How firms’ participation in apprenticeship training fosters knowledge diffusion and innovation

Rupietta, Christian; Backes‐Gellner, Uschi

doi:10.1007/s11573-018-0924-6

Cited by 24 publications

(45 citation statements)

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“…Second, we add to the literature that examines the importance of vocational skills for innovation activities by demonstrating that augmenting the skill base of vocationally trained workers with applied research skills contributes to innovation activities in firms that have access to the new type of graduates. Only few studies show that secondary-level vocational skills (i.e., those of graduates from dual apprenticeship programs) positively affect innovation in firms (e.g., Meuer et al, 2015;Rupietta and Backes-Gellner, 2019;Toner, 2010). Moreover, Cinnirella and Streb (2017), who study 19 th -century Prussia, identify the knowledge of "master craftsmen" (a form of advanced skills in a specific occupation)…”

Section: Introductionmentioning

confidence: 99%

Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland

2020

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, seminar participants at the University of Zurich, participants of the 21 st Colloquium on Personnel Economics in Munich, participants of the annual meeting of the Bildungsökonomischer Ausschuss des Vereins für Socialpolitik in Bern, participants of the 18 th International Labour and Employment Relations Association World Congress in Seoul, participants of the 3 rd Centre for Vocational Education Research Conference in London, and participants of the Conference on VET Research in Lausanne for helpful comments. We also thank Natalie Reid for language consulting and the Swiss Federal Statistical Office for data provision of the Swiss Earnings Structure Survey (contract number 160683 Ref. 431.10-1), the Business Census (contract number 180096 Ref. 511.0-1, used in the Online Appendix), and the Survey of Higher Education Graduates (contract number 160410 Ref. 662.410-1, used in the Online Appendix). Furthermore, this paper benefited from very helpful comments by the editor at Labour Economics, Michele Pellizzari, and two anonymous reviewers. This study is partly funded by the State Secretariat for Education, Research and Innovation (SERI) through its Leading House on the Economics of Education, Firm Behavior and Training Policies.

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Section: Introductionmentioning

confidence: 99%

Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland

2020

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“…In addition, (Indira, 2017)discussed Job Instructional method and described it as a valuable tool for all trainees, it helps trainers to provide gradual and step-by-step instructions, to realize when the trainee has learned and to be due diligent in different work environments. Raheja, (2015); Rupietta & Backes-Gellner,(2018);&Vaughan, (2017)suggest that apprenticeship technique is a method of training that a new generation of practitioners of a skill will be able to complete projects on time and it is in vogue method today in business, technical jobs, and crafts. In addition, the understudy assignments perform to the technical skills learning and Interpersonal.…”

Section: Discussionmentioning

confidence: 99%

“…• Apprenticeship: It is a system of training to guide the novice staff in a project from beginning to proficiency under the supervision of skilled experts (Downey, Dalidowicz, & Mason, 2015).It is a formalized method of training program that involved both formalized on-the-job training method and knowledge under supervision (Corseuil, Foguel, & Gonzaga, 2019). Apprenticeship training methods have designed to develop skills and competencies that is connected to the innovations limit to enhances innovations in the business organizations (Rupietta & Backes-Gellner, 2018). This technique aims to train project teams to achieve projects as planned by depending on skills of interpersonal , communication, and institutional skills (Vaughan, 2017).…”

Section: On the Job Trainingmentioning

confidence: 99%

Training Methods for Developing Project Team Members

Al-Nabae

Sammani

2019

IJIREV

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There are many factors determining the success or failure of the projects. Skills and competencies play a critical role in project management and shortage of skilled project managers and workers has become worldwide issue and a crucial risk that hindering the projects in achieving their objectives and increase the opportunities of project successful. There are two types of training methods used to provide soft and hard skills for project managers and team members. The aim of this paper is to specify the training methods that have roles in project teamwork training to enhance project performance. This paper uses a literature survey of the content of the research papers in project management training and training methods, to identify what extent training methods are related to project performance. This paper emphases the significance of the training process to enhance the project performance and reveals that on-the-job training, lectures and case study methods are most commonly used in project management training. This paper contributes to increasing awareness of the importance of training methods in project management as a feasible strategy to improve the performance of the projects and amply highlights the importance of skills in project management.

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“…As this curriculum updating process integrates the most innovative firms, those operating at the technology frontier, it ensures future-oriented updates of VET curricula. These skill sets of VET workers strongly complement those of academically educated workers in research and development (R&D), thereby ensuring that inventions more easily and quickly turn into innovative and marketable products (e.g., Backes-Gellner, 1996;Rupietta & Backes-Gellner, 2019b;Rupietta, Meuer, & Backes-Gellner, 2018). Through such mechanisms as important parts of the dual VET system in countries such as Switzerland and Germany, this system with its highly skilled vocationally trained workers contributes to these countries' very successful innovation ecosystems.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Vocational Education and Training to Innovation and Growth

Backes‐Gellner¹,

Lehnert²

2021

Oxford Research Encyclopedia of Economics and Finance

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Despite the common view that innovation requires academically educated workers, some countries that strongly emphasize vocational education and training (VET) in their education systems—such as Switzerland and Germany—are highly competitive internationally in terms of innovation. These countries have dual VET programs, that is, upper-secondary-level apprenticeship programs, that combine about three quarters of workplace training with about one quarter of vocational schooling, and design them in such a way that their graduates (i.e., dual apprenticeship-graduates) play crucial roles in innovation processes. Regular updates of VET curricula incorporate the latest technological developments into these curricula, thereby ensuring that dual apprenticeship-graduates possess up-to-date, high-level skills in their chosen occupation. This process allows these graduates to contribute to innovation in firms. Moreover, these graduates acquire broad sets of technical and soft skills that enhance their job mobility and flexibility. Therefore, conventional wisdom notwithstanding, dual apprenticeship-graduates in such countries not only have broad skill sets that accelerate innovation in firms, but also willingly participate in innovation because of their high flexibility and employability. Moreover, Switzerland and Germany have tertiary-level VET institutions that foster innovation. These are universities of applied sciences (UASs), which teach and conduct applied research, thereby helping build a bridge between different types of knowledge (vocational and academic). UAS students have prior vocational knowledge through their dual apprenticeship and acquire applied research skills from UAS professors who usually have both work experience and a doctoral degree from an academic university. Thus UAS graduates combine sound occupational knowledge with applied research knowledge inspired by input from the academic research frontier and from practical research and development (R & D) in firms. Firms employ UAS graduates with their knowledge combination as an important input for R & D. Consequently, regions with a UAS have higher levels of innovation than regions without one. This effect is particularly strong for regions outside major innovation centers and for regions with larger percentages of smaller firms.

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How firms’ participation in apprenticeship training fosters knowledge diffusion and innovation

Cited by 24 publications

References 25 publications

Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland

Employment of R&D personnel after an educational supply shock: Effects of the introduction of Universities of Applied Sciences in Switzerland

Training Methods for Developing Project Team Members

The Contribution of Vocational Education and Training to Innovation and Growth

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