Using the job requirements approach and matched employer-employee data to investigate the content of individuals’ human capital

Mane, Ferran; Miravet, Daniel

doi:10.1007/s12651-016-0203-3

Cited by 8 publications

(6 citation statements)

References 55 publications

(62 reference statements)

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“…The job requirements approach argues that the levels of skills depend on the nature and contents of tasks that work entails (e.g. see Mane and Miravet, 2016). It is based on a premise that skills refer to interactions between the individual’s potential to carry out work (due to past education and experience) and the characteristics of work domain (types of tasks, technology, work organisation, etc.).…”

Section: Literature Review: Measuring Skillsmentioning

confidence: 99%

Upskilling, Deskilling or Polarisation? Evidence on Change in Skills in Europe

Martinaitis

Christenko²,

Antanavičius³

2020

Work, Employment and Society

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What are the directions of change in the complexity of work and the required skill levels of the labour force in Europe? Three prominent strands of literature suggest conflicting expectations – upskilling, deskilling and polarisation. This question is answered by employing a novel work complexity indicator that measures how tasks are performed at work according to three dimensions: routinisation of tasks, autonomy at work and continuous skill-building. The measurements rely on the European Working Conditions Surveys carried out in 2005, 2010 and 2015. The results show that the European labour markets witness upskilling with some polarisation, although there are significant cross-national differences. They also show that, individually, neither shifts in work complexity within occupations (deskilling hypothesis), nor changes in employment structure (the focus of the upskilling and polarisation hypotheses) can provide an adequate view of trends in the European labour markets. Instead, both vectors of change should be analysed collectively.

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Section: Literature Review: Measuring Skillsmentioning

confidence: 99%

Upskilling, Deskilling or Polarisation? Evidence on Change in Skills in Europe

Martinaitis

Christenko²,

Antanavičius³

2020

Work, Employment and Society

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“…For example, "lifelong learning of adults in Japan is one of the highest life values"; "the aim of lifelong learning of adults in Finland is to support the desire to extend the working life of the population"; while "the Swedish adult education system contributes to the development of democracy, raises the people's cultural level" [21]. The content and forms of AE in Western countries are changing, and the issues of changing the demand for skills [22] or the relationship between the employee and the employer in the formation of working skills [23] are discussed in the framework of the lifelong learning concept, which is internationally recognized and causes a fairly high public interest. APE in the Russian Federation is carried out by other forces and in different socioeconomic conditions than in the developed countries of Europe and America.…”

Section: Discussionmentioning

confidence: 99%

Factors of development of the Russian additional professional education market

Lobazova¹

2020

P Sci Edu

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The results of the activities of higher education institutions in the field of additional professional education do not always reach high rates, which affects the process of implementing the state policy of labor market modernization. The hypothesis of this study was based on the assumption of a complex of conditions, in which the offers in the additional professional education market are formed, and which can be considered as a group of related but not homogeneous factors. To form the empirical base of the study, the authors selectively collected open data posted on the official websites of educational organizations on the Internet, which were then statistically and meaningfully processed using the systemic method. As a result, it was found that offers in the market of additional professional education services are formed under the influence of a number of objective factors, which are designated in the study as “standard, progress, market and fashion” factors. The application of this model to the analysis of the actual state of the additional professional education market made it possible to formulate three principles of effective organization, abiding by which some educational organizations obtain benchmark results: fields-of-study differentiation, functions delegation, and price diversification. Thus, the study made it possible to identify the most effective directions of the organizational activities of universities in the field of additional professional education and to formulate a number of provisions of practical significance. The prospect of the study is a factor analysis of further changes in that part of the additional professional education market, which is made up of state higher education institutions.

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“…Job-requirement analysis emphasizes the role of everyday activities on both cognitive skill level and earnings. Activities that are non-routine and require information-processing skills are associated with higher earnings (Green 2012;Ederer et al 2015;Mane and Miravet 2016;Mainert et al 2018). Greater earnings for people who perform high-skill activities at work may be due to skill-biased technological change that decreases earnings for workers performing routine tasks (Autor et al 2003;Spitz-Oener 2006;Goos and Manning 2007).…”

Section: Extending Human Capital Theory: Distinguishing Between Acquired and Utilized Skillsmentioning

confidence: 99%

Short-term earnings mobility in the Canadian and German context: the role of cognitive skills

Pullman

Gauly

Lechner

2021

J Labour Market Res

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It is well-established that human capital contributes to unequal levels of earnings mobility. Individuals with higher levels of human capital, typically measured through education, earn more on average and are privy to greater levels of upward change over time. Nevertheless, other factors may have an incremental effect over education, namely cognitive ability and the skill demands of employment. To deepen insight into whether these aspects contribute to earnings mobility over a four-year period, the present study examines positional change in Canada and Germany—two contexts typified as examples of liberal and coordinated market economies. A series of descriptive indices and relative change models assess how different measures of human capital are associated with earnings mobility. The results indicate that, while individuals with higher cognitive skills experience greater earnings stability and upward mobility in both countries, there is only an incremental effect of skills on mobility in Germany once we account for educational credentials. The results also provide evidence on the role of skill demands for earnings mobility; in both countries, advanced skills at work are associated with greater short-term mobility, even while controlling for cognitive ability and other factors. Together the results showcase how longitudinal data containing detailed measures of human capital allow for deeper insight into what facilitates earnings mobility.

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Using the job requirements approach and matched employer-employee data to investigate the content of individuals’ human capital

Cited by 8 publications

References 55 publications

Upskilling, Deskilling or Polarisation? Evidence on Change in Skills in Europe

Upskilling, Deskilling or Polarisation? Evidence on Change in Skills in Europe

Factors of development of the Russian additional professional education market

Short-term earnings mobility in the Canadian and German context: the role of cognitive skills

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