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The purpose of this research is to study the role of the opportunity to receive job training in enhancing people's willingness to accept information technologies (IT) and in achieving employee satisfaction. The study aims to consider training opportunities as a predictor of IT self-competence, TAM model constructs and job satisfaction.

Structural equation models are used with a sample of 497 Italian workers who filled in a questionnaire.

The results show a good fit between hypothesis and empirical data. Moderator roles of individual and contextual variables on training opportunities effects were studied.

The practical implications of this study relate to the role played by training opportunities in the IT acceptance process and in creating job satisfaction.

The most innovative finding pertains to moderator roles of individual and contextual variables on training opportunities effects.

Increasingly, there is scholarly recognition that individuals' faith constitutes a background factor much like other antecedents conditioning entrepreneurial inclination. Yet, there is room to expand knowledge on how faith interrelates with psychological and social determinants of entrepreneurship, especially in under-researched contexts such as Nigeria.

This inquiry conceptualises associations between religiosity and (1) entrepreneurial self-efficacy, (2) entrepreneurial attitudes (3) and subjective norms as predictors of nascent entrepreneurship. For analysis, 1,259 observations of Nigerian students are assessed by structural equation modelling.

The path analysis showed that the religiosity–nascent entrepreneurship nexus is altogether mediated by entrepreneurial self-efficacy, entrepreneurial attitudes and subjective norms. Entrepreneurial self-efficacy is found to have the greatest impact on nascent entrepreneurship, followed by subjective norms and then entrepreneurial attitudes.

Theoretically, this study is one of the first to test all three dimensions of the theory of planned behaviour in the religiosity–nascent entrepreneurship nexus. It draws fresh attention to faith motivation and praxis, role-taking and attribution theory as explainers of the inherent correlations. Practically, the findings summon stakeholders to consider religious activity in the delivery of entrepreneurship programmes.

The present paper intends to study the relationship between Machiavellianism and effectiveness. It investigates the parallel mediating effects of self-esteem and ethical leadership on Machiavellianism and leader effectiveness.

The study was administered to 260 managers from the banking sector. Statistical tools, like descriptive statistics, Pearson product moment correlation, reliability analysis, validity analysis and parallel-mediated regression analysis, were used to analyze the data. Drawing from the conservation of resource (COR) theory, a parallel mediation model was empirically tested.

The study found a negative association between Machiavellianism and leader effectiveness, and the parallel mediating impact of self-esteem and ethical leadership reduced the impact of Machiavellianism on leader effectiveness.

The work suggests that the banking sector leaders can adapt ethical behaviors to create positive leader–member relations contributing to increased organizational efficiency and productivity.

The unique contribution of the study includes determining the mediating roles of self-esteem and ethical leadership, especially in the Indian context. Despite the availability of past studies on the constructs, the studies on the parallel mediating relationship between Machiavellianism and effectiveness was limited.

This paper aims to assess the existing situation of psychological empowerment to employees and explore the relationship between psychological empowerment and competitive advantages in service sector of Nepal.

The study followed descriptive cum exploratory research design. Data collected through structured questionnaire based on Menon’s three-component model and Wright’s four-component model used to measure psychological employment and competitive advantages from employees of banking and hospital sector.

Psychological empowerment of employees in service sector is significantly different between public and private organizations. Even though the factors that are extracted are quite different than of Western practices, psychological empowerment has positive and significant impact on the competitive advantages.

This study is mainly based on service sector of Nepal: Banking and Hospital.

This paper is useful to academicians and practitioners seeking to develop psychological empowerment to achieve competitive advantages in their organizations and help to add values in people management areas particularly in South Asian corporations.

This is perhaps the very first investigation of its kind in the Nepalese context.

The purpose of this paper is to explore the relationship between job enlargement and some specific job crafting behaviors and to analyze the moderating role of self-competence.

Data were gathered from 158 workers in a large retail company and analyzed through a regression methodology.

Job enlargement is positively related to specific job crafting behaviors, such as increasing structural and social resources. Self-competence does not moderate the relationship between job enlargement and increasing structural resources; however, it does negatively moderate the relationship between job enlargement and increasing social resources.

This is a cross-sectional, single source study.

Organizations may implement job design policies aimed at facilitating the way workers proactively craft their jobs (increasing social and structural resources) by promoting a collaborative organizational culture and decreasing the social costs of job crafting initiatives.

This study clarifies the role of contextual and personal antecedents to job crafting. More specifically, it shows that enlarged jobs and employees’ level of self-competence may significantly influence employees’ job crafting in the workplace.

The purpose of this paper is to investigate self-competence—the ability to act responsibly on one's own—and likely nonlinear wage returns across different levels of self-competence as part of training curricula.

The authors identify the teaching of self-competence at the occupational level by applying machine-learning methods to the texts of occupational training curricula. Defining three levels of self-competence (high, medium, and low) and using individual labor market data, the authors examine nonlinearities in wage returns to different levels of self-competence.

The authors find nonlinear returns to teaching self-competence: a medium level of self-competence taught in an occupation has the largest wage returns compared to low or high levels. However, in occupations with a high cognitive requirement profile, a high level of self-competence generates positive wage returns.

This paper first adds to research on the importance of teaching noncognitive skills for economic outcomes, which recently—in addition to personality traits research—has primarily focused on social skills by introducing self-competence as another largely unexplored but important noncognitive skill. Second, the paper studies not only average but also nonlinear wage returns, showing that the right level of self-competence is crucial, i.e. neither teaching too little nor too much self-competence provides favorable returns because of trade-offs with other skills (e.g. technical or professional skills). Third, the paper also examines complementarities between cognitive skills and noncognitive skills, again pointing toward nonlinear returns, i.e. only in occupations with a high cognitive requirement profile, high levels of self-competence generate positive wage returns.

The authors aimed to investigate whether the competencies of public servants (self-competence, teamwork competence, change competence, communication competence (CC) and ethical competence) influence their organizational commitment and indirectly their job satisfaction.

Based on a structural model from the literature, the authors conducted a survey with 463 Brazilian public servants using a questionnaire, and the authors evaluated the measurement model through confirmatory component analysis (CCA). Then, the authors used partial least squares structural equation modeling (PLS-SEM) to analyze the structural model.

The authors' results showed that the ethical competence construct tends to have a direct positive influence on the organizational commitment construct and indirectly influences the job satisfaction of public servants. On the other hand, the authors found that the self-competence, teamwork competence, change competence and CC constructs did not impact organizational commitment or job satisfaction indirectly.

The authors conclude that developing ethical competence in public servants is likely to increase their organizational commitment and indirectly positively affect their job satisfaction. This research tested the five dimensions of competencies under a new focus, public service, seeking to evidence their relationships with the organizational commitment and job satisfaction of public servants, filling a gap in the literature.

The aim of this study was to examine the determinants of accounting students' decision to pursue a career path.

Quantitative approach was used to analyze the impact of independent variables (career exposure, self-competence, financial award, work environment, social values and market factors) on dependent variable (career path). Data were collected from 264 students of University of Technology and Applied Sciences, Oman. Structural equation modeling technique was mainly utilized to determine the causal relationship between the variables.

The most influencing factor is financial award followed by market factors and work environment. However, other variables such as career exposure and self-competence though significantly determine career path of the students but are the least contributors to the model. In addition, social value was found insignificant and negative contributor to the model.

The findings of the current study confirm the propositions of the theory of planned behavior that student's decision to pursue career as ACCA-certified accountants is shaped by attitudinal factors as well as subjective norms factors and perceived behavior control. This study's theoretical findings can be used to supplement empirical evidence on impact of career exposure, self-competence, financial awards, work environment, social values and market factors to take the ACCA exam (career path). The implications of this research for academic institutions include providing convenience for students, such as ACCA exam scholarship offers if they have graduated with cum laude and obtained work experience because ACCA involves time and money to participate in.

There has been virtually little research in Oman on this subject though. Investigating Omani accounting students' aspirations to work in public accounting adds additional insight into the field.

The EU‐funded research project “Fifobi – Fit for Business – developing business competencies in school” (2009‐2012) focused on the implementation of economic education in seven European countries. The purpose of the project and this paper is to investigate the current programmes that exist within the final two years of compulsory education in the field of business education and pre‐vocational education.

In year one a thorough analysis of the curriculum was carried out. After a comprehensive evaluation personal interviews with teachers followed in year two and in year three personal interviews with representatives of the Social Partnership were conducted.

The Austrian curricula show a definite and clear focus on basic knowledge in economics. Social and self‐competences have to be taught in all subjects, but are poorly linked to the content of individual subjects. Many aspects of social and self‐competences are part of career orientation classes. A relatively small focus, however, is put on entrepreneurial thinking and acting.

The main objective for next steps is to draw up a new strategy of teaching to develop economic, business, social‐ and self competencies with the focus on responsibility for a local, regional, national and global level. The aim is to activate children and young people for global relations, formations of critical thinking and acting in economic education and global education.