Cross‐functional integration skills: Are business schools delivering what organizations need?

D′Souza, Derrick E.; Bement, Danuse; Cory, Kenneth D.

doi:10.1111/dsji.12262

Cited by 4 publications

(5 citation statements)

References 45 publications

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“…The data shows a positive environment for CFI in managing processes, with efforts towards synchronization and mutual understanding of the larger process among different functional units. The above finding aligns with the work of Souza et al (2022), which underscores the pivotal role of CFI in coordination. Souza et al's (2022) study aligned with the present study's findings on the significance attached to the synchronization of functional activities, as evidenced by the high rating in the table.…”

Section: Coordinationsupporting

confidence: 86%

“…Souza et al's (2022) study aligned with the present study's findings on the significance attached to the synchronization of functional activities, as evidenced by the high rating in the table. Souza et al (2022) found that organizations that highly value CFI skills have recognized coordination as a critical factor in achieving success. This coincides with the present study's positive environment for CFI, emphasizing the need for organizations to prioritize and enhance coordination skills across functions.…”

Section: Coordinationmentioning

confidence: 99%

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Impact of Cross-Functional Integration on Organizational Performance of a Semiconductor Company in the Philippines

Laco,

Briones,

Baldovino

2024

ORCADEV

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Cross-functional integration (CFI) plays a crucial role in achieving the business objectives of any organization. This study assessed the impact of CFI on the organizational performance of a semiconductor company in the Philippines. This descriptive-quantitative research used an adapted questionnaire covering the three elements of CFI: collaboration, coordination, and communication. The data were gathered using Google Forms via email and Microsoft Teams from 87 employees on their supervisory levels of the subject-semiconductor company. The findings revealed that the subject-semiconductor company has a supportive culture for CFI. The present study has also provided empirical evidence that CFI is crucial to organizational performance. CFI practices in terms of the three elements have no significant differences as perceived by the respondents when grouped according to age, gender, and length of service. However, there exist significant differences in their perceptions of the practice of CFI in terms of coordination and communication when they are grouped by area/ department assignment. This suggests that the company can improve CFI by focusing on better coordination and communication across functions.

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Section: Coordinationsupporting

confidence: 86%

Section: Coordinationmentioning

confidence: 99%

Impact of Cross-Functional Integration on Organizational Performance of a Semiconductor Company in the Philippines

Laco,

Briones,

Baldovino

2024

ORCADEV

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“…In this way, given the existence of differences in the needs for certain skills, teachers would have to complement this more homogeneous higher education with other more specific training in order to achieve a better future link between company-university at a national level. In agreement with other authors, this paper emphasises that it is crucial that there be regular communication between companies and training centres and that representatives of the tourism industry participate in the process (Regalado Pez ua and Montoya, 2012;Blesia et al, 2021;D'Souza et al, 2022). Curricula and delivery methods should be updated, upgraded and refreshed to address the new industry skills and requirements (Sigala, 2021).…”

Section: Discussionsupporting

confidence: 69%

“…When educational programmes respond to the needs of industry, the university can gain a competitive advantage (Lo, 2005). Therefore, some authors suggest the need for coordination and regular communication between business and training centres, thus improving the competitiveness of companies and reducing the gap that currently exists (Blesia et al, 2021;D'Souza et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Soft skills in the tourism industry of the future: a comparison between Italy and Spain

Rienda,

Ruiz-Fernández,

Andreu

2024

JTF

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PurposeThe harmonisation of university degrees at the European level leads us to believe that training needs are addressed in the same way in different countries. However, the inevitable adaptation to the changing environment faced by companies requires a continuous adjustment between training and future needs, according to the sector. The aim of this paper is to compare two leading and culturally similar countries in the tourism sector in order to determine whether training is being provided homogeneously in tourism higher education and whether more specific training is desired to meet the needs of the sector in each country.Design/methodology/approachThis study is part of the European Next Tourism Generation (NTG) Project, the first European partnership to foster a collaborative and productive relationship between the education system and the tourism industry. A mixed research study was conducted with the purpose of development, i.e. with the intention that the results of one method (qualitative) are used to assist the development of the other method (quantitative) and an exploratory sequential design. Both qualitative (29 interviews) and quantitative (509 tourism organisations) methods are used.FindingsFor a sector that has undergone significant changes in recent years, the results show the differences between countries around the current level of soft skills of employees, the level they will need to develop in the future and the gaps that those responsible for training future employees in the sector need to focus on for the 2030 horizon.Practical implicationsSeveral recommendations have emerged from this paper: to complement higher education, to achieve a better link between the business world and future workers; to provide much more incentives for international student mobility, which will allow students to develop intercultural soft skills before they enter the world of work, and to propose the creation of a social network to share, communicate and learn about resources specific to the tourism industry.Originality/valueSince the Bologna Plan, higher education institutions have been tasked with preparing students for the world of work and developing the employability of graduates. The link between the professional world (companies) and the educational world (training centres) is a crucial factor in determining students' future skills and needs. When educational programmes respond to the needs of industry, the university can gain a competitive advantage. Therefore, some authors suggest the need for coordination and regular communication between business and training centres, thus improving the competitiveness of companies and reducing the gap that currently exists. In this paper, comparing two culturally similar countries with a recognised trajectory in the tourism sector, we will try to observe this gap and propose interesting options for the future of the sector.

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“…-Universities to develop a greater entrepreneurial awareness (Nicolaides, 2011; African Union, 2020). -universities must develop cross-functional thinkers who are innovative and have entrepreneurial skills that are needed in the local economy (Clark et al, 2004;D'Souza et al, 2022). -Universities to encourage entrepreneurship by making use of innovative programme designs and specialist post-graduate programmes in entrepreneurship, with explicit academic entrepreneurship bias (Wadee and Padayachee, 2017).…”

Section: Promotion Of Entrepreneurshipmentioning

confidence: 99%

Synergistic advancements: fostering collaborative excellence in doctoral education

Pelser

2024

Front. Educ.

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Doctoral education in Africa is a rigorous journey that demands unwavering commitment from both students and mentors. It involves original research aimed at contributing new knowledge to the academic realm, making it a formidable scholarly pursuit. The pivotal players in this endeavor are the students, their mentors, and the higher education institutions. This paper delves into the strategies and recommendations for enhancing excellence in doctoral education across Africa. One significant approach is fostering entrepreneurship among doctoral students, empowering them to develop businesses and cultivating an innovative culture to broaden their career prospects. Additionally, robust academic support systems play a crucial role, encompassing services like academic writing centers, article writing workshops, and well-structured mentoring programs. These resources bolster research and writing skills, aid in crafting research proposals, and facilitate publishing, thereby boosting students’ self-esteem. International partnerships offer opportunities for academic mobility, through scholarships, exchange programs, and funding. This international exposure fosters cross-cultural understanding and academic excellence. Collaborations, both with academia and industry, enable problem-solving and interdisciplinary research, further enriching the doctoral experience. Exchange programs serve dual purposes by providing funding and ensuring quality standards are met in doctoral programs. These measures collectively contribute to the advancement of excellence in doctoral education in Africa, nurturing a skilled workforce capable of driving innovation and development on the continent. This theoretical paper relies on extensive scrutiny of reputable sources and accredited journals. The findings emphasize the significance of collaborations and academic support systems in achieving academic success, which, in turn, leads to entrepreneurship, job creation, and wealth generation. Adequate funding and motivated supervisors and students are foundational elements for a thriving doctoral program. Overall, these interventions and recommendations pave the way for Africa’s doctoral students to reach their full potential, contributing to the continent’s growth and prosperity.

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Cross‐functional integration skills: Are business schools delivering what organizations need?

Cited by 4 publications

References 45 publications

Impact of Cross-Functional Integration on Organizational Performance of a Semiconductor Company in the Philippines

Impact of Cross-Functional Integration on Organizational Performance of a Semiconductor Company in the Philippines

Soft skills in the tourism industry of the future: a comparison between Italy and Spain

Synergistic advancements: fostering collaborative excellence in doctoral education

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