Several scholars, mainly outside the library and information science (LIS) discipline, however, approach competence as a quite complicated phenomenon and also distinguish between competence and competency.

Keen (1992), for example, notes that competencies refer to the ability to operate in ill-defined and ever-changing environments, to deal with non-routine and abstract work processes, to handle decisions and responsibilities, to work in groups, to understand dynamic systems, and to operate within expanding geographical and time horizons. In other words, competencies are a combination of complex cognitive skills (that encompass problem solving, qualitative reasoning, and higher-order skills such as self-regulation and learning-to-learn), highly integrated knowledge structures (e.g., mental models), interpersonal skills and social abilities, and attitudes and values. In addition, competencies assume the ability to flexibly coordinate these different aspects of competent behaviour.

In a learning environment, according to the researchers of the Dutch Open University, competencies can be construed as the abilities that enable learners to recognize and define new problems in their domain of study and future work as well as to solve these problems. A competency is the ability, within a certain (professional or academic) domain, to make use of already learnt as well as new knowledge and skills across traditional subject areas to adequately solve real-life, poorly-defined problems. These competencies are made up of component knowledge, skills and attitudes.