performance.

The present research is one of the few research studies focusing on the implementation of sustainable and future-oriented e-governance. The current study has laid the stepping stone for investigating the role of core-competencies to ensure the implementation of sustainable and future-oriented e-governance.

The purpose of this paper is to outline a model that is conceptually and empirically applicable by practitioners in contexts extending beyond mere core competence identification.

This paper presents a conceptual review of a model.

This paper demonstrates that the associated concepts (competence, capability, and resources) have characteristics that differ both conceptually and empirically. The findings also indicate that competencies are central to core competence matters; it is possible to distinguish them analytically by three criteria. Furthermore, the notions of hierarchy suggested in previous research could not be verified which implies that the associated concepts all reside at the same hierarchy level.

The findings advance core competence theories that better serve the needs of practicing managers and consultants, by initiating a specific research agenda in conceptual and empirical reviews and discussions. By proposing a model, the study provides a point of departure for core competency research that goes beyond matters of identification.

The dissimilar characteristics of the associated concepts offer great opportunities to core competency management, by means of the different influences they have on core competencies. Their influence makes organizational change and rejuvenation not only comprehensible, but also manageable. This is of particular importance to organizations that need ongoing renewal of core competencies, for example, when facing dynamic business environments. Competence improvements manage and change core competencies; capability supports reinforce and create structure before, during, and after a change process; resource utilizations are operative, and need daily attention.

The paper initiates a new research agenda for core competency matters by acknowledging specific features of the concepts associated with core competence. This makes a significant contribution to the existing literature in terms of practical and scholarly applicability.

The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health.

A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy.

Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available.

Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed.

This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks.

This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked.

Both the military and non-military organizations (NMO) bring assets, skills, and capabilities to a humanitarian crisis, however, their capabilities and competencies are very diverse. Identification of the specific competencies and capabilities that are core to these types of organizations can enable better planning by both military and NMOs, allowing them to achieve greater effectiveness and efficiency in the humanitarian response. The purpose of this paper is to explore the core capabilities of the military and NMOs engaged in humanitarian operations.

The work builds on existing literature on the core competency of the corporation. The authors extend the concept of the ability to identify, cultivate, and exploit the core capabilities in the private sector to the organizations that want to respond efficiently and effectively to disasters. The authors develop a core competencies test for such organizations.

The research identifies the competencies and capabilities that are core to the US military and NMOs for humanitarian assistance and disaster relief. By identifying such abilities the authors establish a vein of research for exploring the role of such organizations to facilitate greater understanding among academics, policy makers, and decision makers in public administration, public health, and international aid.

Existing literature in humanitarian logistics does not adequately address identification of those competencies and capabilities that are core to the military organizations and NMOs and are most needed during the operational life cycle of a humanitarian crisis. In addition to identifying them, the authors compare the core capabilities of the military and NMO.