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Because corporate social responsibility (CSR) can be beneficial to both companies and its stakeholders, interest in factors that support CSR performance has grown in recent years. A thorough integration of CSR in core business processes is particularly important for achieving effective long-term CSR practices. Here, we explored the individual CSR-related competencies that support CSR implementation in a corporate context. First, a systematic literature review was performed in which relevant scientific articles were identified and analyzed. Next, 28 CSR directors and managers were interviewed. The literature review complemented with interview data resulted in the following eight distinct CSR-related competencies: (1) Anticipating CSR challenges; (2) Understanding CSR-relevant systems and subsystems; (3) Understanding CSRrelevant standards; (4) CSR management competencies, including (4a) Leading CSR programs, (4b) Managing CSR programs, and (4c) Identifying and realizing CSR-related business opportunities; (5) Realizing CSR-supportive interpersonal processes; (6) Employing CSR-supportive personal characteristics and attitudes; (7) Personal valuedriven competencies, including (7a) Ethical normative competencies, (7b) Balancing personal ethical values and business objectives, and (7c) Realizing self-regulated CSRrelated behaviors and active involvement; and (8) Reflecting on personal CSR views and experiences. Based on these results, implications for further research on this topic, as well as implications for practitioners, are discussed.

In the Dutch Vocational Education and Training (VET) system, competence-based education is the leading paradigm for innovation, both at the system level and at the level of learning environments. This article provides an historical analysis of the development of competence-based education in various countries and explores the concept of competence and its popularity. Possible pitfalls with respect to the concept of competence, standardisation, school and workplace learning, determining learning activities, assessment of competencies, changing teacher roles/identity and competence-based management will be discussed. Taking these pitfalls into account, roads for future development will be sketched. A learning policy connecting governance, practice and research is believed to be the most fruitful way to develop flexible VET systems that are suited to the emerging knowledge-based economy.

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