A proposed methodology for mapping and ranking competencies that HRM graduates need

Bogdány, Eszter; Cserháti, Gabriella; Raffay-Danyi, Ágnes

doi:10.1016/j.ijme.2023.100789

Cited by 5 publications

(9 citation statements)

References 32 publications

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“…integration/progression). This emphasis on inter-disciplinary business synergy sourced from diverse business stakeholders, extends competency research of Satar et al (2023), Bogd any et al (2023, Lucas et al (2022), etc. By not merely grouping clusters of converging or siloed discipline competencies (as many do), but rather harnessing the divergence of varying technical and soft, digital and analogue, old and new competencies emergent from the digitalization of business practice.…”

Section: Discussionmentioning

confidence: 92%

“…Despite the many competencies discussed broadly in scholarship, HE graduates are increasingly acknowledged to exemplify "competency gaps" in professional practice (Bogd any et al, 2023). This signifies that a change in orientation of HE scholarship may be needed to address the "inertia" and "blind spots" in competency development (as argued by Lucas et al, 2022).…”

Section: Conceptual Backgroundmentioning

confidence: 99%

“…The necessity to re-evaluate how competencies are developed occurs at a time when graduate stress, burnout and attrition are rife (Orr et al, 2023). Competency gaps are recognized in numerous business contexts, including preparedness for transitioning to work (Garc ıa-Cabrera et al, 2023) and human resource competencies (Bogd any et al, 2023). Moreover, O'Reilly (2017) informs that the majority of jobs projected to have the largest growth rates by 2024 don't even require a Bachelor degree.…”

Section: Introductionmentioning

confidence: 99%

“…To re-orient business schools to the correct areas of focus, many competencies have been proposed (see Satar et al, 2023;Bogd any et al, 2023;Fettes et al, 2020). However, these competencies tend to be domain-specific groupings and do not consider combinations of competencies (traditional and digital, soft and technical), they overlook those that diverge from traditional or siloed-disciplines, and neglect those which manifest from the sum of interdisciplinary competencies.…”

Section: Introductionmentioning

confidence: 99%

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Synergistic competencies of business graduates for the digital age: directions for higher education

Butcher,

Sung,

Cheah

2024

IJEM

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PurposeFor business and management higher education (HE) to transition graduates to digital workplaces and careers, it’s crucial they develop competencies (digital and traditional, soft and technical, new and old) that are relevant and applicable.Design/methodology/approachInsights are obtained from 60 comprehensive interviews with HE business students, educators and industry practitioners.FindingsSix synergistic competencies are described that leverage synergies of (often) divergent competencies in the digital age of business, integrating them with a recently emerged multi-disciplinary competency framework. Each synergy states its target application, purpose and is aligned with specific HE practices.Originality/valueScholarship of competencies is re-oriented away from clusters and towards synergies, with a new inter-disciplinary competency framework validated to business in the digital age, with directions provided for HE.

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Section: Discussionmentioning

confidence: 92%

Section: Conceptual Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Synergistic competencies of business graduates for the digital age: directions for higher education

Butcher,

Sung,

Cheah

2024

IJEM

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“…Through these experiences, individuals not only acquire new skills but also reinforce and update existing skills. This dynamic is crucial for ensuring that employees can adapt to the changing demands of the labor market and maintain their relevance in their respective fields (Bogdány et al, 2023).…”

Section: Development Of Competenciesmentioning

confidence: 99%

Impact of Gender Discrimination on Women's Skill Development in the Workplace in a Northern Region of Peru – 2023

Arbulú Ballesteros,

Acosta Enriquez,

Montes Ninaquispe

et al. 2024

Acad. J. Interdiscip. Stud.

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Decades, but with notable advances in access to education and labor participation, challenges remain. The objective of this study was to evaluate the impact of gender discrimination practices on the development of women's competencies in the labor context in a region of northern Peru in 2023. An online survey was administered to 450 women selected in a nonprobabilistic manner. Results: Six research hypotheses were proposed, three of which were empirically corroborated: Workplace->Skills (?= -0.019), Skills-> Career (?=0.701), and Employment Level (?= -0.128). Conclusions: Gender discrimination practices at work, on the one hand, have a negative impact on skills development but, in turn, do not affect women's career progression in the workplace; these findings also highlight the importance of fostering skills development in organizations to increase women's career progression in the work context. Finally, this study provides a general framework for the design of policies and strategies that promote equity, reduce discriminatory practices in the workplace, and maximize the potential of the female workforce. Received: 16 December 2023 / Accepted: 16 February 2024 / Published: 5 March 2024

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Shifting work competencies in an emerging economy: a comparison of accounting students’ perceptions of demand and supply

Chandler

2024

HESWBL

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PurposeThe purpose of this study is to ascertain which competences are seen by employers as important for accounting students in an emerging economy, to triangulate this list with the experiences of working students and compare with those work competencies acquired during the period of study.Design/methodology/approachThis study employs a novel mixed-method approach, with interviews of employers (n = 11) to identify key work competencies, and then with a quantitative study of working students (n = 184) to examine the work competency gap, using paired T-tests and mean weight discrepancy scores. The study was undertaken between September and December 2022.FindingsThe paper provides empirical insights into key work competencies in an emerging economy. There is a focus on technical skills at the university, whilst soft skills are preferred by employers. New key work competencies were uncovered relating to intuition, innovation and communicating in a foreign language. The key personal characteristics required for the job relate to change and uncertainty.Research limitations/implicationsA qualitative assessment of key work competencies of employers and the use of mean weighted discrepancy scores is recommended in further studies in this field.Practical implicationsPractical approaches for educators, government and employers are offered to address the increasing demand for soft skills and other work competencies specific to an emerging economy.Originality/valueThe study is set in an emerging economy, which is underdeveloped in this field. The findings inform key stakeholders with a vested interest in reducing the work competency gap.

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A proposed methodology for mapping and ranking competencies that HRM graduates need

Cited by 5 publications

References 32 publications

Synergistic competencies of business graduates for the digital age: directions for higher education

Synergistic competencies of business graduates for the digital age: directions for higher education

Impact of Gender Discrimination on Women's Skill Development in the Workplace in a Northern Region of Peru – 2023

Shifting work competencies in an emerging economy: a comparison of accounting students’ perceptions of demand and supply

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