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The current paper focuses on the increasing demand for generic competences both from governments and industries. Despite this fact, there is insufficient awareness and information in education systems on how to equip graduates with appropriate generic competences for the world of work and citizenship. This is even more complicated in online virtual learning programmes where face‐to‐face communication is excluded in the design and implementation of the programme curriculum. The paper seeks to question if it is possible to develop generic competences in an online virtual learning environment.

For this purpose, the research develops a theoretical framework based on the generic competences, learning content, learning support and learning activities. The paper argues that an online virtual learning curriculum design differs from a traditional face‐to‐face classroom environment in terms of learning content, learning activities and nature of learning support. Taking these elements in designing online virtual learning programme would promote acquisition of generic competences among the students.

The research examines possibilities of the online virtual learning platform ALUD (Aprendizaje en Linea de la Universidad de Deusto) at the University of Deusto, Spain, to develop generic competences online. The research demonstrates opportunities of the online virtual learning platform ALUD to develop and practice generic competences among students even without actual and traditional face‐to‐face educational communication.

The paper explores generic competence development through the online virtual learning platform ALUD at the University of Deusto, Spain. It examines possibilities of online education platform of the University of Deusto to produce alignment between what is espoused through the curriculum, what is enacted and how students experience learning through a virtual learning programme in order to develop their generic competences online. The paper argues that the virtual learning platform ALUD provides many opportunities for learners to develop and practise their generic competences even without actual and traditional face‐to‐face educational programmes.

While the number of entrepreneurship education programmes offered around the world is on the rise, research into the assessment of entrepreneurship education programmes is still lacking. The purpose of this paper is to take the stance that entrepreneurship education has to focus on a set of transversal competences aimed at teaching individuals to become more enterprising, and develop a framework and practical proposal for the teaching and assessment of entrepreneurial competences.

The authors followed a three-pronged research design. First, the authors reviewed the literature and practices on the definition of entrepreneurial competences and measures for their assessment and identified a rubric of competences and a set of assessment tools. Second, the authors tested the identified tools to assess entrepreneurial competences through the development of an intensive extra-curricular initiative on entrepreneurship based on a business model challenge. Third, the authors evaluated the outcomes of this experience based on 72 student pre-test and post-test survey responses.

The authors assessed the impact of participation in a business model challenge with regard to five competence areas: positive attitude and initiative; communication and interaction; team-work and collaboration; critical and analytical thinking or problem solving, including risk assessment; creativity and innovation. The authors found no relevant changes across these dimensions, concluding that the mere exposure to the business challenge was not a sufficient condition for stimulating the development of entrepreneurial competences in our sample.

This work provides a relevant contribution to researchers, educators and policymakers by taking an interdisciplinary approach to reviewing previous literature and proposing ways of assessing transversal competences in the context of entrepreneurship education.

A fast-changing environment entails several reflections about skills and attitudes required to face the increasing complexity brought by the “glocal, liquid and networked” world in which workers operate (Bauman, 2003; Clarke, 2017). In the literature, an increased attention has been devoted to the impact of interpersonal skills and personal characteristics on employability (Heckman and Kautz, 2012; Succi, 2019; Wheeler, 2016). In this context, the so-called soft skills become of crucial importance, but a lack of academic attention devoted to their development, and a deficit of companies in integrating soft skills in their selection, induction and training processes have been identified (Hurrell, 2016). The paper aims to discuss these issues.

An exploratory study has been designed to describe the tools in use to assess soft skills, during the recruitment process and those to develop soft skills of graduates, during their first years on the job. In January 2017, two symmetrical online questionnaires have been sent to 500 HR managers and 240 graduates of a European business school, in Italy and Germany.

Results show that graduates and managers describe differently the use of tools to develop graduates’ soft skills. The large majority of HR managers indicate they offer formal training to young graduates and that they are involved in the performance appraisal sessions, while only 22 percent of students confirm they receive formal training and only 26 percent declare to be inserted in a performance appraisal process. Moreover, concerning the assessment of soft skills during the selection process, significant differences between Italian and German companies emerged.

This research constitutes the first step to acknowledge the lack of initiatives devoted to soft skills development, despite their rising importance for the job market.

Findings allow initiating a discussion about a strategic topic in human resources management: whose responsibility is it to develop soft skills? Should graduates, higher education or companies fill the gap? The study can be extended to other types of higher education institutions, and a qualitative research could deepen the understanding of root causes of the differences identified.

The impact on youth employment, reduction of labor skills mismatch and improvement of managerial practices could be interesting social implications of the study.

While previous research has predominantly focused on higher education executives and HR managers, this paper’s contribution consists in involving young graduates in the reflection on employability.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Firms focusing on their human capital become better positioned to improve performance. Desired outcomes are likelier when initiatives aimed at equipping workers with new competences also consider the impact on the well-being of employees.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Argues that key account management (KAM) in industrial and business‐to‐business markets has its roots in sales management where it has long been recognized that customers of strategic importance require special treatment. Explains that, more recently, growing interest among academics and practitioners in relationship marketing has forced KAM centre stage as one of the few seemingly tried and tested approaches to customer retention and development, but that this trend has exposed three interrelated problems for the adoption of KAM systems. Maintains that: first, many companies have merely extended their traditional approaches to major account selling, rather than transforming their internal processes to accommodate the wider relational aspects of KAM; second, there has been a rush to define managerial competences and best practice, with little theoretical or empirical underpinning; and third, despite parallel developments in purchasing and supply‐chain management, there has been a tendency for the sellers’ perspective to dominate implementation issues. Addresses these problems by operationalizing the relational development model outlined in an earlier article entitled “From key account selling to key account management” (JMP, Vol. 1 No. 1). Draws on the findings from ongoing empirical research which takes the buyer/seller dyadic relationship as the unit of analysis to provide a critique of the relative neglect of KAM processes in preference to outputs in the form of managerial competences.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

Argues that the workplace of today is in a state of perpetual change and that individuals across the professions are faced with economic cutbacks, managerial reorganization and staff downsizing. In order to cope with/adapt to these changes, professionals have been forced to consider the issue of continuing professional development (CPD). Reports on a questionnaire survey sent out UK‐wide to 175 information professionals in the health and energy/oil sectors. The survey was designed to gain a flavour of these professionals’ attitudes to CPD and to identify their transferable skills. Addresses the problems of a changing workplace, the difficulties attached to career progression for information professionals and the growing need for CPD.

The purpose of this paper is to inform the development of vocationally focused marketing curricula by identifying the employability attributes required from new and early career marketing graduates.

Existing literature was used to develop a matrix of previously identified attributes. Content analysis of 250 online person specifications for a range of entry‐level and early career posts allowed the matrix to be populated and modified. Like attributes were grouped and organised into clusters to provide profiles of common requirements.

Under half of employers demanded a degree and less than a quarter a marketing one. Experience is generally required, thus questioning the value employers place on marketing degrees. In total, 52 attributes, within 16 clusters, were identified, common ones included communications, interpersonal relationships, information and communications technology, planning, self‐management, decision making and problem solving. Within the subset of macro and meta competences, 22 personal traits, including creativity, responsibility, initiative, determination and confidence, were commonly required.

Findings quantify desirable attributes but fail to address issues of definition, rationale, contribution and measurement. These will be addressed within further qualitative research.

Educators should consider how the identified employability attributes can be addressed within the marketing curriculum in order to enhance the employment prospects of graduates.

The research verifies and adds to previous data regarding desirable attributes for marketing graduates. However, it also offers new, UK specific, data and a novel model to differentiate between micro and macro/meta competences and inform how transferrable skills and personal attributes combine with subject skills and knowledge to create employable graduates.

Although studies of “core competence” appear frequently, the concept lacks a clear definition that allows one to operationalize it and use it to develop falsifiable predictions. We propose a definition based on the phenomenon that core competence is typically applied to – adaptations to different external context. Sourcing insight form the paradigm of organizational ecology, we develop arguments rooted in theories of structural inertia and environmental imprinting. Empirical analyses of failure rates of entrants in the Italian automobile industry confirm our propositions that core competence is a source of competitive advantage when industry entry is based on relevant capabilities and a source of inertia and obsolescence when core competences need to be substantially altered. We conclude that whether core competence materializes as a dynamic capability or exposes the firm to liability to selection and obsolescence is a random process. Its outcome hinges on environmental variation and the resulting firm-environment (mis)alignment and is thus largely beyond managerial control.

Aims to identify the need for graduate skills in the UK retail sector, and to assess the role that higher education currently plays and can potentially play in meeting these. Uses semi‐structured interviews with managers and graduates of six of the major companies, which demonstrate transferable skills dominate their skill needs. Finds that their need for demonstrated intellect and technical skills is small, and that vocational courses/course content play a definite role, but attributes required are not directly related to specific subject knowledge. Discovers that owing to competitive market place pressures, industry increasingly expects HE to play an active role in providing required skills. Claims that a lack of consensus on the extent to which HE can be held accountable for providing these skills is apparent, and that a clearer strategy for the use of graduate skills is needed, in view of the fact that HE serves a variety of different stakeholders in society with different value systems and objectives.