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The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors.

In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement.

A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process.

The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education.

A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large.

These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results.

This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

The purpose of this paper is to present the requirements for assuring the managerial capability of organisations implementing projects of public interest. It presents the case of Greece, and the family of newly developed set of standards concerning the managerial maturity of public organisations and the management of projects funded by European Union support frameworks.

Using the case study approach, the paper presents the current status in Greek public administration concerning project management. Further, it presents how the new set of standards improves public management and public organization maturity for managing projects.

The paper presents the problems faced and the drawbacks encountered from the management of large programmes and projects from public bodies in Greece. Further, it presents the structure of a system for assuring managerial capability (SAMC) in Project Management and how its application can improve management efficiency and effectiveness.

The paper presents a newly developed SAMC in project management that can be applied to public bodies and organisations managing projects. This system has been adopted by Hellenic Organization for Standardization as the new standard ELOT‐1429:2008.

The aim of this paper is to present the key areas of activity to be used for drafting service level agreements (SLAs) for electronic services and, at the same time, to present best practices and problems that arise from the application of this discipline.

A range of recently published (2000‐2005) works has been reviewed, in order to: a) analyse how an SLA has to be defined and applied b) identify the applicable best practices and c) identify the problem areas.

Provides guidance for the business and the Application Service Provider (ASP) when they want to engage in an outsourcing agreement by presenting best practices and problems that occur from the application of SLAs.

Suggests further research is needed in a number of research areas such as: development of semantic models for SLAs, development of flexible pricing models in relation with SLAs, definition of SLAs in cases of dynamic service creation, etc.

A useful source of information both for academia and the business.

Provides practical insight on a specialized topic and guidance to researchers.

The aim of this paper is to identify the quality determinants for education services provided by higher education institutions (HEIs) in Greece and to measure their relative importance from the students' points of view.

A multi‐criteria decision‐making methodology was used for assessing the relative importance of quality determinants that affect student satisfaction. More specifically, the analytical hierarchical process (AHP) was used in order to measure the relative weight of each quality factor.

The relative weights of the factors that contribute to the quality of educational services as it is perceived by students was measured.

The research is based on the questionnaire of the Hellenic Quality Assurance Agency for Higher Education. This implies that the measured weights are related mainly to questions posed in this questionnaire. However, the applied method (AHP) can be used to assess different quality determinants.

The outcome of this study can be used in order to quantify internal quality assessment of HEIs. More specifically, the outcome can be directly used by HEIs for assessing quality as perceived by students.

The paper attempts to develop insights into comparative evaluations of quality determinants as they are perceived by students.