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This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature.

The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000–2020.

Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent’s effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit.

The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon.

The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

In our study of job analysis used as a training instrument we started at the bottom of the spectrum, first treating the check‐list type of analysis and then, later, the procedural analysis which is presented by the training manual. This brings us now to the several forms of analysis which are collectively based on skills analysis and represent the most recent addition to the job analysis range

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

So far, in this Vulcan series, I have described how the analytical movement brought about a clearer appreciation of the nature of physical skills. There are several distinct concepts. First comes the separation of job knowledge from the skills. Job knowledge consists mainly of comprehension — an understanding of certain basic principles, theories, properties of the materials being processed, knowledge of how to calculate cutting speeds and rates of feed and so on. Skill is the mastery of the performance which operates on the actual workpiece or process. Job knowledge, being a form of comprehension, implies that the mental activity is conscious. Skill, while at the early developmental stage consciously‐controlled, is not truly a skill until most of the activity is adapted to take place within the subconscious level. The early stages of skill training communicate performance consciously but the function of repetitive exercises is to turn this conscious activity into a subconscious activity. The second principle is that skill performance is a sensori‐motor activity: that the performer is processing sensory information coming in from the task and that he uses the sensory input to control the motor or doing activity in continuous feed‐back. The contribution of the skills analyst has been to explore more fully the nature of the sensory feed‐back and to place this new knowledge at the disposal of the trainer, who previously had tended to concentrate almost exclusively on the actual doing part of performance. The third principle has to do with that sixth sense known as the kinaesthetic sense or the feel of the job when it is being properly performed. A fourth principle concerns the over‐riding importance of job analysis: the concept that training cannot be correctly designed without the task itself being analysed first. A fundamental point of job analysis is that it can be carried out at different levels of penetration and that one skill the trainer himself has to acquire is the ability to make the correct choice of that form of analysis which will optimise his results but minimise his use of effort and other resources.

Accounting education is re-inventing itself as technology impacts the practical aspects of accounting in the real world and education tries to keep up. Big Data and data analytics have begun to influence elements of accounting including audit, accounting preparation, forensic accounting and general accountancy consulting. The purpose of this paper is to qualitatively analyse the current skills provision in accounting Masters courses linked to data analytics compared to academic and professional expectations of the same.

The academic expectations and requirements of the profession, related to the impact of Big Data and data analytics on accounting education were reviewed and compared to the current provisions of this accounting education in the form of Masters programmes. The research uses an exploratory, qualitative approach with thematic analysis.

Four themes were identified of the skills required for the effective use of Big Data and data analytics. These were: questioning and scepticism; critical thinking skills; understanding and ability to analyse and communicating results. Questioning and scepticism, as well as understanding and ability to analyse, were frequently cited explicitly as elements for assessment in various forms of accounting education in the Masters courses. However, critical thinking and communication skills were less explicitly cited in these accounting education programmes.

The research reviewed and compared current academic literature and the requirements of the professional accounting bodies with Masters programmes in accounting and data analytics. The research identified key themes relevant to the accounting profession that should be explicitly developed and assessed within accounting education for Big Data and data analytics at both university and professional levels. Further analysis of the in-depth curricula, as opposed to the explicitly stated topic coverage, could add to this body of research.

This paper considers the potential combined role of professional qualification examinations and master’s degrees in skills provision for future practitioners in accounting and data analysis. This can be used to identify the areas in which accounting education can be further enhanced by focus or explicit mention of skills that are both developed and assessed within these programmes.

The paper considers the interaction between academic and professional practice in the areas of accounting education, highlighting skills and areas for development for students currently considering accounting education and data analytics.

While current literature focusses on integrating data analysis into existing accounting and finance curricula, this paper considers the role of professional qualification examinations with Masters degrees as skills provision for future practitioners in accounting and data analysis.

The purpose of this paper is to identify relevant financial concepts and skills that are being taught and/or should be taught, as part of the financial management curriculum in undergraduate agricultural economics and agribusiness programs.

The skill gap analysis uses survey respondents' rankings of the importance and competence scores of recent graduates' skills. The scores help to identify opportunities for improvement in the most critical areas of importance. The skill gap is calculated as (Average importance–Average competence)*Average importance.

Generally, employers in the agricultural financial services sector saw greater opportunities for improvement in finance skills relative to non‐finance skills. The results also indicated a greater focus on business and financial risk might be helpful in increasing the competence of new hires. Finally, respondents strongly endorsed maintaining a focus on the problem‐solving skills in undergraduate agribusiness programs.

The value of the study would be that departments of agricultural and applied economics would use the results of this survey to enhance their financial management curriculum and their undergraduate program. By responding to the desires of employers, agricultural economics and agribusiness programs cannot only remain relevant as a source of employees for the industry but the first choice of agricultural financial services sector when they are searching for new hires. This should also help inform students of the desirability of the skills they acquire in their degree programs. This information will also benefit the agricultural finance services sector by assisting college and university instructors in developing and/or enhancing their agricultural finance course(s) so that the may provide their students with the requisite financial and non‐financial skills that they require.

the personal repertoire of skills In Vulcan 2 I established the fact that any physical activity can be seen as a sensori‐motor activity. It was emphasised that it is not merely work and sports skills to which this applies: it also applies to everyday domestic skills such as eating one's food, putting on one's shoes in the dark, washing up and cooking. Every individual has quite an extensive repertoire of skills in this sense, determined by that person's previous history and experience. Quite a lot of what a growing baby has to learn involves the building up of this domestic skills portfolio. Certain skills contained in the domestic portfolio are directly useful in people's jobs: such things as putting nuts on to threads, putting stoppers in bottles, using a screwdriver, scissors or other domestic hand tools, operating taps (faucets), switches and dialled displays.

Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.

The purpose of the study is to identify the soft skills and abilities that are crucial to success in the fields of operations management (OM) and supply chain management (SCM), using the O*NET database and the classification of a set of professional figures integrating values for task skills and abilities needed to operate successfully in these professions.

The study used the O*NET database to identify the soft skills and abilities required for success in OM and SCM industries. Correlation analysis was conducted to determine the tasks required for the job roles and their characteristics in terms of abilities and soft skills. ANOVA analysis was used to validate the findings. The study aims to help companies define specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the job position.

As a result of the work, a set of soft skills and abilities was defined that allow, through correlation analysis, to explain a large number of activities required to work in the operations and SCM (OSCM) environment.

The work is inherently affected by the database used for the professional figures mapped and the scores that are attributed within O*NET to the analyzed elements.

The information resulting from this study can help companies develop specific assessments and tests for the roles of OM and SCM to measure individual attitudes and correlate them with the requirements of the job position. The study aims to address the need to identify soft skills in the human sphere and determine which of them have the most significant impact on the OM and SCM professions.

The originality of this study lies in its approach to identify the set of soft skills and abilities that determine success in the OM and SCM industries. The study used the O*NET database to correlate the tasks required for specific job roles with their corresponding soft skills and abilities. Furthermore, the study used ANOVA analysis to validate the findings in other sectors mapped by the same database. The identified soft skills and abilities can help companies develop specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the requirements of the job position. In addressing the necessity for enhanced clarity in the domain of human factor, this study contributes to identifying key success factors. Subsequent research can further investigate their practical application within companies to formulate targeted growth strategies and make appropriate resource selections for vacant positions.

Operation Vulcan is a survey of the state of the art in training for manual, craft or physical skills. This is the traditional area of training expertise: companies and countries usually take this aspect of training to a fairly advanced stage before they consider extending their in‐company training activities into other fields such as management training and clerical training. Even today in Britain, this is the only form of training in which some companies engage. When small companies assemble together in group training schemes it is usually for the purpose of pooling their efforts in craft training. Historically craft training precedes technological and technician training by several decades. Here we have, then, the traditional training area. But it is important from another point of view: it is also the biggest training area in the sense that more people are trained in manual and physical skills than in other aspects. These facts make it all the more remarkable that the training revolution in physical skills has yet to happen. We have seen a revolution taking place in management training and, to a less extent, in commercial and clerical training, but in the sphere of physical skills things tend to jog along just as they ever did. We have, it is true, seen ‘Sitting Next to Nellie’ giving way to off‐the‐job training workshops; we have the module system which enables the individual to build up his own unique personal repertoire of skills designed to meet his own needs. We have skills analysis, but this is only vaguely‐comprehended and only partially‐digested. In no way, at present, is skills analysis seen as one of the indispensable fundamentals on which skill training should be built. A great deal of existing training in this field relies on getting yourself a good syllabus and then using this as the basis for instructing by telling and demonstrating. It is almost as though the sheer ponderous dead‐weight of tradition linked with the huge scale of the problem has absorbed whatever electric shocks could be administered by the technical innovators and the reformers. And yet, all the components of a comprehensive, rational and analytical system of skill training exist at this moment. Operation Vulcan is an attempt to collect the scattered and random elements and assemble them in some co‐ordinated form.