Predicting the future is an imprecise science, and something that should always be carried out carefully and the results should be taken with a pinch of salt. That said it is sensible to assume that most of the drivers of commoditization are likely to remain in force for the foreseeable future. Unlike the futurologists who attempt to predict how society and technology will change over the next fifty years, we are only going to look a few years ahead, which is a more sensible time horizon. History is not always a good predictor of the future, but in the case of commoditization we think it is. It is clear that when we look back in time we can see how the process of commoditization has subsumed great tranches of industry, eliminated significant numbers of manual labourers and increased the general efficiency and effectiveness of society. In many respects we could argue that it was important to the advancement of the industrialised economies of the West. In projecting forward from this point, we should expect commoditization to continue to expand its footprint into areas which we currently think are outside of the realms of possibility. After all, no one would have expected the IT industry to have become so commoditized when it first emerged during the 1940s. And in the same way that white collar workers were caught out when they believed they were immune from the initial waves of downsizing and offshoring that affected the manufacturing sector, others at the mid- and high-end of the workforce may also be caught out sometime in the future. And as commoditization continues to advance it will touch on many more peoples' lives and livelihoods.
{"title":"Where Will Commoditization Take Us?","authors":"A. Holmes, John Ryan","doi":"10.2139/ssrn.1287500","DOIUrl":"https://doi.org/10.2139/ssrn.1287500","url":null,"abstract":"Predicting the future is an imprecise science, and something that should always be carried out carefully and the results should be taken with a pinch of salt. That said it is sensible to assume that most of the drivers of commoditization are likely to remain in force for the foreseeable future. Unlike the futurologists who attempt to predict how society and technology will change over the next fifty years, we are only going to look a few years ahead, which is a more sensible time horizon. History is not always a good predictor of the future, but in the case of commoditization we think it is. It is clear that when we look back in time we can see how the process of commoditization has subsumed great tranches of industry, eliminated significant numbers of manual labourers and increased the general efficiency and effectiveness of society. In many respects we could argue that it was important to the advancement of the industrialised economies of the West. In projecting forward from this point, we should expect commoditization to continue to expand its footprint into areas which we currently think are outside of the realms of possibility. After all, no one would have expected the IT industry to have become so commoditized when it first emerged during the 1940s. And in the same way that white collar workers were caught out when they believed they were immune from the initial waves of downsizing and offshoring that affected the manufacturing sector, others at the mid- and high-end of the workforce may also be caught out sometime in the future. And as commoditization continues to advance it will touch on many more peoples' lives and livelihoods.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"44 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133309940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past fifteen years, many U.S. colleges have engaged in a substantial reallocation of their endowment investment portfolios, reducing the share allocated to U.S. stocks and bonds and raising the share allocated to alternatives investments including hedge funds, venture capital, private equity, natural resources, and real estate. The present study, while affirming the presence of an overall reallocation trend, emphasizes the variation that exists among colleges in the extent of reallocation and its impact on investment performance. As has been widely reported, more highly-endowed private colleges have tended to move earlier and more extensively to an alternatives allocation. That pattern has persisted from 1995 to 2007 with some evidence of an increasing divergence among colleges of different endowment sizes in their alternatives allocation. Also as has been widely reported, more highly-endowed private colleges have tended to earn higher cumulative investment returns than less highly-endowed private colleges from 1995 to 2007. Dividing the overall time period into three four-year periods, this tendency is more apparent from 2000 to 2003 and from 2004 to 2007 and less apparent (though still present to a more limited degree) from 1996 to 1999. Some of the impact of endowment size is realized through more highly-endowed colleges' tendency to invest more extensively in alternative assets. Investing more highly in alternatives has a positive effect from 2000 to 2003 and from 2004 to 2007 but actually tends to suppress investment returns from 1996 to 1999. Thus, any analysis of the impact of endowment size and alternatives allocation on investment returns must be sensitive to variation across different years.
{"title":"Changes in the Portfolio Allocation of Private Colleges' Endowments: Recent Trends and Implications for Relative Investment Performance","authors":"Donald L. Basch","doi":"10.2139/ssrn.1339890","DOIUrl":"https://doi.org/10.2139/ssrn.1339890","url":null,"abstract":"Over the past fifteen years, many U.S. colleges have engaged in a substantial reallocation of their endowment investment portfolios, reducing the share allocated to U.S. stocks and bonds and raising the share allocated to alternatives investments including hedge funds, venture capital, private equity, natural resources, and real estate. The present study, while affirming the presence of an overall reallocation trend, emphasizes the variation that exists among colleges in the extent of reallocation and its impact on investment performance. As has been widely reported, more highly-endowed private colleges have tended to move earlier and more extensively to an alternatives allocation. That pattern has persisted from 1995 to 2007 with some evidence of an increasing divergence among colleges of different endowment sizes in their alternatives allocation. Also as has been widely reported, more highly-endowed private colleges have tended to earn higher cumulative investment returns than less highly-endowed private colleges from 1995 to 2007. Dividing the overall time period into three four-year periods, this tendency is more apparent from 2000 to 2003 and from 2004 to 2007 and less apparent (though still present to a more limited degree) from 1996 to 1999. Some of the impact of endowment size is realized through more highly-endowed colleges' tendency to invest more extensively in alternative assets. Investing more highly in alternatives has a positive effect from 2000 to 2003 and from 2004 to 2007 but actually tends to suppress investment returns from 1996 to 1999. Thus, any analysis of the impact of endowment size and alternatives allocation on investment returns must be sensitive to variation across different years.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115695191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some studies show that video games are used in teaching (Foreman 2004) and others report on players learning through their leisure activities online (Perriault 1987; Berry 2007), as formerly was the case through ordinary games. Even though the latter have been recognized by many researchers as leisure activities (Natkin 2003; Lafrance 2006), they were already used as learning tools (Brougere 1995, 2004). However, since the beginning of time, play has been more or less directly opposed to work (Caillois 1967; Henriot 1989). The term "work" can be related to the notion of school work for children and adolescents, and to academic work for young adults. But, if for the former, parental and teacher supervision proves to be sufficient so that game playing does not encroach too much upon school work, what are the effects when institutional and parental frameworks are less evident? Such is the situation in which most university students who play video games find themselves. In fact, recent studies mention the risk that these young adults who play on the Internet could potentially put less effort into their studies to spend more time playing on-line games (Valleur 2003; Griffiths 2004). This paper presents part of the results of a study being done for a doctoral degree in Education, using a psychoanalytically-oriented clinical approach (Blanchard-Laville, Chaussecourte, Hatchuel et Pechberty, 2005). My research analyzes students' psychological investment in video games and their game-study relationship. The objective is to show, through the in-depth analysis of three non-directive interviews done with student gamers, how video games are experienced as leisure tools, but also as learning tools at the same time. For the first two students, their intensive use of video games, which became their object of study for a time, was transformed into what we can call addictive. However, in the end this particular experience of video games permitted them to better come to know themselves. As regards the third student, video games are for her as for her mother informal tools for leisure and learning which do not conflict with her studies.
{"title":"Students and Video Game Players","authors":"Moisy Magali","doi":"10.2139/ssrn.1302868","DOIUrl":"https://doi.org/10.2139/ssrn.1302868","url":null,"abstract":"Some studies show that video games are used in teaching (Foreman 2004) and others report on players learning through their leisure activities online (Perriault 1987; Berry 2007), as formerly was the case through ordinary games. Even though the latter have been recognized by many researchers as leisure activities (Natkin 2003; Lafrance 2006), they were already used as learning tools (Brougere 1995, 2004). However, since the beginning of time, play has been more or less directly opposed to work (Caillois 1967; Henriot 1989). The term \"work\" can be related to the notion of school work for children and adolescents, and to academic work for young adults. But, if for the former, parental and teacher supervision proves to be sufficient so that game playing does not encroach too much upon school work, what are the effects when institutional and parental frameworks are less evident? Such is the situation in which most university students who play video games find themselves. In fact, recent studies mention the risk that these young adults who play on the Internet could potentially put less effort into their studies to spend more time playing on-line games (Valleur 2003; Griffiths 2004). This paper presents part of the results of a study being done for a doctoral degree in Education, using a psychoanalytically-oriented clinical approach (Blanchard-Laville, Chaussecourte, Hatchuel et Pechberty, 2005). My research analyzes students' psychological investment in video games and their game-study relationship. The objective is to show, through the in-depth analysis of three non-directive interviews done with student gamers, how video games are experienced as leisure tools, but also as learning tools at the same time. For the first two students, their intensive use of video games, which became their object of study for a time, was transformed into what we can call addictive. However, in the end this particular experience of video games permitted them to better come to know themselves. As regards the third student, video games are for her as for her mother informal tools for leisure and learning which do not conflict with her studies.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-08-11DOI: 10.1111/j.1468-2338.2008.00497.x
Gerhard Bosch, J. Charest
In recent decades, the differences between the education and training systems in the liberal and coordinated market economies have increased. It is not possible to understand such different developments by focusing exclusively on the internal dynamics of vocational and general education systems. Vocational education and training (VET), and particularly apprenticeship systems rather than school-based VET, are deeply embedded in the different national production, labour market, industrial relations and status systems. In order to contribute to a better understanding of the dynamics of VET, we examine recent developments in general and vocational training and its links to the labour and product market in five contrasting countries, namely, Denmark, Canada, Germany, Korea and the USA. In particular, differences in industrial relations, welfare states, income distribution and product markets are the main reason for the persistent high level of diversity in vocational training systems. The difference can perhaps be summarized as follows: in the coordinated market economies, the modernisation of vocational training is seen as a contribution to innovation in the economy, while in liberal market economies, it is seen as a siding into which weaker pupils can conveniently be shunted.
{"title":"Vocational Training and the Labour Market in Liberal and Coordinated Economies","authors":"Gerhard Bosch, J. Charest","doi":"10.1111/j.1468-2338.2008.00497.x","DOIUrl":"https://doi.org/10.1111/j.1468-2338.2008.00497.x","url":null,"abstract":"In recent decades, the differences between the education and training systems in the liberal and coordinated market economies have increased. It is not possible to understand such different developments by focusing exclusively on the internal dynamics of vocational and general education systems. Vocational education and training (VET), and particularly apprenticeship systems rather than school-based VET, are deeply embedded in the different national production, labour market, industrial relations and status systems. In order to contribute to a better understanding of the dynamics of VET, we examine recent developments in general and vocational training and its links to the labour and product market in five contrasting countries, namely, Denmark, Canada, Germany, Korea and the USA. In particular, differences in industrial relations, welfare states, income distribution and product markets are the main reason for the persistent high level of diversity in vocational training systems. The difference can perhaps be summarized as follows: in the coordinated market economies, the modernisation of vocational training is seen as a contribution to innovation in the economy, while in liberal market economies, it is seen as a siding into which weaker pupils can conveniently be shunted.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124200386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We provide the first joint evidence on the relationship between individuals' cognitive abilities, their personality and earnings for Germany. Using data from the German Socio-Economic Panel Study, we employ scores from an ultra-short IQ-test and a set of measures of personality traits, namely locus of control, reciprocity and all basic items from the Five Factor Personality Inventory. Our estimates suggest a positive effect of so-called fluid intelligence or speed of cognition on males' wages only. Findings for personality traits are more heterogeneous. However, there is a robust wage penalty for an external locus of control for both men and women.
{"title":"The Returns to Cognitive Abilities and Personality Traits in Germany","authors":"G. Heineck, Silke Anger","doi":"10.2139/ssrn.1259705","DOIUrl":"https://doi.org/10.2139/ssrn.1259705","url":null,"abstract":"We provide the first joint evidence on the relationship between individuals' cognitive abilities, their personality and earnings for Germany. Using data from the German Socio-Economic Panel Study, we employ scores from an ultra-short IQ-test and a set of measures of personality traits, namely locus of control, reciprocity and all basic items from the Five Factor Personality Inventory. Our estimates suggest a positive effect of so-called fluid intelligence or speed of cognition on males' wages only. Findings for personality traits are more heterogeneous. However, there is a robust wage penalty for an external locus of control for both men and women.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125634759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective. We test whether the increasing tendency of women, blacks, and Latinos to study science, technology, engineering, and mathematics (STEM) is decreasing gender and race pay inequality in the federal civil service and the U.S. economy. Method. Using logit analysis on a one percent sample of federal personnel records for college graduates in 1983 and 2003, we examine whether unexplained gender and race pay differences have declined more rapidly for degree-holders in STEM or non-STEM fields. Using logit analysis on a five percent sample of college graduates from the 2000 Census, we examine whether unexplained gender and race pay differences are smaller in STEM or non-STEM fields in the federal and private sectors. Findings. Women and non-Asian minorities earn more, relative to comparable white men, in STEM than in non-STEM fields in both the federal and private sectors. Conclusion. Women and minorities gain even more than white men from studying STEM fields.
{"title":"Stemming Inequality? Employment and Pay of Female and Minority Scientists and Engineers in the Federal and Private Sectors","authors":"S. Oh, Gregory B. Lewis","doi":"10.2139/ssrn.1260398","DOIUrl":"https://doi.org/10.2139/ssrn.1260398","url":null,"abstract":"Objective. We test whether the increasing tendency of women, blacks, and Latinos to study science, technology, engineering, and mathematics (STEM) is decreasing gender and race pay inequality in the federal civil service and the U.S. economy. Method. Using logit analysis on a one percent sample of federal personnel records for college graduates in 1983 and 2003, we examine whether unexplained gender and race pay differences have declined more rapidly for degree-holders in STEM or non-STEM fields. Using logit analysis on a five percent sample of college graduates from the 2000 Census, we examine whether unexplained gender and race pay differences are smaller in STEM or non-STEM fields in the federal and private sectors. Findings. Women and non-Asian minorities earn more, relative to comparable white men, in STEM than in non-STEM fields in both the federal and private sectors. Conclusion. Women and minorities gain even more than white men from studying STEM fields.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121495183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a family of models with Physical, Human capital and R&D for which convergence properties have been discussed (Arnold, 2000a; Gomez, 2005). However, spillovers in R&D have been ignored in this context. We introduce spillovers in this model and derive its steady-state and stability properties. This new feature implies that the model is characterized by a system of four differential equations. A unique Balanced Growth Path along with a two dimensional stable manifold are obtained under simple and reasonable conditions. Transition is oscillatory toward the steady-state for plausible values of parameters.
{"title":"R&D Spillovers in an Endogenous Growth Model with Physical Capital, Human Capital and Varieties","authors":"T. Sequeira","doi":"10.2139/ssrn.1299032","DOIUrl":"https://doi.org/10.2139/ssrn.1299032","url":null,"abstract":"There is a family of models with Physical, Human capital and R&D for which convergence properties have been discussed (Arnold, 2000a; Gomez, 2005). However, spillovers in R&D have been ignored in this context. We introduce spillovers in this model and derive its steady-state and stability properties. This new feature implies that the model is characterized by a system of four differential equations. A unique Balanced Growth Path along with a two dimensional stable manifold are obtained under simple and reasonable conditions. Transition is oscillatory toward the steady-state for plausible values of parameters.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129255085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To emerge from the grip of its problems, the world leaders had foreseen education as one of the main medium in addressing the problems. This paved the way to the UN Millennium Development Goal where Universal Primary Education has been its second agenda. Education brings change, development, peace and prosperity in a country. In short, it is the best solution to all. Hence, hundreds of International Non- governmental Organizations and government organizations are working hand in hand to make this dream of delivering primary education to all into a reality. One such organization working hand in hand to secure this dream has been Global Campaign for Education (GCE)- A dedicated INGO.
{"title":"Global Campaign for Education (GCE): A Dedicated INGO (Universal Primary Education)","authors":"J. Shrestha","doi":"10.2139/ssrn.1358718","DOIUrl":"https://doi.org/10.2139/ssrn.1358718","url":null,"abstract":"To emerge from the grip of its problems, the world leaders had foreseen education as one of the main medium in addressing the problems. This paved the way to the UN Millennium Development Goal where Universal Primary Education has been its second agenda. Education brings change, development, peace and prosperity in a country. In short, it is the best solution to all. Hence, hundreds of International Non- governmental Organizations and government organizations are working hand in hand to make this dream of delivering primary education to all into a reality. One such organization working hand in hand to secure this dream has been Global Campaign for Education (GCE)- A dedicated INGO.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116071488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and training after an individual enters the labour market. A substantial portion of these human capital investments are financed by firms and it appears that the contribution by individuals are in most circumstances relatively modest. At the same time, substantial gains for individuals participating in training are documented in a large number of studies. The benefits are not only confined to wage returns as research has also shown that training leads to increased internal employability and job-security; and external labour market effects such as higher labour participation rates, lower unemployment, and shorter unemployment periods. Training is not equally distributed among employees. Older, low skilled workers, and to some extent female workers typically receive less training than other groups of employees. However, we do not find any clear-cut evidence that returns to training varies with gender, educational or skills levels, which suggests that inequalities do not arise because of differences in returns to training, but are more a consequence of inequalities of the distribution of training investments. The findings of this review further suggest that the returns to training are higher in the case that it is financed by the employer and that the returns to training are substantially higher for those leaving for a new employer. Employer-financed training appears, however, to lower the probability of an individual leaving for a new job elsewhere. The analysis of the distribution of returns to training reveals that although individuals benefit from these investments, the employer reaps most of the returns to training which suggests that the productivity effects are substantially larger than wage effects.
{"title":"Job-Related Training and Benefits for Individuals: A Review of Evidence and Explanations","authors":"Bo Mikael Hansson","doi":"10.2139/ssrn.1347622","DOIUrl":"https://doi.org/10.2139/ssrn.1347622","url":null,"abstract":"This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and training after an individual enters the labour market. A substantial portion of these human capital investments are financed by firms and it appears that the contribution by individuals are in most circumstances relatively modest. At the same time, substantial gains for individuals participating in training are documented in a large number of studies. The benefits are not only confined to wage returns as research has also shown that training leads to increased internal employability and job-security; and external labour market effects such as higher labour participation rates, lower unemployment, and shorter unemployment periods. Training is not equally distributed among employees. Older, low skilled workers, and to some extent female workers typically receive less training than other groups of employees. However, we do not find any clear-cut evidence that returns to training varies with gender, educational or skills levels, which suggests that inequalities do not arise because of differences in returns to training, but are more a consequence of inequalities of the distribution of training investments. The findings of this review further suggest that the returns to training are higher in the case that it is financed by the employer and that the returns to training are substantially higher for those leaving for a new employer. Employer-financed training appears, however, to lower the probability of an individual leaving for a new job elsewhere. The analysis of the distribution of returns to training reveals that although individuals benefit from these investments, the employer reaps most of the returns to training which suggests that the productivity effects are substantially larger than wage effects.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129727091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The process of commoditization has now entered its most significant phase. White collar work long the preserve of the educated elite is now going undergoing a significant transformation as it starts to commoditize. The principal impacts on the white collar employee include: One company, but many owners as the impacts of foreign ownership, buy-outs by private equity and takeovers by rivals continue to change the pattern of company ownership as well as employment. Few of us can expect to remain within a single company that retains its ownership for a lengthy period of time and with this comes additional uncertainty and insecurity The potential for most if not every white collar job being at risk from commoditization; perhaps not now, but certainly in the future. Remember, any job that can be codified is potentially at risk An increase in low level, routine work at the expense of the intrinsically interesting work most white collar workers have come to expect. This does not necessarily mean that work will be any less pressured. Evidence is pointing to the intensification of routine white collar work which is becoming more demanding not less. The loss of an obvious career path making it much harder to navigate through your working life. This is further compounded by the weakening of the relationship between education and employability which has until very recently been central to a successful career Economic instability and income stagnation as the China Price moves to the white collar labour market.
{"title":"The Individual Impacts of Commoditization","authors":"A. Holmes, R. John","doi":"10.2139/ssrn.1156179","DOIUrl":"https://doi.org/10.2139/ssrn.1156179","url":null,"abstract":"The process of commoditization has now entered its most significant phase. White collar work long the preserve of the educated elite is now going undergoing a significant transformation as it starts to commoditize. The principal impacts on the white collar employee include: One company, but many owners as the impacts of foreign ownership, buy-outs by private equity and takeovers by rivals continue to change the pattern of company ownership as well as employment. Few of us can expect to remain within a single company that retains its ownership for a lengthy period of time and with this comes additional uncertainty and insecurity The potential for most if not every white collar job being at risk from commoditization; perhaps not now, but certainly in the future. Remember, any job that can be codified is potentially at risk An increase in low level, routine work at the expense of the intrinsically interesting work most white collar workers have come to expect. This does not necessarily mean that work will be any less pressured. Evidence is pointing to the intensification of routine white collar work which is becoming more demanding not less. The loss of an obvious career path making it much harder to navigate through your working life. This is further compounded by the weakening of the relationship between education and employability which has until very recently been central to a successful career Economic instability and income stagnation as the China Price moves to the white collar labour market.","PeriodicalId":142467,"journal":{"name":"Labor: Human Capital","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116774389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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