Search results

Communication researchers have observed that students will avoid majors that require the use of certain skills where the individual exhibits a high level of apprehension toward those skills. Historically, accounting has been perceived as requiring more math skills and fewer communication skills than other business majors so accounting has typically attracted students with low math apprehension and high communication (written and oral) apprehension. The current study investigates whether business students' perceptions across business majors regarding the level of mathematics, writing, and oral communication skills required for accounting reflect the recent changes in pedagogy and curriculum content for the accounting major.

The results indicate that the perception of skills required to be an accounting major by students in other business majors (more math and less communication) is different from the perception of accounting majors. On the other hand, accounting majors' perceptions of the skills needed to be in an alternative business major is generally similar to students in the respective major. These observations may lead to the interpretation that accounting majors have gotten the word that professional expectations of accountants involve substantial communication skill while that message has apparently not been shared with students who elect to major in other business fields.

The explicit assumption in most literature on educational and skill mismatches is that these mismatches are inherently costly for workers. However, the results in the literature on the effects of underqualification or underskilling on wages and job satisfaction only partly support this hypothesis. Rather than assuming that both skill surpluses and skill deficits are inherently costly for workers, we interpret these mixed findings by taking a learning perspective on skill mismatches. Following the theory of Vygotski on the so-called “zone of proximal development,” we expect that workers who start their job with a small skill deficit, show more skill growth than workers who start in a matching job or workers with a more severe skill deficit. We test this hypothesis using the Cedefop European skills and jobs survey (ESJS) and the results confirm these expectations. Workers learn more from job tasks that are more demanding than if they would work in a job that perfectly matches their initial skill level and this skill growth is largest for those who start with a small skill deficit. The learning opportunities are worst when workers start in a job for which they have a skill surplus. This is reflected in the type of learning activities that workers take up. Workers with a small skill deficit are more often engaged in informal learning activities. Finally, workers who started with a small skill deficit are no less satisfied with their job than workers who started in a well-matched job. We conclude that a skill match is good for workers, but a small skill deficit is even better. This puts some responsibility on employers to keep job tasks and responsibilities at a challenging level for their employees.

The popular press often touts workforce demographic diversity as profit enhancing because it may reduce the firm's communication costs with particular segments of customers or yield greater team problem-solving abilities. On the other hand, diversity also may raise communication costs within teams, thereby retarding problem solving and lowering productivity. Unfortunately, there is little empirical research that disentangles the above countervailing effects. Diversity in ability enhances the team productivity if there is significant mutual learning and collaboration within the team, while demographic diversity may harm productivity by making learning and peer pressure less effective and increasing team-member turnover. We evaluate these propositions using a novel panel data from a garment plant that shifted from individual piece rate to group piece rate production over three years. Because we observe individual productivity data, we are able to econometrically distinguish between the impacts of diversity in worker abilities and demographic diversity. Teams with more heterogeneous worker abilities are more productive at the plant. Holding the distribution of team ability constant, teams composed of only one ethnicity (Hispanic workers in our case) are more productive, but this finding does not hold for marginal changes in team composition. We find little evidence that workers prefer to be segregated; demographically diverse teams are no more likely to dissolve, holding team productivity (and hence pay) constant, than homogeneous teams.

Entrepreneurship education and training are an increasingly widespread component of governmental and nongovernmental efforts to address the interrelated challenges of youth unemployment and poverty reduction. In the absence of consensus regarding how best to design learning opportunities that effectively prepare youth to improve their livelihoods, this chapter explores the central debates surrounding three components that are integrated into most entrepreneurship training initiatives: learning, earning, and saving. Drawing on existing literature and considering three entrepreneurship training programs underway in East Africa, the authors argue that the effectiveness of any particular youth entrepreneurship program is highly dependent on a variety of contextual considerations, many of which are beyond the control of individual youth and program managers. Implications of this are that (a) program managers need to be modest in their expectations of program effects and avoid overpromising, (b) training is needed to help prepare youth to recognize, understand, and cope with various contextual factors that impact their livelihoods, and (c) NGOs and other private organizations that implement such programs are in a position to address certain contextual factors. By highlighting key debates relevant to the design of entrepreneurship training programs, this chapter contributes to the development of entrepreneurship training initiatives that are responsive to contextual realities, thereby increasing the potential effectiveness of entrepreneurship training as a poverty alleviation strategy.

This paper constructs real wage series for nineteenth-century Algeria and Tunisia, and compares them with existing Egyptian and Syrian series. Archival sources are used for price and nominal wage data. Following Allen (2001), nominal wages are deflated with a consumer price index. The series are tested for robustness. Real wages were initially dispersed, but converged to similar levels by the end of the period. There is no evidence of a broad-based improvement in living standards over the period, with real wage series declining in Algeria, and stagnating in Egypt, Tunisia and Syria. The findings paint a less optimistic picture of living standards compared to other measures like GDP per capita and compared to some of the historical literature. Data for the Maghreb are scarce, and more work will need to be done on finding more wage and price observations.

The polarisation of employment is a specific structural change in the labour market when the share of high and low-skilled workers increases and, simultaneously, the share of middle-skilled workers decreases. The chapter analyses the effect of polarisation in Czechia and other Central European countries and describes how employment has changed from the perspective of skills regarding gender. The analysis is based on observing the changes in the share of high, middle and low-skilled workers evaluated on the basis of occupational classification over time. Results imply (with a few exceptions) polarisation of employment across all countries during the period between 1998 and 2021, even if we consider the distinction between males and females. Results confirm that employment polarisation has also become a prevalent phenomenon in Central European countries during the last two decades. Finally, this chapter also summarises the economic motivation for studying polarisation phenomenon.

This study uses a mixed methods approach to investigate the pedagogical approaches and teaching practices that the English Department at a private Lebanese university implemented to rectify the deteriorating speaking skills of their students during the first few months of the lockdown in Lebanon between March and June 2020. The data consisted of semi-structured interviews with English instructors, the speaking assessment scores, and the English peer support program (PSP) enrollment records. Qualitative analysis of the interviews identified the main challenges that the English instructors faced during their transition from face-to-face (FTF) to distance education. The analysis also identified the intervention strategies that were implemented to overcome these barriers to learning and adapt to and even benefit from computer-mediated communication (CMC) instruction and other technological resources to develop and improve the oral proficiency and fluency of tertiary English as a Foreign Language (EFL) students. The quantitative analysis referred to the average percentage variation of the pre-test and post-test scores of the speaking assessment to track the improvement (or lack thereof) of the students’ speaking skills across four semesters, prior to and after the intervention. A one-way ANOVA test was also conducted for the enrollment records of the English PSP and speaking assessment scores that showed that the program was an effective form of intervention that helped struggling students to at least prevent the further deterioration of their speaking capabilities in English. These findings show that for students to develop and enhance their speaking skills in English in a distance education context and during emergency times, efforts need to be made to reduce the hindering psychological factors and address all technology-related barriers that disrupt the online language learning environment and process.

We examine the use of relative performance evaluation (RPE), asymmetry in pay for skill/luck, and compensation benchmarking for a sample of firms involved in a spinoff. The spinoff affects firm characteristics that influence the use of the identified compensation practices. We test for differences in the compensation practices for the pre- and post-spinoff firms. We find that RPE is used for post-spinoff CEOs, but not pre-spinoff CEOs. Post-spinoff CEOs are also paid asymmetrically for luck where they are rewarded for good luck but not punished for bad luck. Both pre- and post-spinoff CEOs receive similar levels of compensation benchmarking. The study provides additional evidence on factors that influence compensation practices. Our spinoff sample allows us to examine how compensation practices are affected by changes in firm characteristics while keeping other determinants of compensation constant (i.e., the board and, in many cases, the CEO). Our findings contribute to the understanding of how the identified compensation practices are used.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.