How Large Is the Compensating Wage Differential for R&D Workers?

The aim of this paper is to measure the extent to which lower wages in R&D functions reflect a preference effect. In contrast to the bulk of the literature on compensating wage differentials that compares wage levels of jobs with different attributes, we constructed measures of willingness to accept (WTA) and pay (WTP) for an R&D jobs using contingent valuation technique. Earnings regressions using OLS show an R&D wage penalty of about 3.5%. However, hedonic OLS regressions of WTA and WTP give significant relative preference parameters for R&D jobs that range from 0.19 to 0.22.R&D workers, compensating wage differentials, hedonic prices

What affects lifelong learning of scientists and engineers?

This paper greatly enriches the discussion on the determinants of lifelong learning of scientists and engineers (S&Es). In our analysis, which is based on a survey among S&Es in the Netherlands, we take account of both formal training and different modes of informal learning. We find that S&Es employed in firms which apply innovative production processes more often participate in formal training and also benefit from the informal learning potential of their jobs. Therefore, public policies that stimulate process innovation also prevent skills obsolescence among S&Es. However, lifelong learning is not triggered in firms with many product innovations. S&Es who are employed in firms which operate on highly competitive markets also participate in formal training less often. The same holds for S&Es employed in small firms, although the latter compensate their lower participation in formal training by more hours of self-teaching. S&Es employed in jobs which require a high level of technical knowledge have more formal training, whereas those employed in jobs which require more general skills are significantly more involved in informal learning. Furthermore, older S&Es with long firm tenures participate in formal training less often and have fewer opportunities for learning in their jobs. Therefore, their competence level is at risk.education, training and the labour market;

What affects lifelong learning of scientists and engineers?

This paper greatly enriches the discussion on the determinants of lifelong learning of scientists and engineers (S&Es). In our analysis, which is based on a survey among S&Es in the Netherlands, we take account of both formal training and different modes of informal learning. We find that S&Es employed in firms which apply innovative production processes more often participate in formal training and also benefit from the informal learning potential of their jobs. Therefore, public policies that stimulate process innovation also prevent skills obsolescence among S&Es. However, lifelong learning is not triggered in firms with many product innovations. S&Es who are employed in firms which operate on highly competitive markets also participate in formal training less often. The same holds for S&Es employed in small firms, although the latter compensate their lower participation in formal training by more hours of self-teaching. S&Es employed in jobs which require a high level of technical knowledge have more formal training, whereas those employed in jobs which require more general skills are significantly more involved in informal learning. Furthermore, older S&Es with long firm tenures participate in formal training less often and have fewer opportunities for learning in their jobs. Therefore, their competence level is at risk.labour economics ;

The Persistence of the Standardized Life Cycle

This article investigates to what degree the standardized life cycle has been replaced by an individualized life course, characterized by the absence of a strict sequence and timing of life's transitions. In order to measure the normative position of people, rather than the external conditions to which they are subject, the test is based on the ideal life course or life cycle as described by a purely random sample of 4666 inhabitants of Belgium, aged 18 to 36. The available evidence overwhelmingly points towards the persistence of a standardized ideal life cycle, characterized by a strict sequence and timing of the important transitions

Flexible contracts and human capital investments

As suggested by human capital theory, workers with flexible contracts participate lessoften in training than those with permanent contracts. We find that this is merely dueto the fact that flexworkers receive less employer–funded training, a gap they can onlypartly compensate for by their own training investments. Flexworkers particularlyparticipate less in firm–specific training that is meant to keep up with new skilldemands than workers with permanent contracts. However, for those who participatein employer–funded firm–specific training, a temporary contract appears to facilitatethe transition to a permanent contract with the same employer. However, this doesnot hold for participation in self–paid training. This training, which is usually generaltraining, does not help in finding a better job.education, training and the labour market;

Flexible contracts and human capital investments

As suggested by human capital theory, workers with flexible contracts participate less often intraining than those with permanent contracts. We find that this is merely due to the fact thatflexworkers receive less employer–funded training, a gap they can only partly compensate for bytheir own training investments. Flexworkers particularly participate less in firm–specifictraining that is meant to keep up with new skill demands than workers with permanent contracts.However, for those who participate in employer–funded firm–specific training, a temporary contractappears to facilitate the transition to a permanent contract with the same employer. However, thisdoes not hold for participation in self–paid training. This training, which is usually generaltraining, does not help in finding a better job.labour economics ;

Does it pay off to specialize? The interplay between educational specificity, level and cyclical sensitivity

This paper investigates how the specificity of the field of study determines the quality of school-to-work transitions, and whether the effect of specificity is moderated by the level of education and the cyclical sensitivity of the field of study. We apply a processual approach and produce a typology of school-to-work transitions based on labor market position and income. This is done with multichannel sequence analysis on register data on school-leavers in the Netherland for the 2009-2010 cohort (N=182,057). The results confirm that specificity positively influences the quality of school-to-work transitions in terms of employment and income security. This however mostly holds for the highest levels of upper-secondary vocational education (ISCED 354), and much less for the lower levels of upper-secondary vocational education and tertiary education. In contrast to our expectations, the positive effects of specificity were stronger for more cyclically sensitive fields of study

Field-Based Tests of Strength and Anaerobic Capacity Used in Children With Developmental Coordination Disorder:A Systematic Review

Objective. Children with developmental coordination disorder (DCD) are reported to have lower levels of strength and anaerobic capacity. The purpose of this study was to (1) identify field-based tests for strength and anaerobic capacity used in studies comparing children with DCD and children who were typically developing (TD), (2) examine the methodological quality of studies reporting psychometric properties and rate the psychometric properties of the examined test, and (3) summarize available evidence by combining the methodological quality of the studies and the quality of the psychometric properties of the test. Methods. An electronic search was conducted in July 2019 in 4 electronic databases. For purpose 1, primary studies were included with no exclusion of study design in which children aged 4 to 18 years with DCD were compared with children who were TD on strength and/or anaerobic capacity measures. For purpose 2, primary studies were included with no exclusion of study design in which a psychometric property was investigated. The Consensus-Based Standards for Selection of Health Measurement Instruments (COSMIN) was used to evaluate the methodological quality of the 34 studies and rate the psychometric properties of the tests used. Results. Hand-held dynamometer, bent knee push-up, vertical jump, standing long-jump, functional strength measurement, fitness test, and test battery can be recommended for TD, and the shuttle run item of the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition and 10 m × 5 m sprints (straight and slalom) can be recommended for DCD. Conclusion. Information regarding psychometric properties of field-based tests for strength and anaerobic capacity in children with DCD is lacking. Impact. Information about the psychometric properties of field-based tests for strength and anaerobic capacity in children with DCD is lacking. More information is available on TD children, but it is also not complete; information regarding validity and responsiveness, especially, is missing. When using measures in children with DCD, it is important to keep in mind this lack of evidence for the validity and reliability of the outcomes for this target group