Technological and organizational changes as determinants of the skill bias: evidence from the Italian machinery industry

Recent empirical literature has introduced the ‘Skill Biased Organizational Change’ (SBOC) hypothesis, according to which organizational change can be considered as one of the main causes of the skill bias (increase in the number of highly skilled workers) exhibited by manufacturing employment in developed countries. This paper focuses on the importance of the SBOC with respect to the more traditional ‘Skill Biased Technological Change’ in driving the skill composition of workers in the Italian machinery sector. A dynamic panel data analysis is proposed which uses a unique firm‐level dataset. The results show that both skilled and unskilled workers are negatively affected by technological change, while organizational change—which in turn may be linked to new technologies—is positively linked to skilled workers. Copyright © 2005 John Wiley & Sons, Ltd.     

Price,wage and employment response to shocks: evidence from the WDN survey

We analyse the relative intensity and character of price vs. cost and wage vs. employment firm-level adjustment to cost-push shocks in the European System of Central Banks Wage Dynamics Network (WDN) survey data set. The results document several statistically significant and theoretically sensible relationships: price increases are less likely when product market competition is more intense, and more likely when collective wage agreements or employment protection legislation constrain firm-level reactions. We discuss how changes of such structural and institutional features of firms and of their environment may underlie the evolution of macroeconomic adjustment mechanisms in Europe.     

Portugal at the crossroads of change, facing the shock of the new: People, knowledge and ideas fostering the social fabric to facilitate the concentration of knowledge integrated communities

Portugal has recently achieved the average OECD level in terms of the number of researchers per thousand workforce and the need to continue fostering the advanced training of human resources and the concentration of knowledge integrated communities as drivers of larger communities of users is discussed in the context of changing and evolving patterns in Portugal. This requires an ongoing public effort, but also a better understanding of the effectiveness of the mix of public support mechanisms and private incentives for the development of knowledge networks and flows of skilled people in times of increased uncertainty.Our hypothesis gains from the experience of a unique set of international collaborations with leading institutions worldwide that has been successfully developed over the last years based on thematic R&D networks, integrating advanced training initiatives and programs of industrial affiliation. It is in this context that we frame our hypothesis and argue for the need for Portugal to continue attracting and fostering open and dynamic “creative communities”.The main policy implication of our analysis is that Portugal needs to double the number of researchers per thousand workforce in the coming years. This requires a broad social basis for science policies across a wide range of public and private sectors, as well as that innovation is considered together with competence building and the need to foster individual skills through the complex interaction between formal and informal qualifications. Emerging user-centered innovation requires users able to access new knowledge. This implies a broad societal engagement in knowledge activities, including higher education enrolment, and we need to strengthen the top of the research system in order to create a locus of knowledge production at the highest level. But it also implies consideration of the social shaping of technology, because incentives and infrastructures do not operate in a vacuum, but shape and are shaped by the particular context in which they operate. Strengthening external societal links and “system linkages” is critical in making the institutional changes required to meet the needs of global competition and the knowledge economy.     

我国收入分配面临的主要问题及其对策

本文梳理了党的十六大以来我国陆续出台的与收入分配相关的各项政策,从宏观层面分析了当前我国收入分配领域存在的主要问题,提出了深化收入分配制度改革的政策建议。     

How strong is the business-to-business brand in the workforce? An empirically-tested model of ‘internal brand equity’ in a business-to-business setting

In the business-to-business sector, the brand-owner's employees are increasingly playing a key role in the representation of individual and corporate brands at the interface with actual and potential customers. Consequently, ‘internal branding’ has recently emerged as an important issue in industrial markets. This article proposes and empirically validates a theoretically structured framework for the measurement of a new construct, internal brand equity, and identifies its determinants and consequences. The findings offer evidence for the powerful impact of a brand-oriented corporate culture on internal brand equity, and demonstrate its relationship to external brand equity. Conclusions are drawn for management practice and future research.     

Total effort, competitive balance and the optimal contest success function

This paper shows that, in the constrained case, the value weighted contest success function (CSF) maximizes not only total effort, but every objective function which is increasing in total effort and competitive balance. In the unconstrained case, a first price all-pay auction with a reserve price is optimal only if the impact of competitive balance on the objective is small. Otherwise, a modified value weighted CSF is optimal.     

The use of on-line summative assessment in an undergraduate financial accounting course

According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. <http://www.qaa.ac.uk/>. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for “sustainable assessment” and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.     

Credit risk and bank margins in structured financial products: Evidence from the German secondary market for discount certificates

This study analyzes bank margins in the German secondary market for exchange‐traded structured financial products, with particular emphasis on the influence of banks' credit risk. A structural model allowing for the incorporation of correlation effects between market and credit risk is applied to compare quoted and fair theoretical prices. For discount certificates, as the most popular type of structured financial products in Germany, an empirical study is conducted. Compared to earlier studies, total margins are found to be rather low, whereas the portion that draws back to credit risk appears to be a material part of the total margin. © 2008 Wiley Periodicals, Inc. Jrl Fut Mark 28: 376–397, 2008     

Implications of a multi-disciplinary educational and research environment: Perspectives of future business, law, science, and engineering professionals in the technological innovation: Generating economic results (TI:GER®) program

Functioning well in a global, technology-driven, multi-disciplinary environment necessitates a more robust educational paradigm, especially in science and engineering. For a scientific education to be complete, it can no longer be restricted solely to technical areas. Similarly, law and business students will encounter a slew of technologies throughout the course of their careers. They will be required to comprehend the intricacies and corresponding implications of these technologies in order to impart their perspectives effectively and have an impact. In an effort to address this widely recognized need, a number of multi-disciplinary education and innovation programs have recently surfaced. Although several of these have been documented in the literature, the experiences of participants and the manner in which these will influence their future career plans as well as personal goals are not usually taken into account. Our focus in this paper is to shed light on this 'end effect' of being exposed to a multi-disciplinary education by stressing the importance of understanding social, economic, and legal aspects of science and engineering within the context of a scientific graduate-level education. Specifically, the authors take a closer look at the TI:GER^®1(Technological Innovation: Generating Economic Results) program. Based on their experiences, the authors present their learning and insight on multi-disciplinary education in a mixed technical and professional degree setting.