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This paper aims to focus on the creation of a certification in the science of innovation.

Polidoro (2013) states that “Certifications are relevant social cues that assist decision making under uncertainty”. When an employer wants to know if a potential candidate has the necessary competencies and knowledge to perform a set of tasks, they often look to education, experience, certificates and/or certifications. When the experience and education of two or more candidates are similar, the presence or absence of a certificate or certification can make a difference about who will be hired (Carter, 2005). Certification in the science of innovation will assist employers in reducing uncertainty in the hiring process and in the professional development of those who focus on the tasks, goals and processes of innovation.

This paper begins with a definition and explanation of certification and then presents a framework for the science of innovation. A review of the body of knowledge is presented in the International Association of Innovation Professionals (IAOIP) Global Innovation Science Handbook, 1st Ed (Gupta and Trusko, 2013).

From this, the IAOIP certification program is presented with an explanation of the founding principles and the reasoning for the current framework. This paper ends with describing the current status of the IAOIP program and areas for future development.

Purpose – This chapter focuses on the challenges of introducing a nationally consistent and credible system for recognizing and rewarding accomplished teachers − a standard-based professional learning and certification system. Such systems aim to provide attractive incentives for professional learning for all teachers, in contrast with competitive merit pay or one-off bonus pay schemes.Methodology – The chapter provides a case study of one country’s progress in reforming teacher career structures and pay systems, and it also draws on the experience of other countries that have been pursuing similar policies, such as Chile, England, Scotland, and the United States. Using document analysis and interviews with key stakeholders, the chapter describes progress in Australia’s latest attempt to introduce a system for the certification of teachers, this time at two levels – the Highly Accomplished Teacher and Lead Teacher levels.Findings – Despite strong support in principle by the main stakeholders, implementation is proving difficult in changing political and economic contexts. Reasons for these difficulties are compared with problems in other countries as they seek to implement advanced certification schemes.Practical implications – The Australian case indicates the importance of ensuring that agencies established to provide professional certification have the independence, stability, and professional ownership they need to carry out their function effectively.Social implications – Recent Organization for Economic Co-operation and Development (OECD) reports highlight the relationship between the degree to which the work of teaching has been professionalized and student performance. An independent professional certification system is a concrete and relevant way for countries to “professionalize” teaching and treat their teachers as trusted professional partners; however, the Australian case indicates some of the challenges involved in making this a reality.Value – The chapter is the first to compare professional certification schemes in different countries and analyze factors affecting their success.

We survey full-time accounting faculty holding terminal degrees about professional certifications. In addition to asking faculty about professional certifications they hold, we gather data about faculty’s experiences as well as their perceptions about the pursuit of professional certifications. We find significant results for the following items: faculty at non-doctoral schools are more likely to hold professional certifications than their doctoral counterparts; newer faculty are less likely to hold a professional certification, indicating a decreasing trend of accounting faculty who are professionally certified, and faculty teaching audit and taxation are more likely to hold a professional certification, denoting a higher practice credential requirement for faculty teaching in those areas. Our work also reveals faculty’s perceptions about the benefits of obtaining a certification to both teaching and research. By understanding the motivations and obstacles perceived by accounting faculty in their pursuit of professional certifications, universities can design reward systems that best suit their institutional mission while accommodating faculty pursuit of professional certifications in order to bridge the gap between accounting education and accounting practice.

The purpose of this paper is to analyze the effect of candidates’ perceptions of the attributes of a professional certification scheme based on competences, as well as personal factors, that may influence in the behavioral intentions toward such certification program, i.e. intention to participate in the certification process and willingness to pay for the certificate.

Based on a survey of 2,630 professionals about the “Certified Professional” program in eight European countries, the influence of the perceived attributes of the certification program and the personal characteristics of the potential candidates on their behavioral intentions are analyzed.

Difficulty and fairness of the certification process, credibility, innovativeness, international recognition and future usefulness of the professional certificate influence positively on the candidate’s likelihood of applying for being certified and the willingness to pay. Young professionals not holding a university diploma show high probability to participate in the certification process and intention to pay for the certificate.

Promotional efforts to launch a professional certification scheme should concentrate in creating strong associations of the certificate with the notions of international prestige, credibility and usefulness to enhance employability and professional growth. Segmentation criteria to increase communication effectiveness are defined.

In recent years, there has been a proliferation of professional certification programs in competences, and literature has advocated the need to investigate the perceived value of such systems in terms of benefits and barriers perceived by potential applicants for accreditation. The present paper aims at addressing this research gap.

The purpose of this paper is to determine if the professional information technology (IT) in Puerto Rico has had an impact during the job search process, financial compensation and success in the industry, from the point of view of management, with the emergence of certification.

The design used in this research was the cross‐sectional and not experimental. To analyze the data in this study the authors used descriptive and inferential statistical techniques.

In accordance with the views expressed by managers, IT professionals with experience are more likely to be selected during the recruitment process and achieve success in their industry compared to professional certification or degree. When managers evaluate the compensation of professionals, certification, academic degree or work experience do not significantly affect the attitude of managers.

The research questions were answered based on the views of managers about the phenomenon studied and did not consider the professionals themselves.

The mechanisms for certification are expensive and tend to be time consuming. The results of this study provide practical benefits to IT professionals because they can be used as a reference.

The results of this research provide valuable information to industries, organizations or businesses and IT professionals in Puerto Rico because they may be used as a reference concerning Puerto Rico's IT industry.

The aim of this paper is to examine the motivations and benefits for pursuing or not pursuing the PHR and SPHR.

Using a sample of 1,862 participants, the study used multinomial logistic and hierarchical linear regression to test six hypotheses.

Participants pursuing SPHR were more likely to report intrinsic motivations pursuing certification, while PHR respondents were more likely to report extrinsic reasons. Other‐driven reasons were not significant predictors. Respondents not pursuing certification saw a lack of perceived benefits. Non‐pursuers of SPHR were concerned about time constraints. The pursuing and non‐pursuing groups did exhibit differences in their demographic and commitment profiles.

The sample is limited to only those professionals active in their local SHRM chapters. The data were cross‐sectional. Future research needs to address the validity of Human Resource Certification Institute (HRCI) certification and the lack of empirical research on the connection between certification and objective measures of job performance.

Results regarding perceived certification benefits suggest that organizations could run into retention problems if HR professionals continue to view marketability as the top benefit and view pay and promotion as unaffected by certification. The profiles of pursuers and non‐pursuers suggest that HRCI should target younger, less educated professionals when promoting the PHR and highlight increased marketability as the key benefit. Furthermore, HRCI should target those with high levels of affective commitment when promoting the SPHR.

The paper provides some of the first empirical evidence for why professionals pursue or do not pursue PHR and SPHR certification.

Purpose – The chapter explores the newly launched Teacher Certification Examinations (TCEs) in one of the post-Soviet countries, Georgia, and describes the experiences and perceptions of Georgian teachers going through the process of teacher certification. The qualitative study develops an in-depth understanding of the perceived strength and weaknesses of TCE in Georgia.Methodology – This case study was carried out in the spring of 2012 in 17 Georgian schools. School teachers and school principals from public and private schools were interviewed. A convenience sampling technique was used to recruit all participants. In addition to data obtained from research participants, various policy documents, laws on general education, minister's decrees, and statistical databases are analyzed and incorporated into the study.Findings – The data analyses showed that while the certification policy, in some way, increased teachers’ social status and prestige in the society, it failed to meet teachers’ expectations regarding remuneration policy and professional development opportunities. The TCE, without an adequate compensation policy as well as other types of incentives to increase teacher motivation, creates only a technical threshold for teachers to obtain a teacher certificate to secure jobs, rather than being a catalyst for a genuine professional development opportunity.Value – The study is the first attempt to empirically examine the teacher certification process in Georgia, thus it fills a knowledge gap that exists in the field. The Georgian TCE is the first TCE in south Caucasus; thus, the study of the implementation and outcomes of the Georgian reform provides a unique opportunity for the region and for the rest of the developing world to learn from the successes and failures of the reform process.

The paper aims to describe the challenges faced by a developing country (case of Indonesia) in the effort to improve the quality of national construction industry through “certification” requirement for professionals and skilled labors. It also aims to identify root problems and propose a recommendation for rethinking the “certification” systems. Indonesia's experiences can be regarded as lessons learned by other developing countries struggling to strengthen their construction industries.

The study is based on an exploratory study including a focus group discussion with stakeholders representing the various professional associations, construction company associations (contractors and consultants), the Ministry of Manpower, and the Ministry of Public Works. An analysis based on the findings about implementation issues of “certification” requirement resulted in the identification of the root problems and the recommendation for restructuring the system.

The paper provides empirical insights about how “certification” requirement for all professionals and skilled labors have been implemented in a developing country. Although the requirement seemed to be tactical, it resulted in a circumstance in which there are numerous types of highly specialized certificates/licenses. The mechanism in the administration of these licenses has been problematic because of institutional issues, i.e. the extensive authority of the Construction Services Development Board and the inadequate controls from the government.

The recommendations may lack details and practicality, while the recommendation for rethinking and restructuring requires changes of fundamental conceptions in all stakeholders.

The paper includes recommendations for the development of Indonesia's construction industry. The recommendations include the distinction between voluntary and mandatory certificates, putting more authority back to the government in the administration of the mandatory certificates/licenses, and the establishment of an independent licensing board. Other developing countries can learn from Indonesia's experience.

This paper fulfils an identified need to rethink the certification/licensing system.

This paper seeks to find out which factors influence the willingness of professionals to contribute to a certification process and to understand the rationale behind this willingness.

Based on literature, prerequisites are formulated for the willingness of professionals to contribute to certification. These are compared with the results of a study among lecturers at Universities of Applied Sciences in The Netherlands and Flanders about their willingness to contribute to accreditation of their schools. This study combines survey and Delphi research.

Professionals agree on the added value of certification systems. They are willing to contribute to the certification process, provided that a set of conditions is fulfilled.

The case focuses on large organisations for which certification is obligatory. The findings may not apply in small or medium‐sized organisations or if the main driver for certification is internal improvement. Further research is needed to verify the generalisation of the results to other sectors and countries.

Research has shown that it is difficult to motivate professionals to contribute to certification. Little research has been done on the reasons why. The paper provides more insight into the difficulties that organizations face to commit their professionals to become involved in certification and turns these into requirements to be fulfilled to achieve commitment. These are relevant for organisations, which need the support of their professional employees to achieve management system certification.

This chapter explores the increasing use of Scrum, a project management framework used in software development, in libraries. This conceptual piece examines the advantages and disadvantages for a library profession to obtain training and professional certification for implementing Scrum.

Beginning with a brief literature review that surveys the use of Scrum and related frameworks in libraries, this chapter then provides a brief explanation of Scrum, the role of the ScrumMaster, and the certification process. An examination of the difficulties of project management in libraries leads to a discussion of the advantages of ScrumMaster certification for the library organization and the library professional, with caveats and alternatives.

Scrum offers lightweight methods to bring project management expertise to libraries lacking formal project management training. ScrumMaster certification is a quick and easy way to learn and implement the process, while offering professional advantages.

While the library literature has case studies of library professionals using Scrum and related Agile software development methodologies, this chapter looks at the ScrumMaster role in particular, the certification process, and the advantages for the organization and the professional.