Search results

The purpose of this paper is to empirically investigate the role of gender, food health involvement, and food health information competency in predicting consumer food health information seeking.

A conceptual model for predicting consumer food health information seeking is proposed. The predicting constructs are general food health involvement, general food health competency, product‐specific health involvement, and product‐specific food health competency. The relationships between construct are estimated using structural equation modelling. Data were collected in a nationally representative consumer‐panel among 504 Danish consumers using a questionnaire.

The results suggest that improving consumers' general food health involvement may only lead to increased product‐specific health information seeking if consumers at the same time are involved in the specific product category. The results also revealed that women are generally more food health involved than men but did not support previous research suggesting that women also are more knowledgeable about healthy food and that they more often seek product‐specific food health‐related information.

This research concentrated on analysing one food product, salad dressing. A large cross‐section of products ought to be studied to improve the generalizability of the obtained result and thus future research may wish to incorporate a wider range of food products.

The results suggest that food authorities and/or food marketers seeking to promote a healthy life‐style should consider providing examples of healthy product categories (food authorities) and/or particular products (food marketers) along with their general health information.

This paper empirically investigates gender along with a number of mental constructs for the purpose of understanding consumers' food health information seeking. Also, the paper explores age and educational level as possible moderating variables of the consumer food health information seeking process.

The use of competency frameworks as a basis for workplace learning initiatives is now relatively commonplace in organisations. This is reflected in the emphasis given to competencies in the HRD literature. However, the terrain of the competency discussion is somewhat ill‐defined. This article attempts to define the context within which the value of competencies as a basis for workplace learning can be considered and discusses the philosophical and epistemological perspectives found in much of the literature. Competency definition and competency measurement issues are explored, as is a range of other issues concerning the value of competencies in a workplace learning context. The article concludes that, in the interests of clarity, consistency and reliability of measurement, consensus needs to be reached on the basic parameters and definition of competency.

Requirements for business improvement professionals depend on different job characteristics. By focussing on lean management, the purpose of this paper is twofold: first, to provide a comprehensive conceptualisation of competencies relevant for lean professionals by comparing them to an existing project management competency framework; and second, to identify their similarities and differences in three different analysed countries.

This paper investigates 2,701 online published job advertisements in the USA, UK and Germany by means of a content analysis to compare and contrast the respective job profiles.

Main findings are similarities and differences in the specification and perception of lean professional’s roles among the three countries. Strikingly, four out of eight considered competency categories comprise 74 per cent of the profiles’ most relevant keywords. Additionally, with the help of a latent semantic analysis, 16 specific competencies can be summarised in a lean professional’s competency taxonomy.

The collected data only represent a snapshot of lean professionals’ advertisements. Also, text mining results from job profiles could largely differ from other techniques like recruiter interviews or company surveys. Further research could use different methods or combine them to construct a more complete model.

Lean education and training as well as the respective candidate selection processes can benefit from these studies’ results.

Requirements and job contents for lean professionals have not been empirically researched on a comparable in-depth level before, even though their expertise is in high demand in any kind of business sector.

The aim of this article is to propose and test a structural model of relationships between generic and specific competencies and entrepreneurial competencies in order to assess students' learning.

The study was carried out on a sample of 337 students enrolled on the entrepreneurship specialisation of the final bachelor's degree project course on the Bachelor's Degree in Business Administration and Management at the Universitat Oberta de Catalunya. A questionnaire was designed to gather information on students' perception of their level of acquisition of the different groups of competencies. The partial least squares (PLS) multivariate technique was used to analyse the model.

The results confirm that there are significant relationships between the different groups of competencies. Specifically, it shows that generic competencies influence specific competencies and that there is a strong relationship between systemic and professional competencies and entrepreneurial competencies. It also shows that the experience variable contributes positively to different competency groups, while the gender and age variables have no effect on the development of entrepreneurial competencies.

The study provides relevant information to the academic world on different factors that affect competency development.

The analysis provides an innovative research and contributes knowledge on entrepreneurial competency acquisition, providing an answer to whether generic and specific competencies influence entrepreneurial competencies.

Organizational effectiveness today depends largely on the ability to activate, share and transform the intellectual capital of the company into sustainable and difficult‐to‐imitate competitive advantage. This paper seeks to develop a competency typology that integrates previous definitions and frameworks from the literature and to propose a methodology for identifying competencies to aid the transition from a task‐based to a competency‐based logic for human resource management.

The paper is based on a longitudinal research project. The paper outlines a methodology and presents the findings from the implementation of a competency model in two case companies. It illustrates how the systematic use of the identified competency categories can support the identification and coding of competencies, which will facilitate the critical organizational transformation from a task‐based to a competency‐based approach.

The experience from the deployment offers potential challenges of implementing this framework in a specific cultural context. It identifies critical enablers that will contribute to successful implementation, whilst also providing insights concerning predicaments that have to be met.

The particular competency typology integrates previous definitions and frameworks from the literature, thus providing a holistic solution for supporting the implementation of a competency‐based approach. Furthermore, through the analysis of the implementation of the competency framework in two case companies it serves as the basis for illustrating the main steps, as well as the critical success factors that characterize such projects. Finally, it demonstrates the advantages of integrating the proposed competency framework and offers managerial insights and guidelines for similar implementations.

This paper shows how business suppliers set up processes allowing the translation of their competencies into value for the customers. As such, this paper seeks to complement the dominant view in which competencies are seen mainly as valuable for the firm owning the competencies but not for that firm's customers. In so doing, the paper seeks to contribute to two bodies of research: the notions of core competencies in strategic management and of value for customer in business marketing. These two bodies of research interact infrequently thus far, leaving the question of how value is transferred unanswered. This question is relevant because competencies are immaterial, tacit, and non-tradable assets. Hence, the research question underlying the present paper becomes: How can competencies translate into valuable outputs and be made accessible to the customer? To answer this question, a qualitative approach is used that involves a multiple-case study analysis aimed at exploring the competence-based process of value supplying in business markets. Specifically, this paper suggests the following propositions: (1) Competence-based value analysis, where suppliers anticipate customers’ competence needs, require an end-market orientation. (2) Competence-based value creation implies an accumulation of know-how that overlaps with customer competencies. (3) Competence-based value communication builds on live communication tools that allow customers to get an ongoing experience of the value potential of competencies. (4) Competence-based value delivery is based on bundles of suppliers’ competencies into tradable means and direct access to competence tools.

This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.

The purpose of this paper is the development of a patent-based supplier portfolio that can be used to evaluate and select suppliers on account of their technological competencies.

In addition to traditional approaches, the authors develop a supplier portfolio that characterizes suppliers according to the similarity between supplier's and OEM's technological competencies as well as their technological broadness. These variables are measured on the basis of patents, which constitute a valuable source of information in technology-driven industries. Contrary to existing binary measurement approaches, the authors’ portfolio uses semantic analyses to make use of the specific information provided in the patents' texts. The authors test this method in the field of gearings, which is a key driver for the automotive industry.

The authors identify six generic positions, characterizing specific risks for an OEM to become either technologically dependent or dependent on suppliers' production capacities. For each position the authors develop specific management strategies in face of the aforementioned risks. The approach helps OEMs navigate in the competitive landscape based on the most recent and publicly available information medium.

This work explicitly applies the construct of technological competencies to supplier evaluation and selection on the basis of portfolio approaches. Furthermore, the authors improve the use of patents for supplier evaluation in two respects: First, the authors analyze OEMs and upstream suppliers on an organizational level. Second, the authors utilize advanced semantic analysis to generate variables for the measurement of the criteria mentioned above.

Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Competency frameworks can uphold societal objectives through public procurement.

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.