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This paper aims to present a model of the employability confidence of graduates using employability skills. The purpose of the study is twofold: to identify to what extent self-perceived employability skills (input employability) influence the employability confidence of students/graduates (output employability) and to identify if there are determinant relationships between categories of employability skills.

The researchers for this study built and tested an employability confidence model which included seven constructs. Six focussed on employability skills “professional skills, transferable individual skills, transferable social skills, personal qualities, job seeking skills and corporate work-related skills”, while the last one focussed on employability confidence, seen as the students’/graduates’ self-reliance for getting and maintaining a job. The model was refined using structural equation modelling (with SmartPLS 3 SEM software) and was tested by empirically, analysing a sample of participants studying business.

The results illustrated that four categories of skills (personal qualities, professional skills, job seeking skills and transferable social skills) have a positive and significant influence on students’/graduates’ employability confidence, while individual transferable skills and corporate-related skills do not have a significant influence on employability confidence.

The study contributed to the exiting literature by proposing a new model and measurement instrument that links input employability (individual employability skills) with output employability (employability confidence). The model emphasizes the complete range of individual employability skills, the types of skills that are in the control of the individual. It also contributed by collecting data from a less studied country and region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.

From a practical point of view, the results can be of interest to individuals, to universities and the teaching staff, to organizations and their human resource specialists, and to public administrators, as they all can act to support the development of individual employability skills, thereby helping to increase the employability confidence of individuals.

The study contributed to the exiting literature not only by proposing a new conceptual model to analyse employability confidence but also by collecting data from a less studied region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.

The paper aims to analyse typology of dynamic management studies and their specificity.

The study analyses more than 200 studies published in English, French and Romanian management literature in the last 15 years. The data analysis follows a qualitative methodology.

The study provides: four classifications of the dynamic managerial approach and their specificity; and the main advantages and limits of dynamic management analysis.

Further research should use the classifications, advantages and limits identified to investigate certain dynamic management analyses and formulate conclusions and recommendations for better dynamic managerial analysis.

The paper highlights the specificity of different types of dynamic management analyses, that are often underestimated by researchers, professors, managers, students etc. The findings could be used by management practitioners to better understand the management evolution and performance of different organizations, to elaborate company strategy and policy, to change organizational culture a.s.o.

The increasement of social evaluation and prognosis quality.

In the international management literature, the paper provides the first classification of dynamic management studies and their specificity and the synthesis of the main advantages and limits of dynamic management studies for both management theoreticians and practitioners. These elements are useful to increase the value of dynamic management studies and to improve management practices in organizations.

Purpose: This study aims to explore universities’ vital role in providing educators, teachers, and learners with the necessary smart specialisation and digital skills to adapt to the learning requirements of the digital era. Additionally, the research aims to evaluate the effects of digitalisation on higher education institutions (HEIs) and analyse their responses to it.

Need for study: Digitalisation is significantly altering the skills demanded by Europe’s workforce for the global economy. As the labour market is reshaped, critical challenges emerge that require a strategic response, in which HEIs have a vital role in providing digital skills.

Methodology: Employed a thorough desk research methodology, scrutinising secondary data from diverse public and private sources. In-depth qualitative interviews were carried out with information and communication technology (ICT) employers, HEI representatives, and policymakers. A bibliometric analysis was also employed to grasp better this topic’s pivotal approach in relevant scientific literature. The Escalator methodology was followed by integrating qualitative and quantitative research using a rigorous five-step approach.

Findings: HEIs can reduce the digital skills gap and labour shortages to meet the demands of the local labour market. They can monitor skills gaps and inform policymakers to make informed decisions.

Practical implications: HEIs can tackle the digital skills gap within the European Union with two measures. Tracer studies can be conducted to monitor labour market dynamics and the insertion of graduates into the labour market. Employer skills surveys can be carried out to assess the skills needs of the industry, overcoming the skills gap and enabling the local labour market to thrive.