Purpose The purpose of this paper is to use survey data to rank the relative importance of perceived factors that inhibit the transfer of knowledge across projects and examine the statistical relationship between various “higher order” dimensions of project management competencies and project efficiency among a sample of project-based firms (PBFs). Design/methodology/approach The research philosophical approach adopted was post-positivism, a half-way house between positivism and phenomenological approaches. The author used a largely structured survey questionnaire with an inclusion of few open-ended items. The survey data collected were largely based on the “perceptions” of mostly experienced project management practitioners, whose perspectives on project processes and performance are likely to be more dependable. Because of budget limitations, a total of 260 questionnaires were mailed to randomly selected PBFs (with an enclosed self-addressed and stamped return envelope). Of the 260 questionnaires sent to PBFs, 58 questionnaires were returned, representing a return rate of just over 22 percent. Findings Results indicate that “high time pressures towards the end of the project,” “too much focus on short-term project deliverables,” and “fear of negative sanctions when disclosing project mistakes” were three top-ranked factors that inhibited knowledge transfer across projects. Some “higher order” project management competencies like “dynamic competencies” have relatively a greater impact on predicting project efficiency. Dynamic competencies will only continue to increase in importance as today’s project environments are characterized as continuously evolving, turbulent, and complex and require the need to be effective in dealing with various uncertainties. Once included in the regression equation, the “ownership variable” dominates all other explanatory variables in predicting project efficiency among a sample of PBFs in the United Arab Emirates (UAE), most likely driven by the project management competencies of multinational corporations (MNCs). However, the project efficiency of state-owned PBFs did not differ significantly from that of “international firms that were not MNCs.” Specific conditions may have led to such an outcome. The author shows that enhancing project efficiency requires the reinforcement of multiple but specific factors. Research limitations/implications As the study was largely conducted on a limited budget and time frame, the author was not able to employ a multi-method approach. The inclusion of a few case studies would have facilitated triangulation of the current findings. In addition, the study captures “perceptions” and practical experiences of project management practitioners. Future studies could possibly develop what may be seen as “objective” measures of project learning and project management competencies. A larger survey supported by a larger budget would be one option in which some of the findings could be tested across PBFs located in different sectors and countries. Practical implications The author argues that the creation of a client-led “no-blame culture” within PBFs can ensure the development of a “safe” environment in which project team members can acknowledge project mistakes without the fear or danger(s) that may come with such admission. This may require changes in project organizational culture that reduces power distance, lowers sensitivity to hierarchal power relations, enhances team building efforts, and fosters a “learning climate” that tolerates “trial and error” experimentation. It may also require strengthening clients’ specific capabilities. Such change may require time and patience but could take advantage of “positive” aspects of participatory practices, personal relationships, and consensus decision-making approach that is prevalent in the UAE culture. One managerial implication points to the need to tailor scarce resources in building up multi-dimensional “higher order” competencies like “dynamic competencies” that have a relatively higher significant impact on enhancing project efficiency. Linking MNCs with local PBFs as collaborative mega project delivery partners may lead to enhancing project management competencies of the latter, conditional on their absorptive capacity. Originality/value The contribution of the paper is in providing survey-based empirical evidence that goes beyond case studies to highlight the importance of enhancing “higher order” project management competencies, such as “dynamic competencies,” that have a stronger predictive power of project efficiency in PBFs. The study also ranks the relative importance of various factors that inhibit the transfer of new knowledge across projects. To the author’s knowledge, this is the first study that has demonstrated the statistical relationship between “higher order” project management competencies and project efficiency. Project efficiency is a multi-faceted construct. Its strengthening is determined by a configuration of multiple but specific factors. A more “nuanced” understanding of the relationship between project management competencies and project efficiency in a particular context may be required.

The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

Objective: The purpose of this study was to determine the relative importance of different employability skills for business graduates seeking initial employment. Method: Semi-structured survey questionnaires were administered to human resources representatives from industry, business lecturers, and graduating business students to determine gaps in perceptions between the three stakeholder groups. Results: There was some alignment and moderate discrepancies in perceptions of the relative importance of different employability skills between the three stakeholder groups. There were statistically significant differences in perceived importance of communication, teamwork, and interpersonal skills between graduating students and employers. There is evidence that employers were satisfied with the level of academic skills possessed by business students at the time of graduation. However, there was significant difference in perception between employers and graduating students on the extent to which perseverance and initiative and risk-taking were fully developed among business graduates. Conclusions: By increasing their self-awareness and critical reflection on their learning experiences, graduating students can take proactive steps to enhance their positional advantage in the labour market. The various stakeholders, including academics, can lead a social dialogue towards a deliberate approach to developing graduate employability. Implications: Acquiring in-demand soft skills is one side of the employability coin; the other is developing dynamic psychological-social capital, such as self-awareness, self-directness, proactivity, adaptability, and resilience, that is underpinned by lifelong learning. Both are needed to navigate multiple job transitions and career challenges throughout one’s career span.

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