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Most firms select their information technology outsourcing (ITO) vendors based on the two methods of the weighted-criteria evaluation technique – the “qualification score plus the lowest bid price for the highest price score (QS-LBHPS)” and the “qualification score plus the average bid price for the middle price score (QS-ABMPS).” This paper aims to understand whether these two methods provide the same or different results of vendor selection and how the proportional weights of a vendor's qualification and bid price affect the vendor selection results under the two methods.

–In total, 1,000 experimental tests were carried out using the developed spreadsheet template to examine vendor selection results of the two methods (QS-LBHPS and QS-ABMPS) and compare the vendor selection results under three conditions of vendors’ qualification and price weights. A correspondence analysis was also used to determine the proximal relationships among the selection results of the weighted criteria technique under the comparable methods.

The results indicate that, when using the two methods of the weighted criteria technique for a vendor selection, the selection results are significantly correspondent. In addition, the proportions of qualification and price weights affect the selection results under the two methods. The different proportions of qualification and price weights under the two methods yield the same selection results rather than different results.

This study fills the gap in ITO literatures concerning the vendor selection strategy. No empirical studies have been undertaken to compare the results of vendor selection under the two methods of the weighted-criteria evaluation technique. The findings enable a firm's selection team to apply the weighted-criteria evaluation technique effectively and realize that vendor selection results are altered based on the predefined proportions of qualification and price weights.

Provides a contribution to the debate in the UK on the appropriateness of competence‐based qualifications. Identifies a number of weaknesses in the competence philosophy as currently defined, and a number of operational problems in implementing a national scheme of competence‐based vocational qualifications. Argues that the change to competence qualifications is unlikely to bring benefits commensurate with the required investment, and that the approach will be unworkable for higher level professional and managerial jobs. The first in a series of three, which is intended to stimulate critical debate within the education and training professions. The series will end with recommendations on a way forward within the established NCVQ framework.

The emergence of building information modelling (BIM) has led to the need for pre-qualification and selection of organisations capable of working within a BIM environment. Several criteria have been proposed for the assessment of an organisation’s BIM capability during the pre-qualification and selection phase of projects. However, no studies have sought to empirically establish whether organisations selected on the basis of such criteria have actually been the most successful at delivering BIM on projects. The purpose of this paper is to address the aforementioned gap through a comparison of predicted BIM capability and post-selection performance.

BIM capability of firms in a case study was predicted using 28 BIM pre-qualification and selection criteria, prioritised based on their perceived contribution to BIM delivery success from a survey of practitioners on BIM-enabled projects. The comparison of predicted BIM capability and post-selection performance was, on the other hand, achieved through the application of the Technique to Order Preference by Similarity to Ideal Solution and fuzzy sets theory (Fuzzy-TOPSIS).

Findings underscore the reliability of the 28 BIM pre-qualification and selection criteria as well as the priority weightings proposed for their use in predicting BIM capability and likelihood of performance. The findings have highlighted the importance of criteria related as previous BIM use experience as well as information processing maturity as critical indicators of the capability of organisations, particularly design firms.

Overall, the findings highlight the need for prioritisation of BIM pre-qualification and selection criteria on the basis of their actual contribution to delivery success from post-selection evaluation of performance.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Analyses critically the conceptual basis of the management standards developed by the Management Charter Initiative (MCI) and the claims both for and against the utility of the standards. Identifies a number of conceptual weaknesses of the management standards and makes proposals to overcome them. Points out that the lack of empirical evidence to substantiate certain aspects of the MCI’s claims is a major deficiency. Concludes that examples of organizations which have used the management standards and achieved business benefits as a result are urgently needed.

This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements.

The authors use qualitative content analysis to analyse 43 country reports of the “European inventory on validation” published by the European Centre for the Development of Vocational Training (Cedefop) in 2019.

This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited.

VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.

Reports the findings and conclusions of a study of five small businesses in the hotel and catering sector which had adopted national vocational qualifications (NVQs). Using an open system model, a comparative case study design and a range of data sources and methods of data collection within each organization, traces the preconditions, processes, outcomes and problems/issues associated with NVQ adoption and implementation. In a small business context, this is shown more likely to be successful where there is an existing training culture and infrastructure; where on‐the‐job training is positive, supportive and monitored; and where there is a senior management NVQ “champion” and an enthusiastic cadre of in‐house trainers and potential assessors. Shows that NVQs give a sharper focus to training activity, improve candidates’ perceived job satisfaction, morale and career prospects; enhance work flexibility and performance; and have a perceived, if hard‐to‐measure payoff in terms of business performance.

To investigate the extent of over‐education for recently arrived tertiary educated male immigrants in order to ascertain if higher educated immigrants face assimilation hurdles in the Australian labour market.

Using immigrant longitudinal data (LSIA), this paper uses the job analysis/objective method of defining over‐education. Also, bivariate probits are used to account for selectivity into employment when studying the determinants of graduate over‐education. The over, required and under‐education (ORU) earnings function is utilised to find the rates of return to education investment.

It is found that English speaking background (ESB) immigrants to have similar rates of over‐education compared to the native born, while only Asian non‐English speaking background (NESB) immigrants see a rise in over‐education after tighter immigration and welfare policies were introduced. Returns to required schooling are substantial, but the penalty for excess years of schooling is large, though consistent with the stylised facts of over‐education.

Short time‐frame (up to five years) only allows for an investigation of initial assimilation.

Using panel data, this paper is the first to study the initial phase of highly educated immigrant assimilation into the Australian labour market from the viewpoint of job matching rather than just employment.