Do Employers Need the Skills They Want? Evidence from technical work

Stasz, Cathleen

doi:10.1080/1363908970100301

Cited by 64 publications

(36 citation statements)

References 12 publications

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“…En este sentido, se han publicado abundantes trabajos que han analizado cuál es el impacto que distintas estrategias docentes tienen sobre el desarrollo por parte de los estudiantes de una competencia o de un conjunto determinado de competencias, en el marco de una asignatura concreta (Tymon, 2013;Branine 2008;Liston 1998;Meade & Andrews, 1995;Stasz, 1997;Weisz, 1999). En contraste, resulta difícil hallar trabajos que se focalicen en el proceso que siguen las universidades y, en particular, las universidades españolas, para incorporar las competencias en su actividad docente cotidiana (véanse excepciones como Tardif, 2008;Pérez Martínez, García Martín & Sierra Alonso, 2013;Torra Bitlloc, Manuel De Villena, Martínez Martínez, Gallego Fernández, Portet Cortés & Pérez Cabrera, 2010;Jacob, Olivier & García, 2008).…”

Section: Introductionunclassified

The comprehensive implementation of generic skills in cross business degrees: The experience of the faculty of Economics and Business of the UOC

Fitó

Argüelles

Gilabert

2015

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ResumenObjeto: Este trabajo presenta una buena práctica de renovación metodológica, orientada al desarrollo y evaluación de competencias transversales y específicas, de forma coordinada para el conjunto de un grado de gran dimensión y con numerosas asignaturas comunes a otros grados. El propósito final es elaborar una descripción completa de lo que se considera una buena gestión del cambio en contextos educativos, para facilitar su adopción en otras organizaciones.Diseño/metodología/enfoque: La descripción de esta experiencia sigue los niveles sugeridos por Zabalza Beraza (2012) para describir las buenas prácticas docentes: contexto, fundamentación, evolución, situación actual, impacto y resultados, valoración por parte de los implicados, transferibilidad. El proceso de evolución, propiamente dicho, se estructura según el modelo de cambio organizativo de Kurt Lewin (1947). El proceso ha contado con la participación de todo el profesorado de los Estudios de Economía y la Empresa (EEyE) de la Universitat Oberta de Catalunya (UOC). Aportaciones y resultados:Comparados con otros estudios en la materia, la buena práctica es de amplio alcance (40 profesores y 154 asignaturas). En este proceso han resultado factores clave de éxito la implicación de la dirección, la creación de la figura de los "padrinos", así como la existencia de resultados de mejora tangibles en el corto plazo. Además, se ha evidenciado la necesidad de formación del profesorado para la -589-Intangible Capital -http://dx.doi.org/10.3926/ic.623 implantación efectiva de la formación basada en competencias, sobre todo, en relación a las competencias transversales y en entornos online.Limitaciones: El éxito de este proceso de renovación se ha visto favorecido por la ausencia de estructuras departamentales rígidas y poco permeables, así como por el número relativamente reducido de profesorado de la Facultad o EEyE.Originalidad / Valor añadido: Este trabajo contribuye a la escasa literatura que se focaliza en el proceso que siguen las universidades y, en particular, las españolas, para gestionar el complejo proceso de cambio que supone la incorporación de las competencias en su actividad docente cotidiana. AbstractPurpose: This paper describes a good practice for methodological renewal focusing on coordinated development and assessment of generic and specific competencies for a large -in terms of enrolment -undergraduate program which has many subjects in common with other programs. The ultimate goal is to fully describe what is considered an example of good change management in educational environments so as to aid its adoption in other organizations. Design/methodology:The description of the experience includes the following steps, as suggested by Zabalza (2012), to describe good teaching practices: context, foundation, evolution, current situation, impact and results, assessment by those involved in the process, and transferability. The evolution process is structured according to Kurt Lewin's (1947) model of organizational change. The entire academic s...

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Section: Introductionunclassified

The comprehensive implementation of generic skills in cross business degrees: The experience of the faculty of Economics and Business of the UOC

Fitó

Argüelles

Gilabert

2015

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“…Stasz [24] stressed that personal qualities, communication skills, problem-solving, and teamwork, as the most important competencies, but suggests that the workplace context determine their relative importance.…”

Section: Competencies Required By Graduatesmentioning

confidence: 99%

Measuring the Sufficiency of the Infusion of Generic Skills of Real Estate Graduates by Training

Jiram¹,

Bujang²,

Zarin³

et al. 2016

IJIET

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Abstract-It is necessary for students to acquire relevance skills that will improve their job prospects and make them more competitive in the job market. Subsequently, the formal curriculum of the real estate program lacks emphasis on the assimilation of generic skills in the curriculum. It identified the need for generic skills assessment of real estate graduate. Therefore, the intent of this study was to assess the sufficiency of the infusion of real estate graduate's generic skills in training program. The study concentrates on the acquisition of generic skills of real estate graduate in the process of teaching and learning provided the initial evidence of the 'Embedded Model'. The research refers to the Malaysian model on the implementation of generic skills in higher education. The findings were verified through focus group discussion with the various stakeholders in real estate education.

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“…The skill categories used in these studies are those which case studies identified as the "key" skills required by modern workplaces of industrialized countries (for example Hirschhorn (1984), Stasz (1997Stasz ( , 2001. Their overall importance is mainly ascribed to the diffusion of IT capital at workplaces and stems from two arguments: First, the distinction between manual and cognitive tasks results from one technological feature unique to IT capital.…”

Section: Technology Skills and Education In The Workplacementioning

confidence: 99%

“…These skill categories have been identified as being particularly important in modern work environments (e.g. Autor et al (2001), Green et al (2001), Howell andWolff (1991), andStasz (1997)). …”

Section: Introductionmentioning

confidence: 99%

IT Capital, Job Content and Educational Attainment

Spitz¹

2003

SSRN Journal

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Die Discussion Papers dienen einer möglichst schnellen Verbreitung von neueren Forschungsarbeiten des ZEW. Die Beiträge liegen in alleiniger Verantwortung der Autoren und stellen nicht notwendigerweise die Meinung des ZEW dar.Discussion Papers are intended to make results of ZEW research promptly available to other economists in order to encourage discussion and suggestions for revisions. The authors are solely responsible for the contents which do not necessarily represent the opinion of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp0304.pdfDas Papier entstand im Rahmen des Forschungsprojekts "Informationstechnologien, Arbeitsplatzorganisation und qualifikatorische Lohnstruktur" im Auftrag der Landesstiftung Baden-Württemberg.The paper was written as part of the research project "ICT, Work Organization, and Wages Across and Within Skill Groups" commissioned by the Landesstiftung Baden-Württemberg foundation. Non-technical SummaryThe impact of technological change on the labor market has always been a major concern of economic research. The discussion even intensified in the last two decades due to the fast diffusion of personal computers at workplaces, and due to the empirical evidence that workers with high levels of education are more likely to use computer technology. This led to the hypothesis that information technologies are skill-biased, implying the labor demand to shift towards employees with higher educational attainment. The analysis is based on a large data set of employees, covering four points in time, 1979, 1984/85, 1991/92, and 1998/99. The data set contains detailed information on the tasks that employees actually perform on-the-job, the technology they use, as well as on the educational attainment of employees. IT Capital, Job Content and Educational AttainmentAlexandra SpitzCentre for European Economic Research (ZEW), Mannheim Januar 2003Abstract Based on a large data set containing information on occupations between 1979 and 1999, this study explores the "black box" surrounding the skill-biased technological change hypothesis by analyzing the mechanisms that induce information technologies to be complementary to employees with higher skill levels. Using direct, multidimensional measures of occupational skill requirements, the analysis shows that IT capital substitutes repetitive manual and repetitive cognitive skills, whereas it complements analytical and interactive skills. These changes in the within occupational task mix result in an increased deployment of employees with high levels of education who have comparative advantages in performing non-repetitive cognitive tasks.

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Do Employers Need the Skills They Want? Evidence from technical work

Cited by 64 publications

References 12 publications

The comprehensive implementation of generic skills in cross business degrees: The experience of the faculty of Economics and Business of the UOC

The comprehensive implementation of generic skills in cross business degrees: The experience of the faculty of Economics and Business of the UOC

Measuring the Sufficiency of the Infusion of Generic Skills of Real Estate Graduates by Training

IT Capital, Job Content and Educational Attainment

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