Differences in Job De-Routinization in OECD Countries: Evidence from PIAAC

Rica, Sara de la; Gortazar, Lúcas

doi:10.2139/ssrn.2731999

Cited by 17 publications

(10 citation statements)

References 16 publications

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“…Our selection of questions is based on the similarities between PIAAC / STEP items and the O*NET items, and attributes of particular type of work (Autor, 2013). It is also consistent with the selections of Dicarlo et al (2016), de la Rica andGortazar (2016) or Marcolin et al (2016), shown in Appendix D. However, contrary to these authors, we don't assign task items to task contents in an arbitrary way, but search for subsets of questions and cutoffs which provide the best proxy for the O*NET tasks in the US.…”

mentioning

confidence: 69%

“…) in the US PIAAC: Source: own elaboration based on Dicarlo et al (2016), de la Rica andGortazar (2016) and Marcolin et al (2016).…”

Section: Appendix B Construction Of Task Content Measures Based On Us...mentioning

confidence: 99%

“…2 Other studies of tasks that use international survey data define measures of "de-routinisation" (de la Rica and Gortazar, 2016), group occupations into non-, low-, medium-and high-routine intensive (Marcolin et al, 2016), or combine manual and cognitive tasks (Dicarlo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Technology, Skills, and Globalization: Explaining International Differences in Routine and Nonroutine Work Using Survey Data

Lewandowski

Park

Hardy

et al. 2022

The World Bank Economic Review

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The shift from routine work to nonroutine cognitive work is a key feature of labor markets globally, but there is little evidence on the extent to which tasks differ among workers performing the same jobs in different countries. This paper constructs survey-based measures of routine task intensity (RTI) of jobs consistent with those based on the U.S. O*NET database for workers in 47 countries. It confirms substantial cross-country differences in the content of work within occupations. The extent to which workers’ RTI is predicted by technology, supply of skills, globalization, and economic structure is assessed; and their contribution to the variation in RTI across countries is quantified. Technology is by far the most important factor. Supply of skills is next in importance, especially for workers in high-skilled occupations, while globalization is more important than skills for workers in low-skilled occupations. Occupational structure explains only about one-fifth of cross-country variation in RTI.

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confidence: 69%

“…) in the US PIAAC: Source: own elaboration based on Dicarlo et al (2016), de la Rica andGortazar (2016) and Marcolin et al (2016).…”

Section: Appendix B Construction Of Task Content Measures Based On Us...mentioning

confidence: 99%

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Technology, Skills, and Globalization: Explaining International Differences in Routine and Nonroutine Work Using Survey Data

Lewandowski

Park

Hardy

et al. 2022

The World Bank Economic Review

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“…Despite significant efforts, such as the Bologna Process (Zahavi & Friedman, 2019), European higher education remains little standardized. In this context, the OECD Programme for the International Assessment of Adult Competencies (PIAAC) revealed differences in literacy, numeracy, and problem‐solving in technology‐rich environments (De La Rica & Gortazar, 2016; Vera‐Toscano et al, 2017). At the same time, studies found differences between HEIs regarding internationalization strategies (Seeber et al, 2020) and the students' views of higher education (Brooks et al, 2021).…”

Section: Related Workmentioning

confidence: 99%

Students' expectations of Learning Analytics across Europe

Wollny

Mitri

Jivet

et al. 2023

Computer Assisted Learning

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Background Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it is essential to understand stakeholders' expectations of LA across Higher Education Institutions (HEIs) for large‐scale implementations that take their needs into account. Objectives This study aims to contribute to knowledge about individual LA expectations of European higher education students. It may facilitate the strategy of stakeholder buy‐in, the transfer of LA insights across HEIs, and the development of international best practices and guidelines. Methods To this end, the study employs a ‘Student Expectations of Learning Analytics Questionnaire’ (SELAQ) survey of 417 students at the Goethe University Frankfurt (Germany) Based on this data, Multiple Linear Regressions are applied to determine how these students position themselves compared to students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands, where SELAQ had already been implemented at HEIs. Results and Conclusions The results show that students' expectations at Goethe University Frankfurt are rather homogeneous regarding ‘LA Ethics and Privacy’ and ‘LA Service Features’. Furthermore, we found that European students generally show a consistent pattern of expectations of LA with a high degree of similarity across the HEIs examined. European HEIs face challenges more similar than anticipated. The HEI experience with implementing LA can be more easily transferred to other HEIs, suggesting standardized LA rather than tailor‐made solutions designed from scratch.

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“…Importantly, some researchers (e.g., Akcomak et al., 2013; Consoli et al., 2019; De La Rica & Cortazar, 2016; Ross, 2020; Spitz‐Oener, 2006) resort to detailed individual‐level measures of tasks to also account for within‐occupation task heterogeneity and variations over time and show that RBTC has caused not only changes in employment across occupations (i.e., the extensive margin) but changes in the task content of the occupations (i.e., the intensive margin) as well.…”

Section: Literature Reviewmentioning

confidence: 99%

The composite link between technological change and employment: A survey of the literature

Mondolo

2021

Journal of Economic Surveys

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The role played by technological change in employment trends has long been debated and investigated, but the evidence has proven to be inconclusive. This paper aims to shed light on this topic by critically reviewing a broad and heterogeneous body of literature on the employment implications of technical progress. To this purpose, it briefly discusses the main theories and models that underpin the empirical analysis and reviews the literature following two main criteria, namely, the proxy for technological change and the level of analysis. It also accounts for the effect of technical progress on both overall employment and on distinct occupational, educational and demographic groups. Particular attention is devoted to the results of some very recent studies that attempt to unfold the impact of complex automation technologies, especially robots, and to provide a preliminary account of the evolution, distribution, challenges and potential of Artificial Intelligence.

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Differences in Job De-Routinization in OECD Countries: Evidence from PIAAC

Cited by 17 publications

References 16 publications

Technology, Skills, and Globalization: Explaining International Differences in Routine and Nonroutine Work Using Survey Data

Technology, Skills, and Globalization: Explaining International Differences in Routine and Nonroutine Work Using Survey Data

Students' expectations of Learning Analytics across Europe

The composite link between technological change and employment: A survey of the literature

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