Developing Business Model Competences in the Enterprise

Despite the COVID-19 pandemic, 2021 saw a growing interest in starting own business: as per the Census Bureau's Business Formation Statistics, the number of applications to form new businesses filed in the U.S. was the highest compared to any other year on record, reaching the total of 5.4 million (Economic Innovation Group, 2022), while in the EU, after an initial downward trend recorded in the first and second quarters of 2020, the number of new business registrations grew again in the third quarter of that year, and this upward trend continued throughout 2021 (Eurostat, 2022). Of course, as a result of Russia's invasion on Ukraine and related economic crisis, a downward tendency could be observed, but business registration levels in the EU in the first quarter of 2022 were still higher than during the pre-COVID 19 pandemic period (2015-2019) (Eurostat, 2022) and online searches indicating and intent to open a business spiked by 76% from 2018 to 2022 (Search Engine Journal, 2022). This shows that despite many external impediments, people are still tempted to start their own business, and many influencers, motivational speakers and coaches, as well as various popular TV shows broadcast worldwide (like the Apprentice, Dragons' Den, Shark Tank or Planet of the Apps) encourage them to do so. Becoming an entrepreneur has become a goal many people, especially 20-, 30- and 40-year-olds, strive to achieve. However, many of those people fail to realise that the very entry in the business register does not automatically make them entrepreneurs or their business successful. Neither does a good (or even excellent and innovative) business idea that attracts customers, as it was in Kodak's, Blockbuster's, or Ask Jeeves' case. What is required, is the ability to stay attractive to existing and prospective customers, i.e., the ability to win and retain customers, and to adapt to the changing demands, trends and economic conditions. All this can be achieved thanks to a meticulously designed and regularly reviewed and updated business model. The aim of this paper is to present and analyse the learning process of acquiring and building competences in the area of business models with the use of different innovative tools. The results presented and discussed in this article come from surveys as well as face-to-face and on-line meetings conducted in the ProBM 2 ERASMUS+ project (Understanding and Developing Business Models in the Era of Globalisation), in which the total of 261 respondents from seven (7) European countries, i.e. Poland, Italy, Greece, Romania, Portugal, Malta, and Switzerland, took part between 2019 and 2022. From the meetings and surveys it follows that much more awareness of business models needs to be encouraged and developed, particularly as regards improving competences helping future business owners and their employees assess profitability and efficiency of their operations and ensure that the business will be a going concern. © 2022 Authors. All rights reserved.

MEDIA AND INFORMATION LITERACY IN SECONDARY STUDENTS: DIAGNOSIS AND ASSESSMENT

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 surv-ey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

Old Normal, New Normal, or Renewed Normal: How COVID-19 Changed Human Resource Development

This chapter wants to shed light on the consequences that the COVID-19 pandemic had for human resource development (HRD) in organizations and in the labour market. We intend to compare three situations: Old Normal (before February 2020), New Normal (between March 2022 and October 2021), and Renewed Normal (since October 2021). Crucially, in organizations, work was mostly face to face in the Old Normal, remote in the New Normal, and there is a tendency for some hybrid form to be installed in the Renewed Normal. We compare the three phases in terms of four aspects of HRD and within virtual development relations, namely: work environment, competences, training, and skills. The chapter presents results from a literature review in SCOPUS database. We conclude that COVID-19 changed HRD, because technology changed the environment and, therefore, new competences were required. Therefore, a new form of training was also required, which, when in practice, originated new skills. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.

A Case Study on the Development of Digital Competences of Teachers at the University of Ljubljana

The renewed 2017 EU Higher Education Agenda expresses the intention to "develop and implement a digital readiness model" to assist higher education institutions, their staff, and students in implementing digital learning strategies and maximising the potential of cutting‐edge technologies such as learning analytics. The anticipated digital transformation will only be successful if higher education institutions and teachers strengthen their digital competences and skills and "become" digitally competent. Many of the incentives for these processes were prompted by the unexpected Covid‐19 crisis, which highlighted the importance of higher education teachers' digital skills in the need to digitise the higher education environment. The Covid‐19 crisis experience and the accelerating development of digitalisation are changing both the conditions for education and education itself, which is why higher education teachers face the challenging task of lifelong development of digital competences. To complete this task, they must learn about information and communication technology (ICT)/digital technologies and how they can be integrated into the pedagogical process. The challenge for higher education teachers is to develop ICT‐based teaching. This is not about how higher education teachers (and students) master ICT, but about how to make ICT one of the tools for carrying out pedagogical activities in general. The article addresses the development of digital competences among higher education teachers as a critical issue in the renovation of higher education didactics. To that end, various digital competence models and concepts are presented. Among other things, the European Digital Competence Framework for Teachers is highlighted. The case study of activities aimed at developing digital competences of higher education teachers at the University of Ljubljana (Slovenia), and thus higher education teachers working in the field of education for public administration. Based on the analysis of activities, we discover an increased interest in the development of digital competences, which is reflected in various forms of institutional (university) support for educators (e.g. training), as well as an increased interest in the development of digital competences among higher education teachers. [ FROM AUTHOR] Copyright of NISPAcee Journal of Public Administration & Policy is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Digital skills in teachers of Physical Education Degree

Due to COVID-19, universities faced the challenge of moving to the virtual modality, carrying out processes of adaptation to the digital environment and integrating technological tools in classes. The objective of this study was to evaluate the digital skills of university teachers from two higher education institutions in Colombia. For data collection, the instrument implemented was the questionnaire on the digital competence of Higher Education teachers, which consists of 4 dimensions and 112 items. 105 teachers participated in the study, the study was quantitative, non-experimental and descriptive in scope. SPSS 22 software was used for data analysis and descriptive and correlational statistics were performed. Based on the results, it is highlighted that teachers use TIC in an instrumental way. The conclusions focus on the need to venture into content creation, augmented reality, innovation programs, strengthening research and the use of specific digital tools for each area of knowledge. A call is made to teachers and universities to continue promoting training and support programs to actively implement TIC in classes that require teacher qualification in educa-tional processes.

Adolescents' and Secondary School Teachers' Perception of Online Learning Under COVID-19 Pandemic

The article presents the results of the research project "Education under CO-VID-19", implemented by the Center for Interdisciplinary Research on Contem-porary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents' and secondary school teachers' perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.

Students as co-creators of the education process-assessment of the impact of selected factors on shaping the culture of knowledge sharing at universities

The aim of the study is to analyze the relationship between 1) perceived organizational support from the university, and 2) student involvement in the study process described from the perspective of the concept of knowledge-sharing culture. In addition, we analyze the impact of these factors on the student's average grade obtained in the last academic year. The study presented here focuses on the interaction of the following factors: 1) perceived organizational support from the university, and 2) student involvement in the study proc-ess. The concept of the culture of knowledge-sharing is a theoretical basis for the analysis. As a result, the research explores the impact of the factors (1 and 2) mentioned above on the effectiveness of the student's academic development. Based on the literature review, it is being assumed that the culture of knowledge-sharing is built in a two-way process: on the one hand, the university is to support the students in their development, and on the other hand, students themselves are to show commitment to this process. However, the available literature does not clearly indicate the strength of the relationship or the directions of influence between the elements of the model.The study conducted to create this analysis consisted of two stages: the first was carried out in June 2019, the second in May 2020, after the outbreak of the COVID-19 pandemic. This allowed for more complete conclusions regarding the interaction of factors responsible for building the academic culture of sharing knowledge. Regardless of whether students work in a classroom or in an e-classroom (remotely), the results show that the basis for their involvement is the support they perceive from universities, setting ambitious tasks for them, and accompanying them in overcoming emerging challenges. The factor modifying the relationship between university support and the effectiveness of academic develop-ment turned out to be the student's involvement in the study process.

The digital skills divide: evidence from the European tourism industry

PurposeThis paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.Design/methodology/approachMixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria).FindingsThe most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents' answers regarding the current and future skills levels and the skills gap between them.Originality/valueThe paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.

A Model for Learning with Focus on Social Responsibility, Problem Solving and Collaborative Work in Higher Education

In 2021, the Metropolitan Technological University (UTEM) implemented the service-learning methodology with the aim of promoting meaningful learning through the development of generic skills in students and contributing to the resolution of problems of organizations related to their disciplines in the context of the COVID-19 pandemic. Through a descriptive research method and the application of a questionnaire to 346 students, this study investigates the effects of S + L in the development of the competences of effective argumentation, collaborative work, problem solving, creation of solutions and social responsibility. Likewise, it delves into how the experience impacts motivation with the online educational process and presents, characterizes and explains the A + S institutional model and its adaptations for remote emergency education. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Alternative futures of Finnish comprehensive school

Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study's theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller's model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller's model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.

Formative assessment and key competences for a conscious recovery after COVID-19: an Action-Research at a school in Italy to enhance reflection starting from mistakes

The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative assessment at school;(b) to verify to what extent the use of a metacognitive form makes students more aware of the mistakes made during the test. The results were: (a) teachers showed great enthusiasm in adapting the metacognitive form to their school subject;(b) students pointed out high percentages of appreciation of the form;what is more, a group of students improved in identifying the typology of errors and understood more clearly what they should study in a better way to correct their mistakes;another group noted that their awareness of their strengths in study method had grown;finally, one group highlighted that the skills used during the completion of the form were also useful in other areas of their daily life, not only at school. Both teachers and students appreciated the online version of the tool: the pie charts created automatically by the system, by displaying percentages over typologies of errors made, provided immediate feedback, motivating students more and more. The study shows how much reflection on mistakes can be a source of growth. © 2022 The Author(s). Published by Cambridge University Press on behalf of The Classical Association.

Symmetrical and Asymmetrical Modeling: Applying Vitae Researchers' Development Framework through the Lens of Web 2.0 Technologies for Vocational-Health Education Researchers

Background and Purpose: The development of research knowledge, skills, and attitudes among postgraduate vocational-health education students is a crucial outcome of their degree program. This study focuses on the research competences of vocational-health education students and their use of web 2.0 technologies to enhance research productivity. The study employs the Vitae Researcher Development Framework (RDF) and examines the use of web 2.0 technologies. Method: The study surveyed 390 postgraduate vocational-health education students enrolled in universities in Pakistan. Of the participants, 50.5% were male, 49.5% were female, 45.1% were from private universities, and 54.9% were from public sector universities. Moreover, 68.2% were Master's students, while 31.8% were doctoral students. The data were analyzed through both symmetrical and asymmetrical modeling techniques, including Partial least square equation modeling (PLS-SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA), to measure the direct and indirect specific relationships among the constructs. Results: The results confirmed that research competences and web 2.0 technologies have a direct effect on research productivity. Furthermore, the results revealed that web 2.0 technologies mediate in the relationship between research competences and research productivity. Conclusions: The study concludes that research competences and web 2.0 technologies predict research productivity. Additionally, web 2.0 technologies have an intervening role in the relationship between research competences and research productivity during the COVID-19 pandemic emergency. Implications: This study highlights the broader implications for health education policymakers and institutions to include web 2.0 technologies in their development plans. Future studies can develop web 2.0-based instructional strategies for the professional development of advanced vocational-health education researchers. Originality: This study contributes to the knowledge of research competences, web 2.0 technologies, and research productivity for vocational-health education researchers.

A bibliographical analysis of teamwork in the Web of Science

The purpose of the study is to analyze the development of the scientific production of teamwork, in relation to the performance and productivity of employees, and to distinguish whether the Covid-19 period has affected it. The Web of Science database was used to collect the articles and the methodology used was bibliometric, covering the period from 1993 to December 2021 with 305 articles. Bibliometrix and VOSviewer were used to obtain data for the detailed analysis of results such as world scientific production, areas of knowledge, most cited articles, by language, authors and relevant sources and impact, network of cocitations, keywords, classification of empirical-theoretical methodologies and theories that support the documents. In terms of results, it is highlighted that the predominant area was economic business, the most used methodology was empirical, and in terms of theories supporting the articles, role theory stands out. As for Covid-19, although in previous years the production showed an increase, it can be emphasized that in the last two years there has been a significant increase.

Perspectives, stakeholders, and competences

The papers in this Edition of the Journal comprise six 'general papers' and six in the COVID-19 section. Together, the papers clearly illustrate our theme Perspectives, stakeholders, and competences. While the papers comprising the general part of this Edition represent a diverse range of countries (Brazil, Iran, Spain, Turkey), there are some common themes. One cluster of papers is concerned with student outcomes or the professional competence of teacher trainees. The other cluster is interested in aspects of university strategy, whether financial or related to the university mission. The papers challenge us to consider the benefits of stakeholder engagement and multiple perspectives on policies, strategies, student or professional outcomes with their respective definitions, and specific educational interventions. Consequently, the methodologies and methods are appropriately diverse, involving bibliometric analysis, qualitative analysis (grounded theory, content, and textual analysis) the use of digital tools and statistics. From a theoretical lens, we encounter concepts such as parallax, historical and contemporary worldviews on education and the various philosophies on the nature of the university. Within a socio-political framework, we are introduced to the nuances of national government policies and their country-based impact that is shaped by local cultural traditions in education and attitude. Despite the range of topic, context and methods, each paper demonstrates a commitment to improving educational practice, research and student or staff experience.

Specific Skills and Its Assessment in a New Institutional Context: Discussions, Challenges and Prospects

The search for new drivers of global socio-economic development in the face of a slowdown (partially due to the COVID-19) put the issues of skills development, including institutional solutions of the human capital formation, at the front line. Despite significant progress in understanding the importance of general skills and their contribution to economic growth, professional skills as the pivot of specific human capital are commonly analyzed through the vague categories like formal qualification and years of tenure. The lack of an institutionalized and commonly accepted practice for measuring professional skills restrains research in economics dealing with returns to skills, as well as institutional studies. The present study aims to partially fill this gap by analyzing the discussion about professional skills in broader discourse about skills and systematizing the existing approaches to professional skills' assessments, as well as by mapping the prospects in the context of emerging digital technologies and institutional change attributed to them. The analysis was conducted on academic papers and reports published in 2013-2020. The research showed that although the number of academic papers focusing on professional skills is high, the discussion (especially, about assessment) is fragmented reflecting industries' specifics. The mainstream expert discussion on skills and their assessment tends to focus on general skills, overlooking professional skills, with partial exception of certain digital skills. Discussion largely grounds on traditional approaches, which cannot produce scalable and comparable results for further economic analysis. At the same time, new digital assessment tools are not yet widely disseminated. There is a need for further improvement and expansion of traditional skills assessments via exams or tests, alongside with searching for novel approaches to measuring skills acquired and being used on the workplace. This could also contribute to the institutional studies dealing with the research of transformations happened in corporate, national, and international level.

Development of the structured curriculum based on training projects: University experience during social confinement

Due to the spread of COVID-19 in the world, almost all countries closed their borders and decreed social confinement, "forcing" face-to-face formal education to migrate to distance education. Educational institutions gradually adapted to distance education according to their possibilities, exposing the enormous digital gaps that exist between students, educational institutions, cities and social classes. Under these conditions, the Social History and Geographical Sciences program of the Hermilio Valdizan National University, Peru, began the process of executing a transdisciplinary curriculum, structured based on training projects that, by its nature, requires direct contact between students and the social environment to solve context problems, as a means to develop the expected competencies. The research, which aims to describe the execution of the training projects in the online mode and interpret the experiences of the students, was carried out with the phenomenological-hermeneutical method that allowed establishing six categories of the accounts of the students' experiences: New formative experience, reading promotion, information divergence, collaborative work, transdisciplinarity and learning-research articulation;evidencing that it is possible to develop transdisciplinary curriculum in times of social confinement.

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

This research arises from the need to know the elements that have an impact on the audiovisual competencies of adolescents during the confinements provoked to prevent the spread of COVID-19. The purpose is to diagnose the development of audiovisual communication skills among Ecuadorian adolescents as a contribution to sustainability, based on the intervention of educational actors. The methodology is qualitative, with a descriptive approach. The instruments used were: focus groups with parents, students, and teachers from public and private institutions in Ecuador;semi-structured interviews with experts: and non-participant observation. It can be concluded that adolescents acquire audiovisual skills, processes, and languages autonomously before entering college, but they do so without the social context, ethical values and responsibilities that should be part of complete media learning. The demands of online learning during the pandemic have resulted in the development of skills and attitudes, but they have not led to full media literacy. It is pertinent to provoke innovations and updates in the curricula of higher education, specifically in the careers of social communication, in order to be aware of the technological changes on the basis of deontological principles and in favour of democratic values, tolerance, and responsibility with the sustainability of nature and people. © 2023 by the authors.

Navigating through entrepreneurial skills, competencies and capabilities: a systematic literature review and the development of the entrepreneurial ability model

Purpose: This study aims to define, classify and interconnect the wide range of known entrepreneurial abilities with terms such as skills, capabilities and competencies, which have been used inconsistently within the entrepreneurial field. Design/methodology/approach: This investigation is based on a systematic literature review and strengthened by a meta-analysis equipped with a bibliometric study to assist the generation of outcomes with a quantitative investigation. Findings: This study proposes an evolving entrepreneurial ability model which interconnects genetic and acquired skill types, capabilities and competencies and is equipped with an Entrepreneurial Skills Map essential to operate in the 21st century. Research limitations/implications: The proposed model is specific to the entrepreneurial field. Practical implications: This study supports universities and government agencies for the development of educational programs to prepare current and future entrepreneurs to match the changes in the new environment that has emerged with the COVID-19 pandemic. Originality/value: This research contributes to the entrepreneurship research domain by shedding light on the inconsistent use of non-standardised terminologies and providing an entrepreneurial model and updated skills map to guide scholars to frame research in the post-COVID era with more clarity. © 2023, Emerald Publishing Limited.

Digital Competences for Teachers in Virtual Environments COVID-19

This study aims to establish the relationship between instrumental digital competencies and virtual education in times of covid-19. Its approach is quantitative, descriptive, correlational, and cross-sectional. The population consisted of 5940 students from 7 faculties of a public university in Lima and Valle, distributed in 53 study programs of the 2021-I academic cycle. A representative probability sample of 360 was established. It was found that there is a significant relationship between instrumental digital competencies and virtual education in times of covid-19. (With a p < 0.05) finding a Spearman's Rho correlation = 0.778 considerable positive correlation. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).