Do We Need Computer Skills to Use a Computer? Evidence from Britain

Using data from the 1997 Skills Survey of the Employed British Workforce, we examine the returns to computer skills in Britain. Many researchers, using information on computer use, have concluded that wage differentials between computer users and non-users might, among others, be due to differences in the embodiment of computer skills. Using unique information on the importance, level of sophistication and effectiveness of computer use, we show that computer skills do not yield significant labour market returns for most types of use. Examining the returns to computer skills at different levels of sophistication of use, yields estimates suggesting returns to computer skills at the highest level of sophistication of use only.education, training and the labour market;

Are Early Investments In Computer Skills Rewarded In The Labor Market?

The paper assesses the relationship between investments in computer skills by adolescents and earnings at age 26. The heaviest investors earned 9 to 16 percent more than otherwise equivalent NELS-88 classmates. The payoff to early computer skills was substantial in jobs involving intense and complex uses of computers; negligible when computers were not used at work. It was non-gaming use of computers outside of school that enhanced future earnings, not playing video/computer games—which lowered earnings. Children in low SES families invested less in computer skills and thus benefited less from the job opportunities generated by the digital revolution

Are computer skills the new basic skills? The returns to computer, writing and math skills in Britain

The large increase in computer use has raised the question whether people have to betaught computer skills before entering the labour market. Using data from the 1997 SkillsSurvey of the Employed British Workforce, we argue that neither the increase in computer use nor the fact that particularly higher skilled workers use a computer provides evidence that computer skills are valuable. We compare computer skills with writing and math skills and test whether wages vary with computer skills, given the specific use that is made ofcomputers. The regression results show that while the ability to write documents and to carry out mathematical analyses yields significant labour-market returns, the ability to effectively use a computer has no substantial impact on wages. These estimates suggest that writing and math can be regarded as basic skills, but that the higher wages of computer users are unrelated to computer skills.labour economics ;

Returning to the Returns to Computer Use

This paper re-examines the returns to computer use using a new matched workplace-employee data from Canada. We control for potential selection using instrumental variables. Results suggest that it is not merely the employee having a computer on his desk, but rather having complementary computer skills, that causes wages to increase.computers, computer skills, human capital, technology

AGRIBUSINESS INDUSTRY EXPECTATIONS OF COMPUTER SKILLS OF AGRICULTURAL ECONOMICS AND AGRIBUSINESS STUDENTS

The Agricultural Economics profession has been using computer technology in their research, extension, and teaching program for over three decades. However, commonly accepted nomenclature for the types and levels of computer skills required of students by agribusiness and agribusiness instructors to both plan and evaluate the type and levels of computer skills being taught to graduates of their program.Computer education, Agribusiness, Teaching/Communication/Extension/Profession,

Factors Contributing to Participation in Web-based Surveys among Italian University Graduates

An established yearly survey aimed at monitoring the employment opportunities of Italian graduates, traditionally carried out with Cati methods, has been integrated during the last few years with Cawi. Cawi has become increasingly crucial due to the high number of graduates involved in the survey, which has mandated a reduction in fieldwork duration and unit costs. Although the seven Cawi surveys used here have different substantive and methodological characteristics, preliminary analysis reveals a common trend: the utmost participation is observed during the first few days immediately following initiation of fieldwork and, to a lesser degree, the delivery of follow-up reminders. Web respondents comprise a self-selected subgroup of the target population, having better academic performance and greater computer skills. A Cox regression model estimating response probability (or response time) shows, besides the obvious effects of certain personal and survey design characteristics, that faster response times are expressed by graduates in science or engineering and reporting good computer skills, whereas the fields of medicine/health and defence/security and no computer skills give rise to lower response probability. Ways to use these findings for fine-tuning data collection are discussed.Cawi surveys, Response rate, University graduates,Cox regression

Resolution on Computer Skills Exam

Request to complete the infrastructure for full implementation of the tes

Implementation of Computer Skills Test

Computer skills tes