In an era defined by rapid technological advancement and pervasive digital transformation, the role of managerial competence has undergone significant evolution. The advent of digital technologies and the integration of Artificial Intelligence (AI) within organizational contexts have not only transformed operational processes but also altered the skill set required of managers. As organizations increasingly rely on digital tools and AI technologies for decision-making, fostering personalized customer interactions, and streamlining operations, understanding the competencies that managers need to thrive in this landscape has become paramount. This dissertation aims to systematically explore the managerial competencies essential to deal with the challenges of the digital age. Rather than focusing on a specific type of manager or industry, managerial competencies are explored generically.

The primary research question guiding this dissertation is: "What competencies do managers require to successfully navigate in the digital age?" Addressing this question involves investigating four research gaps identified in the existing literature. The first research gap pertains to terminological confusion surrounding the concept of competence, where interchangeable use of terms such as competence and competency creates ambiguity in defining what managerial competence actually entails. The second research gap highlights a lack of clarity regarding the underlying components of the concept of managerial competence, which are critical for developing comprehensive frameworks for managerial development. The third research gap concerns the under-explored relationship between digital competencies and traditional management competencies—scholars note a scant examination of the specific digital competencies required for effective management and the need for models that represent these skills. Finally, the fourth research gap addresses the inadequacy of understanding managerial competencies essential for successful AI implementation, which is frequently studied from an organizational perspective without delving into the individual competencies required from managers.

To address these research gaps, this dissertation employs a non-empirical research approach consisting of three systematic literature reviews. A non-empirical approach is suitable as it allows for a comprehensive synthesis of existing theoretical frameworks, terminological nuances, and conceptual gaps. The systematic literature review is particularly advantageous due to its structured methodology, which facilitates the rigorous identification, evaluation, and integration of relevant studies.

These studies are analyzed through qualitative content analysis and semantic decomposition. This approach enables a thorough exploration of the four identified research gaps while ensuring a coherent and replicable analysis that can inform future empirical research and managerial practices.

The findings of this dissertation are organized into three essays. In the first essay, the components of the concept of managerial competence are defined and clarified. The research reveals a lack of adequate definitions in nearly 36% of the reviewed articles, prompting the identification of seven key components of managerial competence: role, proficiency, disposition, capability, action, context, and effectiveness. This comprehensive understanding lays the groundwork for subsequent discussions around the necessary competencies in the digital era.

The second essay proposes a structured model of digital managerial competencies encompassing three dimensions: Technological knowledge, soft skills, and e-leadership skills. The research underscores that a manager’s understanding of digital tools and leadership abilities significantly impact their effectiveness in virtual environments. The importance of both technological understanding and soft skills is accentuated, with evidence suggesting that the latter has become indispensable in contemporary work life, especially post-COVID-19 when remote work has proliferated.

Finally, the third essay delves into the distinction between traditional managerial competencies and those necessary for effective AI implementation. The analysis of 27 articles leads to the identification of 40 AI-related managerial competencies organized into nine competency dimensions. This inquiry reveals that while many competencies remain pertinent in the AI context, significant extensions and new competencies emerge, reflecting the evolving challenges managers face in integrating AI technologies into their workflows. Critical competencies identified include ‘Integrating AI with Human Workers’ and ‘Being Curious to Learn about AI’, emphasizing ongoing learning and adaptation as essential AI-related managerial competencies for effective leadership in the digital age.

This dissertation contributes to research as follows. Firstly, it clarifies the conceptual ambiguity surrounding the concept of managerial competence by formulating an original definition. Secondly, it enhances understanding of the concept of managerial competence by examining its underlying components, thus addressing foundational gaps in the management literature. Thirdly, it proposes a framework for digital managerial competencies for educators and organizational leaders to develop training and skill-building programs tailored to the needs of contemporary managers. Lastly, it identifies AI-related managerial competencies and shows how they differ from traditional managerial competencies.

In conclusion, this dissertation emphasizes the ever-increasing significance of managerial competencies in the digital age and presents a foundation upon which further research can build. As operating environments continue to evolve, equipping managers with the necessary competencies to adeptly navigate the challenges imposed by digital transformation and AI integration will be critical for organizational success.