6,327 research outputs found
Which Workers Gain Upon Adopting a Computer?
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
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
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;
Status of Women and Girls in Southern Arizona 2010
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
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KCTCS Enhancing Programs for IT Certification (EPIC)
As technology and the labor market continue to evolve, community colleges face the crucial challenge of preparing students for contemporary high-skill, high-wage jobs. In an effort to spur the development of new programs that effectively train students for today’s dynamic workforce, the U.S. Department of Labor gave a consortium of six Kentucky community colleges a four-year, $10 million grant in October 2014. The grant money supported Enhancing Programs for IT Certification (EPIC), an online, competency-based curriculum that expands access to computer and medical information technology credentialing programs.
This report describes researchers’ qualitative analysis of EPIC and evaluates the program’s implementation and outcomes. The authors found that the program was implemented mostly as planned; by the end of the grant period, it had produced more courses and credentials than initially proposed.
The report also recounts challenges researchers faced in evaluating the impact of EPIC on students, due in part to the small sample of students who took at least two program courses and the short time span of this work. Regarding course grades, the authors found that while EPIC students did not underperform in comparison to their peers, they were unable to draw any strong conclusions from their analyses. The report concludes with suggestions for the field of online competency-based education and posits questions for future research
Employer Perspectives on Youth with Disabilities in the Workplace
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
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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