Journal of Managerial Education Studies

The Conceptual Review of Managerial Competency Frameworks in Contemporary Management Education

2025-12-22T10:01:44+07:00

The dynamic and volatile global business environment has necessitated a critical evolution in the competencies required of effective managers, compelling management education to continually adapt its frameworks. This conceptual review paper aims to synthesize and analyze the dominant managerial competency frameworks that underpin contemporary management education programs. Employing a qualitative, desk-based research methodology, this study examines scholarly literature to trace the theoretical underpinnings, core components, and pedagogical implications of these frameworks. The analysis reveals a pronounced shift from static, functionalist models towards more dynamic, integrative, and context-sensitive constructs that emphasize metacognitive, ethical, and adaptive capabilities. Key debates center on the balance between universal versus contingent competencies, the integration of sustainability and digital agility, and the alignment of educational outcomes with rapidly changing industry demands. The paper concludes by proposing a synthesized, holistic framework and outlining critical avenues for future research to bridge persistent gaps between theoretical constructs, pedagogical delivery, and practical application in complex organizational settings.

Revisiting the Concept of Managerial Competence: Toward a Theoretical Integration of Skills and Values

2025-12-22T15:13:11+07:00

The contemporary business landscape, marked by grand societal challenges and ethical crises, demands a reconceptualization of managerial competence that transcends the traditional skills-value dichotomy. This conceptual paper argues that prevailing competence models often treat skills and values as separate domains, leading to fragmented education and ethically neutral leadership development. Through a qualitative, integrative literature review, this paper critiques this separation and explores theoretical foundations for a more holistic integration. The analysis traces the historical divergence between performance-oriented skill frameworks and normative value-based approaches, identifying their respective limitations. Building on theories of practical wisdom (phronesis), responsible management, and virtue ethics, the paper proposes an integrative model where skills are value-laden and values are actionable. It concludes that managerial competence must be redefined as the contextual enactment of value-guided skills, with significant implications for curriculum design, pedagogy, and assessment in management education. The integration fosters leaders capable of generating not only economic value but also sustainable and ethical outcomes.

Managerial Competency Development in the Digital Era: A Conceptual Perspective

2025-12-22T15:27:12+07:00

The digital era has fundamentally disrupted traditional business paradigms, necessitating a profound evolution in managerial competencies. This conceptual article aims to synthesize and propose a framework for managerial competency development tailored to the exigencies of digital transformation. Employing a qualitative, desk-based research methodology, this study engages in a critical analysis of extant literature from reputable international journals and books to construct a nuanced understanding of the competency shift. The discussion delineates a tripartite core of essential digital-era managerial competencies: digital fluency (encompassing data literacy and technological acumen), adaptive leadership (including agility, vision-setting in uncertainty, and managing distributed teams), and strategic innovation (involving ecosystem thinking and continuous learning orchestration). The analysis reveals that developing these competencies requires a synergistic approach, integrating experiential learning, micro-credentialing, and technology-enabled, personalized development platforms. The study concludes that for organizations to thrive, managerial development must transition from periodic, standardized training to a continuous, integrated, and strategic process aligned with digital velocity. This conceptual perspective offers scholars and practitioners a structured lens to evaluate and redesign managerial development initiatives.

From Competence to Capability: Theoretical Insights into Managerial Competency Frameworks

2025-12-22T15:43:10+07:00

Managerial competency frameworks have long been the cornerstone of human resource development, yet the dynamic nature of the modern business environment necessitates a theoretical evolution from static competence to dynamic capability. This conceptual article argues that traditional competency models, often focused on predefined skills and behaviors, are insufficient for navigating volatile, uncertain, complex, and ambiguous (VUCA) contexts. Grounded in a synthesis of resource-based view theory, dynamic capabilities theory, and adult learning principles, the paper proposes an integrative theoretical framework that reconceptualizes managerial effectiveness. It posits that capability emerges from the synergistic application and adaptation of competencies within specific, often unpredictable, organizational and strategic contexts. The discussion delineates the theoretical distinctions between competence (possessing knowledge and skills) and capability (mobilizing and transforming competencies for strategic action), highlighting the critical role of contextual intelligence, learning agility, and reflective practice. By offering these theoretical insights, the article contributes to managerial education literature by providing a more robust foundation for designing adaptive development programs that foster not just competent managers, but capable leaders who can generate sustained organizational value. The implications suggest a shift towards capability-focused assessment and learning ecosystems.

The Literature-Based Conceptual Framework for Integrating Soft and Hard Skills in Managerial Education

2025-12-22T15:57:51+07:00

The contemporary business landscape, characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), demands managers who possess a holistic blend of technical proficiency (hard skills) and interpersonal abilities (soft skills). However, managerial education programs often treat these skill sets in isolation, leading to a competency gap in graduates. This study aims to address this gap by developing a comprehensive, literature-based conceptual framework for the effective integration of soft and hard skills within managerial education curricula. Employing a qualitative research design, this study conducts an extensive and systematic review of peer-reviewed journal articles, authoritative books, and seminal reports published between 2000 and 2023. The analysis synthesizes existing theories and empirical findings to identify core dimensions, pedagogical strategies, and contextual enablers for integration. The proposed framework delineates three interdependent pillars: (1) a curricular pillar advocating for transdisciplinary and experiential learning designs; (2) a pedagogical pillar emphasizing active, reflective, and technology-enhanced methods; and (3) a contextual pillar highlighting the role of institutional culture, industry collaboration, and assessment realignment. The discussion elucidates how these pillars interact to create a synergistic learning ecosystem that moves beyond additive models towards transformative integration. This framework offers a theoretically grounded guide for educators, curriculum designers, and policymakers to reconceptualize managerial education, thereby fostering the development of agile, empathetic, and technically competent leaders capable of navigating future organizational challenges.