210,168 research outputs found

    How Does Technology Affect Skill Demand? Technical Changes and Capital-Skill Complementarity in the 21st Century

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    This paper attempts to examine technology’s impact on the labor market through the lens of skilled labor. Technical changes in the late 20th century are skill-biased in nature, because they are found to complement with skilled labor who are adept at adopting new technologies. However, recent studies document a lower demand for high-skilled labor in the 21st century, compared with the late 20th century. Are technologies starting to substitute for human skills instead of complementing them? Drawing on the wage share data from 1975 to 2015 for 18 sectors in the United States, I find strong and robust evidence of complementary relationships between technical changes and demand for skilled labor. Furthermore, my results suggest that technologies have become more skilled-biased, not less, in the 21st century

    ILR Faculty Publications 2003-04

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    The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2003_04.pdf: 30 downloads, before Oct. 1, 2020

    The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

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    ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE

    ILR Faculty Publications 2004-05

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    The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2004_05.pdf: 37 downloads, before Oct. 1, 2020

    The 21st Century Land Grant Economist

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    The land grant system is a value-added infrastructure, designed to extend the boundaries of traditional colleges and universities to bring science to bear on the pressing needs and problems of underserved citizens and communities. With supplemental resources to support mission-oriented research and outreach, the system has addressed a market failure in higher education. It has been a key asset in achieving for the United States a vibrant agricultural economy, a prominent position in world trade, significant rural development, healthy families and communities, and the increasingly sustainable natural resource base that are characteristic of "the great American Society." This paper explores some of the recent challenges facing the land grant system, provides a framework for examining these challenges, and stresses the need for a new cadre of "land grant economists" to provide leadership as land grants struggle to identify new visions, missions, programs, and innovations that would serve as the bedrock of a new system. Selected areas of emerging opportunities for land grant intervention are also identified.Teaching/Communication/Extension/Profession,

    Can the University of Maine afford to concede to its regional competitors? A 21st century road map for postsecondary language education

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    The University of Maine Flagship Match program is designed to recruit students from neighboring states and offset enrollment declines. However, language faculty retrenchment at the university a decade ago, combined with the effective double-degree programs with languages, STEM, and other subjects that other regional flagships offer and recent changes in New England’s K–12 graduation options, makes it harder for UMaine to attract high-performing students. If the university wants to compete with others in New England and attract students who focus on global professional issues, it has an opportunity it cannot afford to miss. Adapting one of the language education models other universities have successfully implemented may be the way to move forward in the twenty-first century, making the University of Maine an important regional player.Accepted manuscrip

    Education Governors for the 21st Century

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    Provides guidance for state leaders on how they can promote education reform through strategic alliances with educators, business leaders, and communities. Includes examples of leaders who have taken different approaches to school improvement

    Democratic Enterprise : Ethical Business for the 21st Century

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    Published with the support of the Scottish Government and the Economic and Social Research CouncilPublisher PD

    The Rich North-west, The Poor Middle-east – Consumption In EU Households

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    The aim of paper is to analyze household consumption in EU countries in the 21st century. The two hypotheses posited have been confirmed. The start of the 21st century saw an increase in consumer spending in EU households and reduction in the disparities between households of different countries. At the end of the first decade there was a stabilization in consumer spending. The differences in consumption between households can be considered as a) the effect of freedom of choice, and b) a consequence of specific restrictions that do not allow for an appropriate level of funds to meet household needs. Households with the most favourable situation are located in the United Kingdom and Austria. The most unfavourable situation can be observed in the households of Estonia, Latvia, Poland, Romania and Bulgaria
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