International Perspectives on the Profile of Highly Talented International Business Professionals

Autor/inn/en	van Heugten, Petra; Heijne-Penninga, Marjolein; Robbe, Patricia; Jaarsma, Debbie; Wolfensberger, Marca
Titel	International Perspectives on the Profile of Highly Talented International Business Professionals
Quelle	In: Journal of Education for Business, 92 (2017) 7, S.323-331 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2017.1383875
Schlagwörter	Profiles; Talent; Professional Personnel; Business; Program Development; International Trade; Communication Skills; Correlation; Global Approach; Foreign Countries; Guidelines; Competence; Higher Education; Surveys; Asia; Europe + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Begabung; Hochbegabung; Personalbestand; Business studies; Wirtschaft; Betriebswirtschaft; Programmplanung; Trade; International relations; Handel; Internationale Beziehungen; Kommunikationsstil; Korrelation; Globales Denken; Ausland; Richtlinien; Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Asien; Europa
Abstract	There is a global demand for talented managers and leaders. To meet this demand, higher education institutions are developing talent programs. However, international perception of talent is diffuse. In this study, our profile of highly talented international business professionals was internationally validated by 172 participants, representing East Asia and Western Europe. Results indicate consensus on three domains: communicating, achieving results, and seeing patterns and interrelationships in a global context. Strikingly, diverse country-specific interpretations of the accompanying behaviors were observed. The findings contribute to the talent literature and offer insights for educational practitioners when developing competence frameworks for talent or professionalization programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01