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This volume begins with a literature review of the different approaches to the management of competences in interorganizational relations. In Frédéric Prevot's paper, “The management of competences in the context of interorganizational relations,” the existing literature is structured in a two-dimensional model based on the nature of the relationship (cooperation or competition) and the actions taken on the competences (leveraging or building). Four objectives for the management of competences in the context of interorganizational relationships are thus derived: (1) sharing of competences, (2) protection of competences, (3) creation of competences, and (4) acquisition of competences. Each competence objective then requires specific management approaches to achieve.

Although virtual anchors have emerged as potent marketing tools, their acceptance by consumers is controversial. Specifically, the relative efficacy of selecting an all-human-like or animal-human-like virtual anchor is not well-defined. However, anthropomorphic visual cues are vital in enhancing live streaming. This study aims to analyze the disparate effects of an animal-human-like or all-human-like virtual anchor on purchase intention as well as evaluate the possible underlying influential mechanisms and boundary conditions.

In this research, three different studies were carried out to elucidate the impact of virtual anchors on purchase intention. Study 1 evaluated the core impact of an animal-human-like and all-human-like virtual anchor on purchase intention, as well as the mediating role of perceived warmth and competence. Studies 2 and 3 were then performed to investigate the moderating impacts of product type and certainty of consumer needs, respectively. Furthermore, research data for these studies was collected using the Credamo tool and analyzed via SPSS, using PROCESS for moderation and mediation analyses.

The research findings indicate that virtual anchors can trigger purchase intention, with perceived warmth and competence acting as mediating factors. Based on the utilitarian products and high certainty of consumer needs, the influence of perceived competence on purchase intention is augmented. Therefore, an all-human-like virtual anchor increases purchase intention. In contrast, the impact of perceived warmth on purchase intention is supplemented for hedonic products and low certainty of consumer needs. Thus, an animal-human-like virtual anchor increases purchase intention.

This research study evaluated consumer reactions to all-human-like and animal-human-like virtual anchors for different product types and the certainty of consumer needs to optimize the comprehension of a virtual anchor. Furthermore, the assessment of the mediating roles of perceived warmth and competence provided valuable insights into the influential mechanisms by which virtual anchors affect purchase intention. Moreover, this study provided managerial implications to guide retailers and brands on the strategic adoption of virtual anchors to enhance purchase intention based on the product type and the certainty of consumer needs.

Based on the stereotype content model (SCM), this study aims to enrich comprehension of virtual service assistant (VSA)-enabled service delivery through two pivotal avenues. Firstly, it aims to conceptualize and test the fundamental mechanism underlying how businesses deploy services using VSAs. Secondly, this study explores whether the paradigms of service co-creation versus service recovery differentially impact customers’ perceptions of warmth and competence in VSA-enabled service delivery.

This study used a one-factorial (service paradigm: service co-creation vs service recovery) field experiment. Covariance-based structural equation modelling was used to analyze the data.

The results show that VSA service quality dimensions impact satisfaction for service co-creation and both trust and satisfaction for service recovery. The stronger link that mediates this effect is competence for service co-creation and warmth for service recovery.

This research extends the understanding of SCM to VSA-enabled services and shows the asymmetries of mediation between the paradigms of service co-creation versus service recovery to suggest the most effective approach for VSAs to successfully meet customer requirements for establishing trust and satisfaction.

Although the need for cultural competence in clinical care has been well articulated for over four decades, the goal of integrating and addressing cultural issues in care remains elusive. The challenges can be attributed to a lack of clarity on definitions and a lack of understanding of what constitutes cultural competence. What to know and what to do are questions that are frequently raised in discussions of cultural competence. Previous literature has described cultural competence in terms of affective, behavioural, and cognitive domains. The purpose of this paper is to build on this discourse by discussing key attributes within each domain and extending the framework to highlight the dynamics of difference, clarify the goal of equity, and recognise the importance of practice environments in the development of cultural competence in clinical care.

Although widely used, the concept of business competence is not well defined. Proposes a hierarchical model which integrates the different types of competence which have appeared in the operations and general management literature in recent years. Proposes two new types of competence to complete the model, with illustrative examples from the Management Today/ Cranfield Best Factory Awards database.

The literature on managerial competences has not sufficiently addressed the value contents of competences and the generic features of public managers. This article presents a model of five competence areas: task competence, professional competence in substantive policy field, professional competence in administration, political competence and ethical competence. Each competence area includes both value and instrumental competences. Relatively permanent value competences are understood as commitments. The assumptions of new public management question not only the instrumental competences but also the commitments of traditional public service. The efficacy of human resource development is limited in learning new commitments. Apart from structural reforms that speed up the process, the friction in the change of commitments is seen as slow cultural change in many public organisations. This is expressed by transitional tensions in task commitment, professional commitment, political commitment, and ethical commitment of public managers.

The “competence” movement as an approach to education, training and development is based on a belief in defining purpose and outcome in standardized, measurable terms. It parallels other concerns for control, such as performance indicators and standards, and returns to many of the features of the behavioural objectives movement in the 1960s which similarly paralleled management by objectives and various forms of scientific management. The competence movement is contentious but the nature of the debate is not clear. Suggests that the debate can be mapped in three dimensions: micro to macro issues, theoretical to practical issues, and technical to political issues. Explores this by examining the position of the main stakeholders who have an interest in the competence movement. The competence movement tends to attempt to impose a simplifying model of education, training, learning development and work and organizational process, and many of its problems can be seen to result from this simplification such as the reduction of all learning to a single stairway of levels.

Considers competence – what the competence‐based approach means, how it has developed, and how it can be used in the long‐term evaluation of training and development. Focuses on defining what criteria are used for assessing competence; how such criteria are measured; which criteria are most apt in each particular instance; why certain forms of behaviour are thought to be competent; where the approach can prove most useful; who determines competence; and when is individual competence (as opposed to team competence) the thing to aim for. Considers how competence‐based qualifications can be incorporated with knowledge‐based qualifications and draws examples from the British Aerospace experience. Concludes by questioning whether the political debate is coming full circle, with the pendulum swinging back to knowledge‐based qualifications.

We hear and read much about managerial competence and competence based approaches to management education and development (Albanese 1989) but what is competence in managers? Much of the literature and company practice in developing management competence treats competence as an unproblematic concept. Competence is just competence. Everyone knows what competence is, don't they?

Challenges the popular myth that businesses’ ills are easily cured by training. Argues that training is frequently misused as propaganda, distracting from searching analysis of organizations’ real problems. Uses examples of misapplied training initiatives which leave a warm feeling but miss their target. Contrasts training with education: training pursues an outside‐in agenda aimed at instilling learner compliance with external standards. Education, by contrast, works inside‐out, offering choice and challenging the status quo. Advocates leadership which favours the values of education more than training. Proposes a more balanced equation between the supply of talent and its intelligent and healthy utilization. Shows how a creative, multilevered approach to change develops corporate competence.