What UK graduate employers think they want and what university business schools think they provide

This is tha authors' PDF version of an article published in International Journal of Management Concepts and Philosophy© 2009. The definitive version is available at www.inderscience.comThis paper evaluates the increasing focus on the development of students' competencies and skills for management, in university business schools. The debate suggests that deeper understandings, concerning the role of managers are being sacrificed at the hands of an instrumentalist/technicist agenda focusing on competencies and skills. The paper adds to the discussion by scrutinising and applying theory from the literatures of occupational practice, knowledge and learning. Data is presented from sixty four job advertisements stipulating the competencies and skills required of applicants and which illustrate the premium put upon personal practice knowledge. By taking a critical management perspective students can begin to understand the social context and power-based nature of management practice in the workplace. While universities may try to further fulfil the 'narrow', industry-led, competency focus, early indications suggest that universities may possess a good deal of freedom in designing pedagogies supportive of a critical agenda

The effect of knowledge management and organisational learning on individual competencies

Knowledge management (KM) is known for its positive impact on the strategy of organisations, but little is known and understood about the significance of competency and learning and its important effects on knowledge management in public and private organisations in different sectors of the economy in Kuwait. The problem is that many organisations deal with KM or new information or emerging information as a challenge of KM itself rather than a way of incorporating new knowledge into the organisation through the development of individual competencies, and hence developing both KM and individual competency. Based on interview data from Kuwaiti organisations, this paper argues that it is better to implement KM and maximize organizational learning in order to create more competent individuals based on the spiral of knowledge creation model or the theory of knowledge creation. The significant contribution this paper makes is that individual competencies have a reciprocal relationship with KM; the determining factors of individual competencies training, education, personal characteristics and culture affect KM success and are themselves affected by KM strategies. Some implications for managing organisational knowledge, organisational learning and development of individual competency are considered

The knowledge needs of innovating organisations

The sustainable management of innovation is perhaps the single most vital element of executive work in today's business environment. This has driven knowledge management theorists to revitalise interest in the concept of 'competency'. However, this theoretical domain continues to be fragmented by definitional debate. At a micro-level of analysis, Human Resources Management theorists have embraced the idea of managerial competencies, resulting in the elaboration of frameworks and standards of performance for the targeted development of individual knowledge. By contrast, at the macrolevel the Strategic Management literature has focussed on developing new concepts of competition and cooperation that emphasise organisational knowledge as the driver of strategic change. In this context, competence-based competition implies that competitive advantage is bestowed by an organisation's unique combination of core competencies. This definitional debate is a major obstacle to the development of an integrated perspective on competency and the knowledge needs of innovating organisations. This conceptual article asserts that, since innovation involves a learning process, it is necessary to develop process-based theory rather than the static categorisations that currently dominate thinking in this area. Drawing on theories from the field of learning, the article proposes a three-dimensional framework of knowledge-based competencies that are interlinked and meaningful across levels of analysis

Study on Capacity, Change and Performance: Interim Report

In 2002 the chair of the Govnet, the OECD's Network on Governance and Capacity Building, asked the European Centre for Development Policy Management (ECDPM) in Maastricht, the Netherlands, to undertake a study of the capacity of organisations and groups of organisations, mainly in low-income countries, its development over time and its relationship to improved performance. The specific purposes of this study were twofold:to enhance understanding of the interrelationships amongst capacity, change and performance across a wide range of development experiences; andto provide general recommendations and tools to support the effectiveness of external interventions aimed at improving capacity and performance

Key competency development and students use of digital learning objects

The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context

Knowledge management and organizational learning: Strategies and practices for innovation

In a globalised competitive world, organisations are looking for ways to gain or maintain a competitive advantage in the marketplace. Of the important challenges facing firms and organizations three are of prime importance: (1) for organizations to know what they know and maximise the transfer of this knowledge throughout their organisation; (2) finding ways of working which assist in maintaining their competitive advantage and finding new ways of gaining competitive advantage often through innovation, and (3) continuously learning through the exploitation of existing resources and capabilities and the exploration of new resources and capabilities to improve their performance. These challenges are interrelated. This paper investigates some of the extensive literature on innovation and knowledge management and suggests propositions for future research

The Global People toolbook: managing the life cycle of intercultural partnerships

This Toolbook has been designed for those who are planning and running international projects and who feel a need for guidance. It has its origins in a major educational project, the eChina-UK Programme, that created new collaborations between UK and Chinese Higher Education Institutions around the development of e-learning materials. The rich intercultural learning that emerged from that programme prompted the development of a new and evidence-based set of resources for other individuals and institutions undertaking international collaborative projects. Although the main focus of the work is on intercultural effectiveness in international contexts, we believe that many of the resources have a more general value and are useful for those planning collaboration in any situation of diversity – national, regional, sectoral or institutional

Knowledge management and innovation: How are they related?

Companies in today’s globalised world must innovate to compete. Many successful companies have found that knowledge management strategies and practices are central to ongoing innovation (Boutellier et al., 1999; David & Foray, 2001; ADLittle, 2001; Tidd et al., 1997). This paper brings together research regarding knowledge management processes and practices that are found in R&D organisations and in other innovative firms. The paper contends that such practices could be employed across a range of firms to enable and enhance the potential for innovation within firms in multiple sectors

The learning process model for intercultural partnerships

This paper addresses the issue of how learning can support intercultural effectiveness and is one of the outputs of the eChina-UK Programme. In this paper I synthesise theory and evidence from a number of fields in order to propose a practical model of learning that can be applied to intercultural collaborations. The aim is not to replace existing theories and models of learning but to draw on them in order to present a simple description that might be of value to those planning and managing international partnerships. Although much of what is said here relates specifically to intercultural collaboration I believe that many of the observations remain true of cross-sectoral partnership (which is, anyway, often intercultural as well) and of inter-professional learning too: indeed, there might be an argument for asserting principles of learning that contribute to effectiveness in working across boundaries in any long-term collaboration. The paper is divided into an Introduction and four further sections. Section 2 reviews the various streams of literature which have informed the current study and presents an argument for the particular approach to learning promoted in this paper on the basis of established and complementary research in a number of different disciplines. Section 3 contains a description of the learning model for intercultural collaboration which has been developed as part of our current research at the University of Warwick. The practical application of this model, and the implications for policy in cultural collaboration, are discussed briefly in Section 4. The final section summarises the work and looks forward to further research and development around the issue of learning in intercultural collaboration