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Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.

The protection of public assets, fighting corruption and providing accountability for government agencies is necessary for public welfare, and it is possible to achieve this by quality auditing of the public sector. Since audit quality depends on the competencies of the auditor, this chapter focusses on the competencies of the public auditor and how these competencies are expected to evolve in the future with the development of technology. The chapter concentrates on the most sought-after skills for today’s public auditors by analysing the employment criteria in the Supreme Audit Institutions (SAIs) of the European Union, the United States, the United Kingdom and Turkey. Even though the SAIs of these countries/regions are quite different, it is possible to find common ground. The SAIs of these countries, in general, require public auditors to have an undergraduate degree and require the candidates to pass extensive tests on reasoning abilities.

Moreover, the author investigates the requirements for public auditor competency in the public auditing standards followed by these countries. In addition to this, the author discusses the future expectations from public auditors and the new skills these will need. Past skills include technical knowledge, prior experience, hierarchical order in audit teams, professional scepticism, reasoning abilities and reporting skills. Advancements in technology such as Artificial Intelligence and Industry 4.0 will require auditors to have technological knowledge, emotional intelligence, interpersonal skills, project management skills, critical thinking and strong communication skills. Furthermore, understanding the business and related risks will overshadow prior experience.

This chapter seeks to better understand the skills and competencies that public relations (PR) professionals use in contributing to organisational decision-making processes. The data were collected by interviewing Finnish professionals using thematic semi-structured interviews. Overall, the results highlight a deep understanding of organisation management and decision-making processes. The most important competencies were business understanding and target group oriented thinking. The findings indicate that important skills are related to writing and social media. Regarding personal attributes, interaction and tolerance to criticism were acknowledged as most crucial. The conclusions suggest that if professionals analyse and review their skills, competencies and personal attributes related to decision making, this will support organisational performance and strengthen the added value of PR function. A reflection on the strengths and weaknesses of their own traits helps professionals enact their expected role in organisational problem solving and decision making.

This study focuses on leadership in organizations where big data analytics (BDA) is an essential component of corporate strategy. While leadership researchers have conducted promising studies in the field of digital transformation, the impact of BDA on leadership is still unexplored.

This study is based on semi-structured interviews with 33 organizational leaders and subject-matter experts from various industries. Using a grounded theory approach, a framework is provided for the emergent field of BDA in leadership research.

The authors present a conceptual model comprising foundational competencies and higher order roles that are data analytical skills, data self-efficacy, problem spotter, influencer, knowledge facilitator, visionary and team leader.

This study focuses on BDA competency research emerging as an intersection between leadership research and information systems research. The authors encourage a longitudinal study to validate the findings.

The authors provide a competency framework for organizational leaders. It serves as a guideline for leaders to best support the BDA initiatives of the organization. The competency framework can support recruiting, selection and leader promotion.

This study provides a novel BDA leadership competency framework with a unique combination of competencies and higher order roles.

This study aims to examine the effect of entrepreneurial skills, market orientation, sales orientations and networking on entrepreneurial competency and performance of micro-enterprises in Kelantan, Malaysia.

Adopting a cross-sectional design, this paper collected data through structured interviews from 403 micro-entrepreneurs from “Majlis Amanah Rakyat,” Kelantan and “Majlis Agama Islam dan Adat Istiadat,” Kelantan.

The findings reveal that entrepreneurial skills, market orientation and networking have a positive effect on entrepreneurial competency. Then, entrepreneurial competency, entrepreneurial skills and networking have a positive effect on enterprise performance. The findings show a significant mediation effect of entrepreneurial competency on the relationships between entrepreneurial skills, market orientation and networking and enterprise performance.

Addressing the understudied “human factor” in entrepreneurship, this paper extends the resource-based view and enriches the existing entrepreneurship literature in Malaysia. It provides useful insights into the improvement of micro-enterprise performance, which is crucial for promoting entrepreneurial activities and for enhancing socio-economic conditions among low-income households in Malaysia. Thus, the government and developmental organizations should focus on the development of entrepreneurial skills, market-oriented approach, networking traits and entrepreneurial competencies and subsequently encourage poor households to perform entrepreneurial activities.

Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.

One-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.

The results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.

This study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.

Career readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

The purpose of this study was to explore the essential digital competencies for developing and managing digital libraries. The study identified useful training programs for university librarians to acquire digital competencies. It examined their digital competencies for developing and managing digital libraries in universities of Pakistan. This study also evaluates their digital knowledge in applying security measures to protect digital contents.

The quantitative research method was used to conduct this study. Research questions and hypothesis were developed to achieve the objectives. In-depth review of related literature was conducted to draft a list of essential digital competencies for developing and managing digital libraries. It was circulated among the panel of experts to get their valuable feedback to make a final list of digital competencies for developing and managing digital libraries. A questionnaire was developed to measure the status of digital competencies of university librarians in Pakistan. It was pre-tested on 20 respondents before applying to the whole population. SPSS software was used to analyze data. Descriptive and inferential statistics were applied to achieve results.

The findings of the study showed that digital competencies for developing and managing digital libraries fall into three main categories: digital competencies for developing digital libraries; digital competencies for managing digital libraries; and digital competencies to protect digital contents. The results revealed that training programs offered by Higher Education Commission (HEC), library associations, library schools, in-house trainings, use of online tutorials and trainings offered by skilled professionals are highly important and useful for university librarians to acquire digital competencies. The study concluded that the university librarians working in HEC recognized universities in Punjab province possess basic level of digital competencies for developing and managing digital libraries. Their digital competencies vary on the basis of their university type, i.e. public and private sector.

This study measures digital competencies of university librarians in Pakistan. The study has practical implications for librarians, library schools, library associations, university libraries and HEC.

This study has practical implications for librarians, information professionals, libraries and library schools. The results are useful for librarians to get knowledge of digital competencies which are essential for developing and managing digital libraries and protecting digital contents. They can develop their digital competencies in identified areas. This study has identified useful training programs for university librarians for acquiring digital competencies. The university librarians should use these programs to gain needed digital skills.

Librarians can get knowledge of digital competencies for developing and managing digital libraries to face the challenges of digital age.

In contrast to previous research work on investigating computer skills, information and communication technology skills, technological skills and general digital skills, this study particularly identifies the essential digital competencies for developing and managing digital libraries. It helps library and information science schools, library associations, training groups and university libraries to offer adequate training opportunities in identified areas to meet the challenges of the digital age.

In view to the skills gap challenge in the chefs' occupation, the purpose of this study was to identify the required chefs' skills and competencies for successful careers in culinary arts management in the UK context.

A quantitative approach was employed with a survey questionnaire on competencies. Data were collected from different stakeholders with 407 valid responses presenting views on necessary competencies and skills to pursue a career in culinary arts.

This study suggests that professionals in commercial kitchens should demonstrate strong managerial and leadership skills, as well as operational and administrative. Professionalism and democratic management should be exhibited by chefs, who should further develop their emotional intelligence (EI) competency.

Organizations and academic institutions should provide such training to develop managerial and leadership skills that chefs need. Organizations should recruit based on these competencies model. Attention to diversity, equality and different cultures are important. Academic institutions should redesign their curriculum to address the industry's need on chefs' skills and competencies.

This is the first study to investigate chefs' competencies with empirical evidence from professionals, academics and students in the UK context. This study proposes a model with four sets of competencies, namely management, technical, strategic and operational.

It is crucial for hospitality organisations to develop sustainable leadership by regularly re-evaluating the competencies and skills required by their senior managers and leaders. In the context of this strategic talent management imperative, this paper aims to identify and map competencies required for the pivotal position of a hotel general manager to develop a holistic and relevant leadership competency framework.

Through secondary research, this study undertakes a detailed literature review of competency and leadership studies in the context of the hospitality industry to distil the essential competencies and skills required by a general manager.

This study proposes a leadership competency model for hospitality organisations in the form of a 43-item competency framework for hotel general managers categorised into four broad dimensions – cognitive competencies (knowledge), functional competencies (skills), social competencies (attitudes and behaviours) and meta competencies (motives and traits).

The proposed competency model, once empirically tested for robustness, could serve as a blueprint for hospitality organisations to develop their own organisation-specific competency framework for senior leadership that could prove to be a keystone for integrated talent management practices. Further, educationists and trainers could use the findings of this study as inputs in designing curricula and pedagogical interventions to meet the industry’s future needs and expectations with regards to competencies of senior managers.

By aggregating competencies from earlier studies and synthesising and categorising them in accordance with a contemporary, hospitality industry-relevant typology, a comprehensive competency model specific for hotel general managers has been proposed.