LEADER 04439nam 2200637 a 450 001 9910965292103321 005 20251017110147.0 010 $a0-309-18579-3 010 $a1-281-20931-7 010 $a9786611209315 010 $a0-309-11480-2 035 $a(CKB)1000000000484558 035 $a(EBL)3378874 035 $a(SSID)ssj0000236534 035 $a(PQKBManifestationID)11924804 035 $a(PQKBTitleCode)TC0000236534 035 $a(PQKBWorkID)10187633 035 $a(PQKB)10737259 035 $a(MiAaPQ)EBC3378874 035 $a(Au-PeEL)EBL3378874 035 $a(CaPaEBR)ebr10495476 035 $a(CaONFJC)MIL120931 035 $a(OCoLC)923284444 035 $a(DNLM)1498944 035 $a(BIP)53857115 035 $a(BIP)18040863 035 $a(EXLCZ)991000000000484558 100 $a20111013d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aResearch on future skill demands $ea workshop summary /$fMargaret Hilton, rapporteur ; National Research Council of the National Academies 205 $a1st ed. 210 $aWashington, D.C. $cNational Academies Press$d2008 215 $a1 online resource (126 p.) 300 $a"Center for Education, Division of Behavioral and Social Sciences and Education." 311 08$a0-309-11479-9 320 $aIncludes bibliographical references. 327 $a""Front Matter""; ""Preface""; ""Acknowledgments""; ""Contents""; ""1 Framing the Research on Future Skills""; ""2 Labor Market Trends: A Loss of Middle-Class Jobs?""; ""3 Skill Demands of Knowledge Work""; ""4 Skill Demands of Service Work""; ""5 Promising New Data and Research Methods""; ""6 Skill Supply and Demand""; ""7 Implications for Education and Training""; ""8 Final Reflections""; ""References""; ""Appendixes""; ""Appendix A: Workshop Agenda""; ""Appendix B: Professional and Service Occupational Clusters""; ""Appendix C: Biographical Sketches of Planning Committee Members and Staff"" 330 $aOver the past five years, business and education groups have issued a series of reports indicating that the skill demands of work are rising, due to rapid technological change and increasing global competition. Researchers have begun to study changing workplace skill demands. Some economists have found that technological change is "skill-biased," increasing demand for highly skilled workers and contributing to the growing gap in wages between college-educated workers and those with less education. However, other studies of workplace skill demands have reached different conclusions. These differences result partly from differences in disciplinary perspective, research methods, and datasets. The findings of all of these strands of research on changing skill demands are limited by available methods and data sources. Because case study research focuses on individual work sites or occupations, its results may not be representative of larger industry or national trends. At a more basic level, there is some disagreement in the literature about how to define "skill". In part because of such disagreements, researchers have used a variety of measures of skill, making it difficult to compare findings from different studies or to accumulate knowledge of skill trends over time. In the context of this increasing discussion, the National Research Council held a workshop to explore the available research evidence related to two important guiding questions: What are the strengths and weaknesses of different research methods and data sources for providing insights about current and future changes in skill demands? What support does the available evidence (given the strengths and weaknesses of the methods and data sources) provide for the proposition that the skills required for the 21st century workplace will be meaningfully different from earlier eras and will require corresponding changes in educational preparation? 606 $aEconomic forecasting 606 $aEmployees$xTraining of 615 0$aEconomic forecasting. 615 0$aEmployees$xTraining of. 676 $a331.12 701 $aHilton$b Margaret$01813159 712 02$aNational Research Council (U.S.) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910965292103321 996 $aResearch on future skill demands$94445948 997 $aUNINA