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Competencies</title> <meta name="description" content="Search results for: Competencies"> <meta name="keywords" content="Competencies"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Competencies"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 70</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Competencies</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> The Role of Social Civil Competencies in Organizational Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=I.%20Martins">I. Martins</a>, <a href="https://publications.waset.org/search?q=A.%20Martins"> A. Martins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The European Union supports social and civil competencies as being a core element to develop sustainability of organizations, people and regions. These competencies are fundamental for the well-being of the community because they include interpersonal, intrapersonal as well as their civil, active and democratic participation in organizations. The combination of these competencies reveals the organizational socio-emotional maturity and allows relevant levels of performance. It also allows the development of various capitals, namely, human, structural, relational and social, with direct influence on performance. But along this path, the emotional aspect has not been valued as a capital, given that contemporary society is based on knowledge capital and is flooded with information viewed as a capital. The present study, based on the importance of these socio-emotional capitals, aims to show that the competencies of cooperation, interpersonal understanding, empathy, kindness, ability to listen, and tolerance, to mention a few, are strategic in consolidating knowledge within organizations. This implies that the humanizing processes, both inside and outside the organizations, are revitalized. The question is how to go about doing this and its implementation; as well as, where to begin and which guidelines to take on. These are the foci that guide the present study, bearing in mind the directions of the knowledge economy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20competencies" title="Social competencies">Social competencies</a>, <a href="https://publications.waset.org/search?q=civil%20competencies" title=" civil competencies"> civil competencies</a>, <a href="https://publications.waset.org/search?q=humanizing" title=" humanizing"> humanizing</a>, <a href="https://publications.waset.org/search?q=performance." title=" performance. "> performance. </a> </p> <a href="https://publications.waset.org/10010746/the-role-of-social-civil-competencies-in-organizational-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010746/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010746/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010746/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010746/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010746/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010746/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010746/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010746/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010746/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010746/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">583</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> The Influence of Gender on Job-Competencies Requirements of Chemical-Based Industries and Undergraduate-Competencies Acquisition of Chemists in South West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rachael%20Olatoun%20Okunuga">Rachael Olatoun Okunuga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Developing young people’s employability is a key policy issue for ensuring their successful transition to the labour market and their access to career oriented employment. The youths of today irrespective of their gender need to acquire the knowledge, skills and attitudes that will enable them to create or find jobs as well as cope with unpredictable labour market changes throughout their working lives. In a study carried out to determine the influence of gender on job-competencies requirements of chemical-based industries and undergraduate-competencies acquisition by chemists working in the industries, all chemistry graduates working in twenty (20) chemical-based industries that were randomly selected from six sectors of chemical-based industries in Lagos and Ogun States of Nigeria were administered with Job-competencies required and undergraduate-competencies acquired assessment questionnaire. The data were analysed using means and independent sample t-test. The findings revealed that the population of female chemists working in chemical-based industries is low compared with the number of male chemists; furthermore, job-competencies requirements are found not to be gender biased while there is no significant difference in undergraduate-competencies acquisition of male and female chemists. This suggests that females should be given the same opportunity of employment in chemical-based industries as their male counterparts. The study also revealed the level of acquisition of undergraduate competencies as related to the needs of chemicalbased industries.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acquired" title="Acquired">Acquired</a>, <a href="https://publications.waset.org/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/search?q=required" title=" required"> required</a>, <a href="https://publications.waset.org/search?q=skill." title=" skill."> skill.</a> </p> <a href="https://publications.waset.org/10000288/the-influence-of-gender-on-job-competencies-requirements-of-chemical-based-industries-and-undergraduate-competencies-acquisition-of-chemists-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000288/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000288/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000288/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000288/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000288/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000288/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000288/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000288/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000288/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000288/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000288.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> The Relationship of Knowledge Management Practices, Competencies and the Organizational Performance of Government Departments in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Raja%20Suzana%20Raja%20Kasim">Raja Suzana Raja Kasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to highlight the significant role of knowledge management practices (KMP) and competencies in improving the performance and efficiency of public sector organizations. It appears that public sector organizations in developing countries have not received much attention in the research literature of knowledge management and competencies. Therefore, this paper seeks to explore the role of KMP and competencies in achieving superior performance among public sector organizations in Malaysia in the broader perspective. Survey questionnaires were distributed to all Administrative and Diplomatic Officers (ADS) from 28 ministries located in Putrajaya, Malaysia. This paper also examines preliminary empirical results on the relationship between support for knowledge management practices, competencies, and orientation in Malaysia-s public organizations. This paper supports the notion that the practices of knowledge management at the organizational level are a prerequisite for successful organizational performance. In conclusion, the results not only have the potential to contribute theoretically to both management strategy and knowledge management field literature but also to the area of organizational performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/search?q=knowledge%20management%20practices" title=" knowledge management practices"> knowledge management practices</a>, <a href="https://publications.waset.org/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a> </p> <a href="https://publications.waset.org/12868/the-relationship-of-knowledge-management-practices-competencies-and-the-organizational-performance-of-government-departments-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12868/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12868/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12868/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12868/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12868/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12868/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12868/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12868/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12868/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12868/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12868.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2246</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Employees’ Perception Analysis towards Leadership Effectiveness Competencies in Indian Manufacturing Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandhya">Sandhya</a>, <a href="https://publications.waset.org/search?q=Rajbir%20Singh"> Rajbir Singh</a>, <a href="https://publications.waset.org/search?q=Ramesh%20Kumar"> Ramesh Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this research paper on the subject of Leadership Effectiveness attempts to conduct a focused amount of research to examine the employees’ perceptions pertaining to specific competencies of leadership effectiveness in Indian manufacturing industries and to correlate their perceptions between private sectors and public sector undertakings. It specifically looks at the current definitions of leadership and looks at some historical background information relating to the more common theories that relate to leadership and effectiveness. This research was conducted by using a variety of current books and periodical articles on the topic of leadership effectiveness and employees’ perceptions. A number of leadership effectiveness competencies have been identified. The demographic details and perception of the employees on importance of leadership effectiveness competencies have been obtained through a well designed online questionnaire. For this purpose, a likert scale of seven-point has been used. Descriptive and inferential statistics is used to analyze the gathered data.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Employees%20Perception" title="Employees Perception">Employees Perception</a>, <a href="https://publications.waset.org/search?q=Leadership%20Effectiveness" title=" Leadership Effectiveness"> Leadership Effectiveness</a>, <a href="https://publications.waset.org/search?q=Leadership%20Competencies" title=" Leadership Competencies"> Leadership Competencies</a>, <a href="https://publications.waset.org/search?q=Manufacturing." title=" Manufacturing."> Manufacturing.</a> </p> <a href="https://publications.waset.org/9997650/employees-perception-analysis-towards-leadership-effectiveness-competencies-in-indian-manufacturing-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997650/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997650/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997650/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997650/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997650/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997650/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997650/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997650/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997650/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997650/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2818</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> An Empirical Analysis of the Board Composition Concerning Logistics Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ingrid%20G%C3%B6pfert">Ingrid Göpfert</a>, <a href="https://publications.waset.org/search?q=Michael%20Stephan"> Michael Stephan</a>, <a href="https://publications.waset.org/search?q=Wanja%20Wellbrock"> Wanja Wellbrock</a>, <a href="https://publications.waset.org/search?q=Malte%20Ackermann"> Malte Ackermann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Empirical insights into the implementation of logistics competencies at the top management level are scarce. This paper addresses this issue with an explorative approach which is based on a dataset of 872 observations in the years 2000, 2004 and 2008 using quantitative content analysis from annual reports of the 500 publicly listed firms with the highest global research and development expenditures according to the British Department for Business Innovation and Skills. We find that logistics competencies are more pronounced in Asian companies than in their European or American counterparts. On an industrial level the results are quite mixed. Using partial point-biserial correlations we show that logistics competencies are positively related to financial performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Logistics" title="Logistics">Logistics</a>, <a href="https://publications.waset.org/search?q=supply%20chain%20management" title=" supply chain management"> supply chain management</a>, <a href="https://publications.waset.org/search?q=content%20analysis" title=" content analysis"> content analysis</a>, <a href="https://publications.waset.org/search?q=executive%20boards" title=" executive boards"> executive boards</a>, <a href="https://publications.waset.org/search?q=multinational%20corporations." title=" multinational corporations."> multinational corporations.</a> </p> <a href="https://publications.waset.org/2315/an-empirical-analysis-of-the-board-composition-concerning-logistics-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2118</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Ethnocentrism: The Hidden Adversary of Effective Global Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ruxandra%20A.%20Vod%C4%83">Ruxandra A. Vodă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the industrial revolution, global leaders must more rapidly become knowledgeable of and develop essential cross-cultural competencies to be effective. Ethnocentrism represents a hidden barrier of effective leadership and must be acknowledged and addressed proactively by global leaders. The article examines the impact of ethnocentrism in four critical areas (leadership strategy, cross-cultural competencies, intercultural communication, and adaptation to international contexts) and argues that by developing cross-cultural competencies, leaders might naturally reduce ethnocentrism levels. This paper will also offer few examples to support international managers in understanding how ethnocentrism can affect performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptation%20to%20intercultural%20contexts" title="Adaptation to intercultural contexts">Adaptation to intercultural contexts</a>, <a href="https://publications.waset.org/search?q=cross-cultural%20competencies" title=" cross-cultural competencies"> cross-cultural competencies</a>, <a href="https://publications.waset.org/search?q=effective%20leadership" title=" effective leadership"> effective leadership</a>, <a href="https://publications.waset.org/search?q=ethnocentrism" title=" ethnocentrism"> ethnocentrism</a>, <a href="https://publications.waset.org/search?q=global%20leader" title=" global leader"> global leader</a>, <a href="https://publications.waset.org/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/search?q=leadership%20strategy" title=" leadership strategy"> leadership strategy</a>, <a href="https://publications.waset.org/search?q=the%20GLOBE%20Project." title=" the GLOBE Project."> the GLOBE Project.</a> </p> <a href="https://publications.waset.org/10012583/ethnocentrism-the-hidden-adversary-of-effective-global-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012583/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012583/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012583/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012583/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012583/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012583/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012583/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012583/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012583/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012583/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">682</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> Towards a Competence Management Approach Based on Continuous Improvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Sefiani">N. Sefiani</a>, <a href="https://publications.waset.org/search?q=C.%20Fikri%20Benbrahim"> C. Fikri Benbrahim</a>, <a href="https://publications.waset.org/search?q=A.%20Boumane"> A. Boumane</a>, <a href="https://publications.waset.org/search?q=K.%20Reklaoui"> K. Reklaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the reflection on competence management is the basic for new competitive strategies. It is considered as the core of the problems of the global supply chain. It interact a variety of actors: information, physical and activities flows, etc. Even though competence management is seen as the key factor for any business success, the existing approaches demonstrate the deficiencies and limitations of the competence concept. This research has two objectives: The first is to make a contribution by focusing on the development of a competence approach, based on continuous improvement. It allows the enterprise to spot key competencies, mobilize them in order to serve its strategic objectives and to develop future competencies. The second is to propose a method to evaluate the Level of Collective Competence. The approach was confirmed through an application carried out at an automotive company. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competencies" title="Competencies">Competencies</a>, <a href="https://publications.waset.org/search?q=approach" title=" approach"> approach</a>, <a href="https://publications.waset.org/search?q=continuous%20improvement" title=" continuous improvement"> continuous improvement</a>, <a href="https://publications.waset.org/search?q=collective%20competence%20level" title=" collective competence level"> collective competence level</a>, <a href="https://publications.waset.org/search?q=performance%20indicator." title=" performance indicator."> performance indicator.</a> </p> <a href="https://publications.waset.org/10002743/towards-a-competence-management-approach-based-on-continuous-improvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002743/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002743/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002743/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002743/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002743/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002743/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002743/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002743/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002743/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002743/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1527</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competencies" title="Competencies">Competencies</a>, <a href="https://publications.waset.org/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/search?q=Umm%20Alqura%20University." title=" Umm Alqura University."> Umm Alqura University.</a> </p> <a href="https://publications.waset.org/10011991/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011991/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011991/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011991/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011991/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011991/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011991/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011991/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011991/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011991/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011991/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Exploring Inter-Relationships between Events to Identify Strategic Technological Competencies: A Combined Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cl%C3%A1udio%20Santos">Cláudio Santos</a>, <a href="https://publications.waset.org/search?q=Madalena%20Ara%C3%BAjo"> Madalena Araújo</a>, <a href="https://publications.waset.org/search?q=Nuno%20Correia"> Nuno Correia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inherent complexity in nowadays- business environments is forcing organizations to be attentive to the dynamics in several fronts. Therefore, the management of technological innovation is continually faced with uncertainty about the future. These issues lead to a need for a systemic perspective, able to analyze the consequences of interactions between different factors. The field of technology foresight has proposed methods and tools to deal with this broader perspective. In an attempt to provide a method to analyze the complex interactions between events in several areas, departing from the identification of the most strategic competencies, this paper presents a methodology based on the Delphi method and Quality Function Deployment. This methodology is applied in a sheet metal processing equipment manufacturer, as a case study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competencies" title="Competencies">Competencies</a>, <a href="https://publications.waset.org/search?q=Delphi%20Method" title=" Delphi Method"> Delphi Method</a>, <a href="https://publications.waset.org/search?q=Quality%20Function%20Deployment" title=" Quality Function Deployment"> Quality Function Deployment</a>, <a href="https://publications.waset.org/search?q=Technology%20Foresight." title=" Technology Foresight."> Technology Foresight.</a> </p> <a href="https://publications.waset.org/8354/exploring-inter-relationships-between-events-to-identify-strategic-technological-competencies-a-combined-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8354/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8354/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8354/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8354/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8354/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8354/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8354/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8354/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8354/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8354/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1702</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Evaluating Psychologist Practice Competencies through Multisource Feedback: An International Research Design </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jac%20W.%20Andrews">Jac W. Andrews</a>, <a href="https://publications.waset.org/search?q=J.%20B.%20Hale"> J. B. Hale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Effective practicing psychologists require ongoing skill development that is constructivist and recursive in nature, with mentor, colleague, co-worker, and patient feedback critical to successful acquisition and maintenance of professional competencies. This paper will provide an overview of the nature and scope of psychologist skill development through multisource feedback (MSF) or 360 degree evaluation, present a rationale for its use for assessing practicing psychologist performance, and advocate its use in psychology given the demonstrated model utility in other health professions. The paper will conclude that an international research design is needed to assess the feasibility, reliability, and validity of MSF system ratings intended to solicit feedback from mentors, colleagues, coworkers, and patients about psychologist competencies. If adopted, the MSF model could lead to enhanced skill development that fosters patient satisfaction within and across countries.</p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Psychologist" title="Psychologist">Psychologist</a>, <a href="https://publications.waset.org/search?q=multisource%20feedback" title=" multisource feedback"> multisource feedback</a>, <a href="https://publications.waset.org/search?q=psychologist%20competency" title=" psychologist competency"> psychologist competency</a>, <a href="https://publications.waset.org/search?q=professionalism." title=" professionalism."> professionalism.</a> </p> <a href="https://publications.waset.org/9998180/evaluating-psychologist-practice-competencies-through-multisource-feedback-an-international-research-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998180/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998180/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998180/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998180/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998180/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998180/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998180/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998180/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998180/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998180/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2228</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Competency and Strategy Formulation in Automobile Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chandan%20Deep%20Singh">Chandan Deep Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In present days, companies are facing the rapid competition in terms of customer requirements to be satisfied, new technologies to be integrated into future products, new safety regulations to be followed, new computer-based tools to be introduced into design activities that becomes more scientific. In today’s highly competitive market, survival focuses on various factors such as quality, innovation, adherence to standards, and rapid response as the basis for competitive advantage. For competitive advantage, companies have to produce various competencies: for improving the capability of suppliers and for strengthening the process of integrating technology. For more competitiveness, organizations should operate in a strategy driven way and have a strategic architecture for developing core competencies. Traditional ways to take such experience and develop competencies tend to take a lot of time and they are expensive. A new learning environment, which is built around a gaming engine, supports the development of competences in specific subject areas. Technology competencies have a significant role in firm innovation and competitiveness; they interact with the competitive environment. Technological competencies vary according to the type of competitive environment, thus enhancing firm innovativeness. Technological competency is gained through extensive experimentation and learning in its research, development and employment in manufacturing. This is a review paper based on competency and strategic success of automobile industry. The aim here is to study strategy formulation and competency tools in the industry. This work is a review of literature related to competency and strategy in automobile industry. This study involves review of 34 papers related to competency and strategy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competency" title="Competency">Competency</a>, <a href="https://publications.waset.org/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/search?q=manufacturing%20competency" title=" manufacturing competency"> manufacturing competency</a>, <a href="https://publications.waset.org/search?q=strategic%20formulation." title=" strategic formulation. "> strategic formulation. </a> </p> <a href="https://publications.waset.org/10009071/competency-and-strategy-formulation-in-automobile-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009071/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009071/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009071/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009071/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009071/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009071/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009071/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009071/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009071/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009071/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2123</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Is HR in a State of Transition? An International Comparative Study on the Development of HR Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Barbara%20Covarrubias%20Venegas">Barbara Covarrubias Venegas</a>, <a href="https://publications.waset.org/search?q=Sabine%20Groblschegg"> Sabine Groblschegg</a>, <a href="https://publications.waset.org/search?q=Bernhard%20Klaus"> Bernhard Klaus</a>, <a href="https://publications.waset.org/search?q=Julia%20Domnanovich"> Julia Domnanovich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research Objectives: The roles and activities of Human Resource Management (HRM) have changed a lot in the past years. Driven by a changing environment and therefore new business requirements, the scope of human resource (HR) activities has widened. The extent to which these activities should focus on strategic issues to support the long term success of a company has been discussed in science for many years. As many economies of Central and Eastern Europe (CEE) experienced a phase of transition after the socialist era and are now recovering from the 2008 global crisis it is needed to examine the current state of HR positioning. Furthermore a trend in HR work developing from rather administrative units to being strategic partners of management can be noticed. This leads to the question of better understanding the underlying competencies which are necessary to support organisations. This topic was addressed by the international study “HR Competencies in international comparison”. The quantitative survey was conducted by the Institute for Human Resources & Organisation of FHWien University of Applied Science of WKW (A) in cooperation with partner universities in the countries Bosnia- Herzegovina, Croatia, Serbia and Slovenia. Methodology: Using the questionnaire developed by Dave Ulrich we tested whether the HR Competency model can be used for Austria, Bosnia and Herzegovina, Croatia, Serbia and Slovenia. After performing confirmatory and exploratory factor analysis for the whole data set containing all five countries we could clearly distinguish between four competencies. In a further step our analysis focused on median and average comparisons between the HR competency dimensions. Conclusion: Our literature review, in alignment with other studies, shows a relatively rapid pace of development of HR Roles and HR Competencies in BCSS in the past decades. Comparing data from BCSS and Austria we still can notice that regards strategic orientation there is a lack in BCSS countries, thus competencies are not as developed as in Austria. This leads us to the tentative conclusion that HR has undergone a rapid change but is still in a State of Transition from being a rather administrative unit to performing the role of a strategic partner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comparative%20study" title="Comparative study">Comparative study</a>, <a href="https://publications.waset.org/search?q=HR%20competencies" title=" HR competencies"> HR competencies</a>, <a href="https://publications.waset.org/search?q=HRM" title=" HRM"> HRM</a>, <a href="https://publications.waset.org/search?q=HR%0D%0ARoles." title=" HR Roles."> HR Roles.</a> </p> <a href="https://publications.waset.org/10002020/is-hr-in-a-state-of-transition-an-international-comparative-study-on-the-development-of-hr-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002020/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002020/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002020/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002020/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002020/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002020/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002020/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002020/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002020/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002020/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2162</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Education of Purchasing Professionals in Austria: Competence Based View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Volker%20Koch">Volker Koch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the education of purchasing professionals in Austria. In this education, equivalent and measurable criteria are collected in order to create a comparison. The comparison shows the problem. To make the aforementioned comparison possible, methodologies such as KODE-Competence Atlas or presentations in a matrix form are used. The result shows the content taught and whether there are any similarities or interesting differences in the current Austrian purchasers’ formations. Purchasing professionals learning competencies are also illustrated in the study result. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competencies" title="Competencies">Competencies</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=purchasing%20professional" title=" purchasing professional"> purchasing professional</a>, <a href="https://publications.waset.org/search?q=technological-oriented." title=" technological-oriented."> technological-oriented.</a> </p> <a href="https://publications.waset.org/10005052/education-of-purchasing-professionals-in-austria-competence-based-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005052/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005052/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005052/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005052/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005052/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005052/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005052/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005052/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005052/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005052/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1060</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> The Development of Student Core Competencies through the STEM Education Opportunities in Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Z.%20Dedovets">Z. Dedovets</a>, <a href="https://publications.waset.org/search?q=M.%20Rodionov"> M. Rodionov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the modern education system is to prepare students to be able to adapt to ever-changing life situations. They must be able to acquire required knowledge independently; apply such knowledge in practice to solve various problems by using modern technologies; think critically and creatively; competently use information; be communicative, work in a team; and develop their own moral values, intellect and cultural awareness. As a result, the status of education significantly increases; new requirements to its quality have been formed. In recent years the competency-based approach in education has become of significant interest. This approach is a strengthening of applied and practical characteristics of a school education and leads to the forming of the key students’ competencies which define their success in future life. In this article, the authors’ attention focuses on a range of key competencies, educational, informational and communicative and on the possibility to develop such competencies via STEM education. This research shows the change in students’ attitude towards scientific disciplines such as mathematics, general science, technology and engineering as a result of STEM education. Two staged analyzed questionnaires completed by students of forms II to IV in the republic of Trinidad and Tobago allowed the authors to categorize students between two levels that represent students’ attitude to various disciplines. The significance of differences between selected levels was confirmed with the use of Pearson’s chi-squared test. In summary, the analysis of obtained data makes it possible to conclude that STEM education has a great potential for development of core students’ competencies and encourage the development of positive student attitude towards the above mentioned above scientific disciplines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=STEM-science" title="STEM-science">STEM-science</a>, <a href="https://publications.waset.org/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=students%E2%80%99%20competency" title=" students’ competency"> students’ competency</a>, <a href="https://publications.waset.org/search?q=Pearson%27s%20chi-squared%20test." title=" Pearson's chi-squared test."> Pearson's chi-squared test.</a> </p> <a href="https://publications.waset.org/10002311/the-development-of-student-core-competencies-through-the-stem-education-opportunities-in-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002311/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002311/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002311/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002311/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002311/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002311/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002311/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002311/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002311/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002311/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3372</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Online Programme of Excellence Model (OPEM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Luis%20M.%20Villar">Luis M. Villar</a>, <a href="https://publications.waset.org/search?q=Olga%20M.%20Alegre"> Olga M. Alegre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Finding effective ways of improving university quality assurance requires, as well, a retraining of the staff. This article illustrates an Online Programme of Excellence Model (OPEM), based on the European quality assurance model, for improving participants- formative programme standards. The results of applying this OPEM indicate the necessity of quality policies that support the evaluators- competencies to improve formative programmes. The study concludes by outlining how faculty and agency staff can use OPEM for the internal and external quality assurance of formative programmes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Formative%20assessment" title="Formative assessment">Formative assessment</a>, <a href="https://publications.waset.org/search?q=Online%20faculty%20excellence%20program" title=" Online faculty excellence program"> Online faculty excellence program</a>, <a href="https://publications.waset.org/search?q=Teaching%20competencies" title=" Teaching competencies"> Teaching competencies</a>, <a href="https://publications.waset.org/search?q=University%20quality%20assurance." title=" University quality assurance."> University quality assurance.</a> </p> <a href="https://publications.waset.org/2573/online-programme-of-excellence-model-opem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2573/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2573/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2573/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2573/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2573/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2573/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2573/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2573/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2573/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2573/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1314</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Prospective Class Teachers- Computer Experiences and Computer Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Deniz">L. Deniz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of the research is to investigate the computer experiences and computer attitudes of prospective class teachers. The research also investigated the differences between computer attitudes and computer experiences, computer competencies and the influence of genders. Ninety prospective class teachers participated in the research. Computer Attitude Scale- Marmara (CAS-M), and a questionnaire, about their computer experiences, and opinions toward the use of computers in the classroom setting, were administrated. The major findings are as follows: (1) 62% of prospective class teachers have computer at home; (2) 50% of the computer owners have computers less than three years; (3) No significant differences were found between computer attitudes and gender; (4) Differences were found between general computer attitudes and computer liking attitudes of prospective class teachers based on their computer competencies in favor of more competent ones.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20attitude" title="Computer attitude">Computer attitude</a>, <a href="https://publications.waset.org/search?q=computer%20experience" title=" computer experience"> computer experience</a>, <a href="https://publications.waset.org/search?q=prospective%0D%0Aclass%20teacher" title=" prospective class teacher"> prospective class teacher</a> </p> <a href="https://publications.waset.org/8160/prospective-class-teachers-computer-experiences-and-computer-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8160/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8160/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8160/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8160/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8160/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8160/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8160/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8160/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8160/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8160/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1557</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Core Competence Development while Carrying out Organizational Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Olga%20A.%20Shvetsova">Olga A. Shvetsova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contains the different issues of competence management in industrial companies. The theoretical bases of human resources management and practical issues of innovative enterprises’ competitiveness are considered. The research is focused on the modern industrial enterprise changes management problems; it focuses on the effective personnel management of industrial enterprises on the basis of competence approach. The influence of organizational changes on the competence development is discussed. The need for development of the new technologies is mentioned, proposal is based on competence-based approach in personnel management including in the conditions of carrying out organizational changes; methods of acquisition and development of missing key professional competences are discussed; importance of key competencies in forming competitive advantage of the organization is mentioned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competence%20model" title="Competence model">Competence model</a>, <a href="https://publications.waset.org/search?q=development%20of%20industrial%20company" title=" development of industrial company"> development of industrial company</a>, <a href="https://publications.waset.org/search?q=organizational%20changes" title=" organizational changes"> organizational changes</a>, <a href="https://publications.waset.org/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/search?q=core%20competencies." title=" core competencies. "> core competencies. </a> </p> <a href="https://publications.waset.org/10009982/core-competence-development-while-carrying-out-organizational-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009982/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009982/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009982/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009982/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009982/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009982/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009982/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009982/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009982/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009982/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009982.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">885</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> Actual Nursing Competency among Nurses in Hospital in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Do%20Thi%20Ha">Do Thi Ha</a>, <a href="https://publications.waset.org/search?q=Khanitta%20Nuntaboot"> Khanitta Nuntaboot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Background: Competency of nurses is vital to safe nursing practice as well as essential component to drive quality of nursing services. There exists little up to date information concerning actual competency among Vietnamese nurses. Purposes: The purpose of this study is to identify the actual nursing competency among nurses in clinical settings in Vietnam. Methods: A qualitative study, ethnographic method, comprised of the participant-observation, in-depth interview, and focus group discussion with multidisciplinary groups of nurses employing in Cho Ray hospital, Vietnam, managers/administrators, nurse teachers, medical doctors, other health care providers, patients and family members which derived from purposeful sampling technique. Content analysis was used for data analysis. Results: Five essential themes of nursing competencies among nurses were identified include (1) knowledge, (2) skills, (3) attitude and value-based nursing practice, (4) legal and ethical competencies, and (5) transcultural competencies. Basic and advanced knowledge were identified as further two dimensions of knowledge. There were five sub themes identified as further dimensions of skills include technical skills, communication skills, organizing and management skills, teamwork and interrelationship, and critical thinking skills. Conclusions: The findings from this study provide valuable information and understanding of the actual competency among nurses in clinical settings in Vietnam. It is expected that this understanding would assist in developing a guide to nursing education and training, nursing practice and relevant policy regulation used for promoting nursing competency among nurses.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Nursing%20competency" title="Nursing competency">Nursing competency</a>, <a href="https://publications.waset.org/search?q=qualitative%20design" title=" qualitative design"> qualitative design</a>, <a href="https://publications.waset.org/search?q=ethnographic%20method" title=" ethnographic method"> ethnographic method</a>, <a href="https://publications.waset.org/search?q=Vietnam." title=" Vietnam. "> Vietnam. </a> </p> <a href="https://publications.waset.org/10004833/actual-nursing-competency-among-nurses-in-hospital-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004833/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004833/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004833/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004833/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004833/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004833/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004833/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004833/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004833/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004833/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2484</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Working with Children and Young People as a much Neglected Area of Education within the Social Studies Curriculum in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Marta%20Czechowska-Bieluga">Marta Czechowska-Bieluga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Social work education in Poland focuses mostly on developing competencies that address the needs of individuals and families affected by a variety of life's problems. As a result of the ageing of the Polish population, much attention is equally devoted to adults, including the elderly. However, social work with children and young people is the area of education which should be given more consideration. Social work students are mostly trained to cater to the needs of families and the competencies aimed to respond to the needs of children and young people do not receive enough attention and are only offered as elective classes. This paper strives to review the social work programmes offered by the selected higher education institutions in Poland in terms of social work training aimed at helping children and young people to address their life problems. The analysis conducted in this study indicates that university education for social work focuses on training professionals who will provide assistance only to adults. Due to changes in the social and political situation, including, in particular, changes in social policy implemented for the needy, it is necessary to extend this area of education to include the specificity of the support for children and young people; especially, in the light of the appearance of new support professions within the area of social work. For example, family assistants, whose task is to support parents in performing their roles as guardians and educators, also assist children. Therefore, it becomes necessary to equip social work professionals with competencies which include issues related to the quality of life of underage people living in families. Social work curricula should be extended to include the issues of child and young person development and the patterns governing this phase of life.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20work%20education" title="Social work education">Social work education</a>, <a href="https://publications.waset.org/search?q=social%20work%20programmes" title=" social work programmes"> social work programmes</a>, <a href="https://publications.waset.org/search?q=social%20worker" title=" social worker"> social worker</a>, <a href="https://publications.waset.org/search?q=university." title=" university."> university.</a> </p> <a href="https://publications.waset.org/10009402/working-with-children-and-young-people-as-a-much-neglected-area-of-education-within-the-social-studies-curriculum-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009402/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009402/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009402/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009402/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009402/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009402/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009402/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009402/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009402/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009402/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">649</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> An Assessment of Technological Competencies on Professional Service Firms Business Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sulaiman%20Ainin">Sulaiman Ainin</a>, <a href="https://publications.waset.org/search?q=Yusniza%20Kamar%20ulzaman"> Yusniza Kamar ulzaman</a>, <a href="https://publications.waset.org/search?q=Abdul%20Ghani%20Farinda"> Abdul Ghani Farinda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was initiated with a three prong objective. One, to identify the relationship between Technological Competencies factors (Technical Capability, Firm Innovativeness and E-Business Practices and professional service firms- business performance. To investigate the predictors of professional service firms business performance and finally to evaluate the predictors of business performance according to the type of professional service firms, a survey questionnaire was deployed to collect empirical data. The questionnaire was distributed to the owners of the professional small medium size enterprises services in the Accounting, Legal, Engineering and Architecture sectors. Analysis showed that all three Technology Competency factors have moderate effect on business performance. In addition, the regression models indicate that technical capability is the most highly influential that could determine business performance, followed by e-business practices and firm innovativeness. Subsequently, the main predictor of business performance for all types of firms is Technical capability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=technology%20competency" title="technology competency">technology competency</a>, <a href="https://publications.waset.org/search?q=technology%20capability" title=" technology capability"> technology capability</a>, <a href="https://publications.waset.org/search?q=innovativeness" title="innovativeness">innovativeness</a>, <a href="https://publications.waset.org/search?q=E-business%20practice" title=" E-business practice"> E-business practice</a> </p> <a href="https://publications.waset.org/14930/an-assessment-of-technological-competencies-on-professional-service-firms-business-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14930/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14930/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14930/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14930/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14930/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14930/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14930/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14930/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14930/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14930/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1637</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> Conceptualizing Thoughtful Intelligence for Sustainable Decision Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Musarrat%20Jabeen">Musarrat Jabeen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Thoughtful intelligence offers a sustainable position to enhance the influence of decision-makers. Thoughtful Intelligence implies the understanding to realize the impact of one’s thoughts, words and actions on the survival, dignity and development of the individuals, groups and nations. Thoughtful intelligence has received minimal consideration in the area of Decision Support Systems, with an end goal to evaluate the quantity of knowledge and its viability. This pattern degraded the imbibed contribution of thoughtful intelligence required for sustainable decision making. Given the concern, this paper concentrates on the question: How to present a model of Thoughtful Decision Support System (TDSS)? The aim of this paper is to appreciate the concepts of thoughtful intelligence and insinuate a Decision Support System based on thoughtful intelligence. Thoughtful intelligence includes three dynamic competencies: i) Realization about long term impacts of decisions that are made in a specific time and space, ii) A great sense of taking actions, iii) Intense interconnectivity with people and nature and; seven associate competencies, of Righteousness, Purposefulness, Understanding, Contemplation, Sincerity, Mindfulness, and Nurturing. The study utilizes two methods: Focused group discussion to count prevailing Decision Support Systems; 70% results of focus group discussions found six decision support systems and the positive inexistence of thoughtful intelligence among decision support systems regarding sustainable decision making. Delphi focused on defining thoughtful intelligence to model (TDSS). 65% results helped to conceptualize (definition and description) of thoughtful intelligence. TDSS is offered here as an addition in the decision making literature. The clients are top leaders.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Thoughtful%20intelligence" title="Thoughtful intelligence">Thoughtful intelligence</a>, <a href="https://publications.waset.org/search?q=Sustainable%20decision%20making" title=" Sustainable decision making"> Sustainable decision making</a>, <a href="https://publications.waset.org/search?q=Thoughtful%20decision%20support%20system." title=" Thoughtful decision support system."> Thoughtful decision support system.</a> </p> <a href="https://publications.waset.org/10011494/conceptualizing-thoughtful-intelligence-for-sustainable-decision-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011494/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011494/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011494/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011494/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011494/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011494/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011494/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011494/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011494/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011494/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Architecture from Teaching to Learning to Practice: Authentic learning Tasks in Developing Professional Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Utaberta">N. Utaberta</a>, <a href="https://publications.waset.org/search?q=B.%20Hassanpour"> B. Hassanpour</a>, <a href="https://publications.waset.org/search?q=M.%20Surat"> M. Surat</a>, <a href="https://publications.waset.org/search?q=A.%20I.%20Che%20Ani"> A. I. Che Ani</a>, <a href="https://publications.waset.org/search?q=N.M.%20Tawil"> N.M. Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concerns of education and practice of architecture do not necessarily overlap. Indeed the gap between them could be seen increasingly and less frequently bridged. We suggest that changing in architecture education and clarifying the relationship between these two can help to find and address the opportunities and unique positions to bridge this gulf. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Architecture%20education" title="Architecture education">Architecture education</a>, <a href="https://publications.waset.org/search?q=Learning" title=" Learning"> Learning</a>, <a href="https://publications.waset.org/search?q=Practice" title=" Practice"> Practice</a>, <a href="https://publications.waset.org/search?q=Teaching" title=" Teaching"> Teaching</a> </p> <a href="https://publications.waset.org/14597/architecture-from-teaching-to-learning-to-practice-authentic-learning-tasks-in-developing-professional-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14597/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14597/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14597/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14597/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14597/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14597/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14597/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14597/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14597/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14597/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1612</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> The Perspectives of Preparing Psychology Practitioners in Armenian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Petrosyan">L. Petrosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The problem of psychologist training remains a key priority in Armenia. During the Soviet period, the notion of a psychologist was obscure not only in Armenia but also in other Soviet republics. The breakup of the Soviet Union triggered a gradual change in this area activating the cooperation with specialists from other countries. The need for recovery from the psychological trauma caused by the 1988 earthquake pushed forward the development of practical psychology in Armenia. This phenomenon led to positive changes in perception of and interest to a psychologist profession.Armenian universities started designing special programs for psychologists’ preparation. Armenian psychologists combined their efforts in the field of training relevant specialists. During the recent years, the Bologna educational system was introduced in Armenia which led to implementation of education quality improvement programs. Nevertheless, even today the issue of psychologists’ training is not yet settled in Armenian universities. So far graduate psychologists haven’t got a clear idea of personal and professional qualities of a psychologist. Recently, as a result of educational reforms, the psychology curricula underwent changes, but so far they have not led to a desired outcome. Almost all curricula in certain specialties are aimed to form professional competencies and strengthen practical skills. A survey conducted in Armenia aimed to identify what are the ideas of young psychology specialists on the image of a psychologist. The survey respondents were 45 specialists holding bachelor’s degree as well as 30 master degree graduates, who have not been working yet. The research reveals that we need to change the approach of preparing psychology practitioners in the universities of Armenia. Such an approach to psychologist training will make it possible to train qualified specialists for enhancement of modern psychology theory and practice.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Practitioners" title="Practitioners">Practitioners</a>, <a href="https://publications.waset.org/search?q=Psychology%20Degree" title=" Psychology Degree"> Psychology Degree</a>, <a href="https://publications.waset.org/search?q=study" title=" study"> study</a>, <a href="https://publications.waset.org/search?q=professional%20competencies." title=" professional competencies."> professional competencies.</a> </p> <a href="https://publications.waset.org/10000440/the-perspectives-of-preparing-psychology-practitioners-in-armenian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000440/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000440/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000440/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000440/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000440/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000440/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000440/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000440/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000440/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000440/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2070</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> The Project Evaluation to Develop the Competencies, Capabilities, and Skills in Repairing Computers of People in Jompluak Local Municipality, Bang Khonthi District, Samut Songkram Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wilailuk%20Meepracha">Wilailuk Meepracha </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The results of the study on the project evaluation to  develop the competencies, capabilities, and skills in repairing  computers of people in Jompluak Local Municipality, Bang Khonthi  District, Samut Songkram Province showed that the overall result  was good (4.33). When considering on each aspect, it was found that  the highest one was on process evaluation (4.60) followed by product  evaluation (4.50) and the least one was on feeding factor (3.97).  When considering in details, it was found that: 1) the context aspect  was high (4.23) with the highest item on the arrangement of the  training situation (4.67) followed by the appropriateness of the target  (4.30) and the least aspect was on the project cooperation (3.73). 2)  The evaluation of average overall primary factor or feeding factor  showed high value (4.23) while the highest aspect was on the  capability of the trainers (4.47) followed by the suitable venue (4.33)  while the least aspect was on the insufficient budget (3.47). 3) The  average result of process evaluation was very high (4.60). The  highest aspect was on the follow-op supervision (4.70) followed by  responsibility of each project staffs (4.50) while the least aspect was  on the present situation and the problems of the community (4.40). 4)  The overall result of the product evaluation was very high (4.50). The  highest aspect was on the diversity of the activities and the  community integration (4.67) followed by project target achievement  (4.63) while the least aspect was on continuation and regularity of the  activities (4.33). The trainees reported high satisfaction on the project  management at very high level (43.33%) while 40% reported high  level and 16.67% reported moderate level. Suggestions for the project  were on the additional number of the computer sets (37.78%)  followed by longer training period especially on computer skills  (43.48%).</p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Project%20evaluation" title="Project evaluation">Project evaluation</a>, <a href="https://publications.waset.org/search?q=competency%20development" title=" competency development"> competency development</a>, <a href="https://publications.waset.org/search?q=the%20%0D%0Acapability%20on%20computer%20repairing%20and%20computer%20skills." title=" the capability on computer repairing and computer skills."> the capability on computer repairing and computer skills.</a> </p> <a href="https://publications.waset.org/9997527/the-project-evaluation-to-develop-the-competencies-capabilities-and-skills-in-repairing-computers-of-people-in-jompluak-local-municipality-bang-khonthi-district-samut-songkram-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997527/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997527/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997527/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997527/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997527/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997527/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997527/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997527/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997527/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997527/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1512</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Basic Business-Forces behind the Surviving and Sustainable Organizations: The Case of Medium Scale Contractors in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iruka%20C.%20Anugwo">Iruka C. Anugwo</a>, <a href="https://publications.waset.org/search?q=Winston%20M.%20Shakantu"> Winston M. Shakantu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to uncover the basic business-forces that necessitated the survival and sustainable performance of the medium scale contractors in the South African construction market. This study is essential as it set to contribute towards long-term strategic solutions for combating the incessant failure of start-ups construction organizations within South African. The study used a qualitative research methodology; as the most appropriate approach to elicit and understand, and uncover the phenomena that are basic business-forces for the active contractors in the market. The study also adopted a phenomenological study approach; and in-depth interviews were conducted with 20 medium scale contractors in Port Elizabeth, South Africa, between months of August to October 2015. This allowed for an in-depth understanding of the critical and basic business-forces that influenced their survival and performance beyond the first five years of business operation. Findings of the study showed that for potential contractors (startups), to survival in the competitive business environment such as construction industry, they must possess the basic business-forces. These forces are educational knowledge in construction and business management related disciplines, adequate industrial experiences, competencies and capabilities to delivery excellent services and products as well as embracing the spirit of entrepreneurship. Convincingly, it can be concluded that the strategic approach to minimize the endless failure of startups construction businesses; the potential construction contractors must endeavoring to access and acquire the basic educationally knowledge, training and qualification; need to acquire industrial experiences in collaboration with required competencies, capabilities and entrepreneurship acumen. Without these basic business-forces as been discovered in this study, the majority of the contractors gaining entrance in the market will find it difficult to develop and grow a competitive and sustainable construction organization in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Basic%20business-forces" title="Basic business-forces">Basic business-forces</a>, <a href="https://publications.waset.org/search?q=medium%20scale%20contractors" title=" medium scale contractors"> medium scale contractors</a>, <a href="https://publications.waset.org/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/search?q=sustainable%20organisations." title=" sustainable organisations."> sustainable organisations.</a> </p> <a href="https://publications.waset.org/10003663/basic-business-forces-behind-the-surviving-and-sustainable-organizations-the-case-of-medium-scale-contractors-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003663/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003663/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003663/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003663/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003663/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003663/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003663/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003663/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003663/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003663/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1551</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> Developing Digital Competencies in Aboriginal Students through University-College Partnerships </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=W.%20S.%20Barber">W. S. Barber</a>, <a href="https://publications.waset.org/search?q=S.%20L.%20King"> S. L. King </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reports on a pilot project to develop a collaborative partnership between a community college in rural northern Ontario, Canada, and an urban university in the greater Toronto area in Oshawa, Canada. Partner institutions will collaborate to address learning needs of university applicants whose goals are to attain an undergraduate university BA in Educational Studies and Digital Technology degree, but who may not live in a geographical location that would facilitate this pathways process. The UOIT BA degree is attained through a 2+2 program, where students with a 2 year college diploma or equivalent can attain a four year undergraduate degree. The goals reported on the project are as: 1. Our aim is to expand the BA program to include an additional stream which includes serious educational games, simulations and virtual environments, 2. Develop fully (using both synchronous and asynchronous technologies) online learning modules for use by university applicants who otherwise are not geographically located close to a physical university site, 3. Assess the digital competencies of all students, including members of local, distance and Indigenous communities using a validated tool developed and tested by UOIT across numerous populations. This tool, the General Technical Competency Use and Scale (GTCU) will provide the collaborating institutions with data that will allow for analyzing how well students are prepared to succeed in fully online learning communities. Philosophically, the UOIT BA program is based on a fully online learning communities model (FOLC) that can be accessed from anywhere in the world through digital learning environments via audio video conferencing tools such as Adobe Connect. It also follows models of adult learning and mobile learning, and makes a university degree accessible to the increasing demographic of adult learners who may use mobile devices to learn anywhere anytime. The program is based on key principles of Problem Based Learning, allowing students to build their own understandings through the co-design of the learning environment in collaboration with the instructors and their peers. In this way, this degree allows students to personalize and individualize the learning based on their own culture, background and professional/personal experiences. Using modified flipped classroom strategies, students are able to interrogate video modules on their own time in preparation for one hour discussions occurring in video conferencing sessions. As a consequence of the program flexibility, students may continue to work full or part time. All of the partner institutions will co-develop four new modules, administer the GTCU and share data, while creating a new stream of the UOIT BA degree. This will increase accessibility for students to bridge from community colleges to university through a fully digital environment. We aim to work collaboratively with Indigenous elders, community members and distance education instructors to increase opportunities for more students to attain a university education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Aboriginal" title="Aboriginal">Aboriginal</a>, <a href="https://publications.waset.org/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/search?q=digital" title=" digital"> digital</a>, <a href="https://publications.waset.org/search?q=universities." title=" universities."> universities.</a> </p> <a href="https://publications.waset.org/10007542/developing-digital-competencies-in-aboriginal-students-through-university-college-partnerships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007542/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007542/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007542/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007542/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007542/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007542/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007542/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007542/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007542/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007542/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">786</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> MEAL Project: Modifying Eating Attitudes and Actions through Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Oliver">E. Oliver</a>, <a href="https://publications.waset.org/search?q=A.%20Cebolla"> A. Cebolla</a>, <a href="https://publications.waset.org/search?q=A.%20Dominguez"> A. Dominguez</a>, <a href="https://publications.waset.org/search?q=A.%20Gonzalez-Segura"> A. Gonzalez-Segura</a>, <a href="https://publications.waset.org/search?q=E.%20de%20la%20Cruz"> E. de la Cruz</a>, <a href="https://publications.waset.org/search?q=S.%20Albertini"> S. Albertini</a>, <a href="https://publications.waset.org/search?q=L.%20Ferrini"> L. Ferrini</a>, <a href="https://publications.waset.org/search?q=K.%20Kronika"> K. Kronika</a>, <a href="https://publications.waset.org/search?q=T.%20Nilsen"> T. Nilsen</a>, <a href="https://publications.waset.org/search?q=R.%20Ba%C3%B1os"> R. Baños</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of MEAL is to develop a pedagogical tool aimed to help teachers and nutritionists (students and professionals) to acquire, train, promote and deliver to children basic nutritional education and healthy eating behaviours competencies. MEAL is focused on eating behaviours and not only in nutritional literacy, and will use new technologies like Information and Communication Technologies (ICTs) and serious games (SG) platforms to consolidate the nutritional competences and habits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Nutritional%20Education" title="Nutritional Education">Nutritional Education</a>, <a href="https://publications.waset.org/search?q=Pedagogical%20ICT%20Platform" title=" Pedagogical ICT Platform"> Pedagogical ICT Platform</a>, <a href="https://publications.waset.org/search?q=Serious%20Games" title=" Serious Games"> Serious Games</a>, <a href="https://publications.waset.org/search?q=Teachers%20and%20Nutritionists" title=" Teachers and Nutritionists"> Teachers and Nutritionists</a>, <a href="https://publications.waset.org/search?q=Training%20Course." title=" Training Course."> Training Course.</a> </p> <a href="https://publications.waset.org/10002282/meal-project-modifying-eating-attitudes-and-actions-through-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002282/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002282/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002282/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002282/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002282/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002282/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002282/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002282/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002282/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002282/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002282.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2275</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Relationships between Social Entrepreneurship, CSR and Social Innovation: In Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Krisztina%20Szegedi">Krisztina Szegedi</a>, <a href="https://publications.waset.org/search?q=Gyula%20F%C3%BCl%C3%B6p"> Gyula Fülöp</a>, <a href="https://publications.waset.org/search?q=%C3%81d%C3%A1m%20Bereczk"> Ádám Bereczk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The shared goal of social entrepreneurship, corporate social responsibility and social innovation is the advancement of society. The business model of social enterprises is characterized by unique strategies based on the competencies of the entrepreneurs, and is not aimed primarily at the maximization of profits, but rather at carrying out goals for the benefit of society. Corporate social responsibility refers to the active behavior of a company, by which it can create new solutions to meet the needs of society, either on its own or in cooperation with other social stakeholders. The objectives of this article are to define concepts, describe and integrate relevant theoretical models, develop a model and introduce some examples of international practice that can inspire initiatives for social development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Corporate%20social%20responsibility" title="Corporate social responsibility">Corporate social responsibility</a>, <a href="https://publications.waset.org/search?q=CSR" title=" CSR"> CSR</a>, <a href="https://publications.waset.org/search?q=social%20innovation" title=" social innovation"> social innovation</a>, <a href="https://publications.waset.org/search?q=social%20entrepreneurship." title=" social entrepreneurship."> social entrepreneurship.</a> </p> <a href="https://publications.waset.org/10004399/relationships-between-social-entrepreneurship-csr-and-social-innovation-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004399/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004399/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004399/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004399/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004399/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004399/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004399/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004399/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004399/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004399/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4147</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Expatriation Success: Different Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Graziele%20Zwielewski">Graziele Zwielewski</a>, <a href="https://publications.waset.org/search?q=Suzana%20R.%20Tolfo"> Suzana R. Tolfo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The globalization of markets, the need to develop competitive advantages and core competencies, among other things, lead organizations to increasingly cross borders to operate in other countries. The expatriation of professionals who go to work in another country besides their own becomes increasingly common. In order to generate data about this issue, research was conducted concerning the perception of expatriate employees concerning expatriation success. The research method used was case study through a qualitative approach. This research was done through interviews with five India expatriates and five China expatriates, interview with expatriate department heads and analysis of company documents. It was found that there are differences between the organizational perception and perception of expatriates of what constitutes mission success. The paper also provides suggestions for further research and suggestions for future expatriates.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Expatriation%20success" title="Expatriation success">Expatriation success</a>, <a href="https://publications.waset.org/search?q=International%20assignments" title=" International assignments"> International assignments</a>, <a href="https://publications.waset.org/search?q=Success%20factors" title=" Success factors"> Success factors</a>, <a href="https://publications.waset.org/search?q=Success%20for%20expatriates." title=" Success for expatriates."> Success for expatriates.</a> </p> <a href="https://publications.waset.org/10000259/expatriation-success-different-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000259/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000259/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000259/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000259/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000259/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000259/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000259/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000259/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000259/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000259/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2145</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">41</span> The Effect of Self-Efficacy on Emotional Intelligence and Well-Being among Tour Guides</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jennifer%20Chen-Hua%20Min">Jennifer Chen-Hua Min</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The concept of self-efficacy refers to people’s beliefs in their ability to perform certain behaviors and cope with environmental demands. As such, self-efficacy plays a key role in linking ability to performance. Therefore, this study examines the relationships of self-efficacy, emotional intelligence (EI), and well-being among tour guides, who act as intermediaries between tourists and an unfamiliar environment and significantly influence tourists’ impressions of a destination. Structural equation modeling (SEM) is used to identify the relationships between these factors. The results found that self-efficacy is positively associated with EI and well-being, and a positive link was seen between EI and well-being. This study has practical implications, as the results can facilitate the development of interventions for enhancing tour guides’ EI and self-efficacy competencies, which will benefit them in terms of both enhanced achievements and improved psychological happiness and well-being.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Self-efficacy" title="Self-efficacy">Self-efficacy</a>, <a href="https://publications.waset.org/search?q=tour%20guides" title=" tour guides"> tour guides</a>, <a href="https://publications.waset.org/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/search?q=emotional%20intelligence." title=" emotional intelligence."> emotional intelligence.</a> </p> <a href="https://publications.waset.org/10007813/the-effect-of-self-efficacy-on-emotional-intelligence-and-well-being-among-tour-guides" class="btn btn-primary btn-sm">Procedia</a> <a 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