6,327 research outputs found

    Which Workers Gain Upon Adopting a Computer?

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    Using the Canadian Workplace and Employee Survey and controlling for individual and establishment fixed effects, we find that within a year of adopting a computer, the average worker earns a 3.6 percent higher wage than a similar worker who did not adopt a computer. Returns are even larger for managers and professionals, highly educated workers, and those with significant prior computer experience. Employees who use computer applications that require high cognitive skills earn the highest returns.Computer Use, Technology, Computer Applications

    Computers, Skills and Wages

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    Computer use is mainly associated with skilled, high-wage workers. Furthermore, the introduction of computers leads to upgrading of skill requirements. This suggests that the computer requires certain skills to take full advantage of its possibilities. Empirical findings, however, suggest that the effects of computers on the labor market are complicated and difficult to trace. This paper offers a simple model and new empirical evidence from Britain showing how computers change the labor market. The model shows that wages are an important determinant of computer use and that neither computer skills nor complementary skills seem to be needed to explain skill upgrading. The empirical results are consistent with the model because they indicate that computer use is explained by wages rather than by skills and that wages are not related to computer skills.economics of technology ;

    Computers, Skills and Wages

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    Computer use is mainly associated with skilled, high-wage workers. Furthermore, the introduction of computers leads to upgrading of skill requirements. This suggests that the computer requires certain skills to take full advantage of its possibilities. Empirical findings, however, suggest that the effects of computers on the labor market are complicated and difficult to trace. This paper offers a simple model and new empirical evidence from Britain showing how computers change the labor market. The model shows that wages are an important determinant of computer use and that neither computer skills nor complementary skills seem to be needed to explain skill upgrading. The empirical results are consistent with the model because they indicate that computer use is explained by wages rather than by skills and that wages are not related to computer skills. Keywords: Wage Differentials by Skill; Computer Use and Skill. JEL Classification: J30; J31.education, training and the labour market;

    Pension reform

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    The Benefits to Employers of Raising Workforce Basic Skills: A Review of the Literature

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    Status of Women and Girls in Southern Arizona 2010

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    With the publication of the Status of Women and Girls in Southern Arizona report in the spring of 2009, the Women's Foundation of Southern Arizona achieved one of its major goals of establishing a comprehensive and accessible resource to provide data and analysis documenting the lives of women and girls in our region. We are now very pleased to publish the first of what are intended to be annual updates to the original report. These yearly updates will allow us not only to present the most current data on women's education, health, employment and other topics, but also to track where change is needed and measure the impact we, and our partners, have in the community at arge

    Employer Perspectives on Youth with Disabilities in the Workplace

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    This publication features the experiences of employers in their own words. Employers write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. These perspectives can provide guidance to those with an interest in ensuring that youth with disabilities obtain access to a range of work-based experiences

    Comparing demographics of signatories to public letters on diversity in the mathematical sciences

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    In its December 2019 edition, the \textit{Notices of the American Mathematical Society} published an essay critical of the use of diversity statements in academic hiring. The publication of this essay prompted many responses, including three public letters circulated within the mathematical sciences community. Each letter was signed by hundreds of people and was published online, also by the American Mathematical Society. We report on a study of the signatories' demographics, which we infer using a crowdsourcing approach. Letter A highlights diversity and social justice. The pool of signatories contains relatively more individuals inferred to be women and/or members of underrepresented ethnic groups. Moreover, this pool is diverse with respect to the levels of professional security and types of academic institutions represented. Letter B does not comment on diversity, but rather, asks for discussion and debate. This letter was signed by a strong majority of individuals inferred to be white men in professionally secure positions at highly research intensive universities. Letter C speaks out specifically against diversity statements, calling them "a mistake," and claiming that their usage during early stages of faculty hiring "diminishes mathematical achievement." Individuals who signed both Letters B and C, that is, signatories who both privilege debate and oppose diversity statements, are overwhelmingly inferred to be tenured white men at highly research intensive universities. Our empirical results are consistent with theories of power drawn from the social sciences.Comment: 21 pages, 2 tables, 2 figures; minor textual edits made to previous versio
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