The utility of operationalising the concept of skill ecosystems

Anderson, Pauline

doi:10.1108/01425451011051631

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…As the experts mentioned, in their experience employers would expect a full-time qualified employee for a fairly low rate, but they lacked the sensitivity and patience these young people need. Anderson (2010) pointed out that the attempted reframing of Scottish skills policies to embrace the concept of skill ecosystems had not been met with a clearly articulated, corresponding framework. Within the “liberal market economy” (Hall and Soskice, 2001), it is hard for the employers to “serve the common good” (Le Grand, 2003, p. 12)—developing young people's skills out of their own self-interest.…”

Section: Discussionmentioning

confidence: 99%

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

Doyle

Geng²

2022

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PurposeThe aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government.Design/methodology/approachThe research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners.FindingsThe research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures.Research limitations/implicationsThe paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions.Originality/valueThrough the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people.

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Section: Discussionmentioning

confidence: 99%

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

Doyle

Geng²

2022

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“…Where there is effectively a common employer, as in the public sector, or where the training on offer in the training market is limited and employers have an incentive to cooperate, it is not surprising that coordination agents can be effective. Where these conditions do not hold, however, the ability of coordination agents to deal with externalities and to create derived demand for skills remains questionable (Anderson 2010;Windsor 2006;Windsor and Alcorso 2008).…”

Section: Discussionmentioning

confidence: 99%

Exploring Skill Ecosystems in the Australian Meat Processing Industry: Unions, Employers and Institutional Change

Cooney¹,

Jerrard²,

Donohue³

et al. 2010

Econ. labour relat. rev.

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This article discusses the concept of the skill ecosystem in the context of the network oriented literature on learning and skill acquisition. Three critical features of skill ecosystems are identified and then applied to an analysis of the abattoir sector of the Australian meat processing industry. The analysis highlights the important role of the employee union in the skill ecosystem, including maintaining a flow of new entrants into the sector. The article then examines the impact of major institutional change, through the deregulation of industrial relations, on the ecosystem. It concludes by discussing the applicability of the skill ecosystem concept to a mature, low-skill industry such as meat processing and then draws some conclusions about the limitations of the skill ecosystem concept itself.

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“…Socio-economic conditions and institutional structures may also influence the skill ecosystems within which skills are developed and deployed (Buchanan et al 2010;Anderson 2010). Skill ecosystems refer to the range of contextual factors (such as the business setting, institutions and policy framework, modes of engaging labour, structure of jobs, and level and type of skill formation) that shape approaches to skill development and use (Payne 2007).…”

Section: Institutional Regimes and Youth Job Satisfactionmentioning

confidence: 99%

Young Workers’ Job Satisfaction in Europe

Okay–Somerville

Scholarios²,

Sosu³

2019

Work Orientations

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This chapter examines the role of skill use and development opportunities in shaping meaningful work and job satisfaction for young people. Given the pervasive issue of underemployment of young people across Europe, skills play a vital role in young people's work attitudes and represent a key aspect of job quality and career success. In addition, by taking into account the socio-economic context of recession and national country characteristics represented by employment regime, the chapter extends understanding of some of the boundary conditions influencing young workers' attitudes. Building on theoretical perspectives to work attitudes and wellbeing (Oldham and Hackman 2010;Hackman and Oldham 1976;Karasek and Theorell 1990;Karasek 1979) and using the European Working Conditions Surveys (2005 -2015), this chapter provides a contextualised examination of job satisfaction as predicted by skill utilisation, skill development and career development opportunities. Findings from multigroup path analyses highlight the role of career development opportunities and work meaningfulness for youth job satisfaction across Europe, even after the recession (although to a lesser extent in comparison to pre-recession) and for those in Liberal (i.e., UK and Ireland) in comparison to Social Democratic employment regimes (i.e., Sweden, Finland and Denmark). Moreover, the confirmed role of meaningfulness as an explanatory mechanism demonstrates the continued applicability of Hackman and Oldham's (1976) job characteristics model across European workers and supports the link between work which is experienced as meaningful and wellbeing more generally.

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The utility of operationalising the concept of skill ecosystems

Cited by 7 publications

References 21 publications

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

Exploring Skill Ecosystems in the Australian Meat Processing Industry: Unions, Employers and Institutional Change

Young Workers’ Job Satisfaction in Europe

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