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Reviews previous approaches to putting a financial value on skills (human resource accounting) and offers an explanation for their very limited success. Proposes a new method of measuring an organization’s skills in financial terms which will allow the asset value of skills to be included in the balance sheet. Proposes new variants of traditional financial measures (AUR and ROCE) incorporating an asset value of skills. Models the effects of the proposals on a skills‐intensive business showing how performance improvements can be detected which a traditional balance sheet, omitting skill assets, would not reflect.

I construct a set of dynamic macroeconomic models to analyze the effect of unskilled immigration on wage inequality. The immigrants or their descendants do not remain unskilled – over time they may approach or exceed the general level of educational attainment. In the baseline model, the economy's capital supply is determined endogenously by the savings behavior of infinite-lived dynasties, and I also consider models in which the supply of capital is perfectly elastic, or exogenously determined. I derive a simple formula that determines the time discounted value of the skill premium enjoyed by college-educated workers following a change in the rate of immigration for unskilled workers, or a change in the degree or rate at which unskilled immigrants become skilled. I compare the calculations of the skill premiums to data from the US Current Population Survey to determine the long-run effect of different immigrant groups on wage inequality in the United States.

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The global labor market has been upended and a new landscape has emerged. New models for ensuring the value and relevance of post-secondary education are needed. Learners need better understanding of the value and relevancy which the education provides and more immediate return on the educational investment. Education providers must ensure the relevance of the credentials. Employers require transparency into skills an individual possesses based on the credentials they hold. New models are needed to guide an understanding of credentials so that all have equitable pathways to opportunity. This paper aims to discuss the aforementioned objectives.

The authors in this paper discuss how Western Governors University implemented a Unified Credential Framework (UCF) for ensuring credentials are relevant, verified, transparent and portable. The UCF is predicated on the use of skills as an underlying foundation.

Using a structured theory for understanding skills and micro-credentials creates more transparency into what post-secondary credentials represent, and the value they hold for individuals, employers and education providers.

This paper represents a use case where the proposed solution is still emergent. Additional research is warranted as longitudinal data become available on student outcomes and impacts.

This paper presents a model that any organization can implement for clearer line of sight into the value and relevance of post-secondary credentials.

This paper introduces a new approach to extracting the employability value of school/further education (FE) curriculums, using textual analysis to surface the transferable skills from UK curriculum documentation. The higher education extracted employability concept already established by the author is applied to help learners articulate the skills value of their knowledge-focused qualifications, closing the gap between the academic learning and the workplace. Proposals for additions to existing curriculum documentation would enable delivery of the Organisation for Economic Co-operation and Development’s (OECD's) aspiration to embed skill development in school education.

Manual textual analysis of United Kingdom A Level, General Certificate of Secondary Education (GCSE) and Scottish academic qualifications surfaced a database of transferable skills, which are categorised, and their interrelationships were analysed.

Relatively few skills are explicitly articulated in curriculum documentation, revealing issues for learners recognising and articulating transferable skills. Extracted employability surfaces significant value from curriculum by identifying over 200 transferable skills, framed in the language employers recognise, thus closing the perceived “skills gap”. Comparisons reveal significantly greater diversity of skills innate to subjects perceived as “less academic”.

Learners will find it easier to recognise a comprehensive language of transferable skills, aligned with what employers need, and fundamental to career decision-making through understanding the relationships between academic qualifications and work.

Learners who understand the wider value of their qualifications beyond knowledge focus, particularly in relation to transferable skills, are better able to be join, navigate and be agile in a challenging employment market.

Higher education (HE) concepts of employability are not well-established or understood in schools. This new approach articulates it through transferable skills within existing academic curriculum.

This study seeks to explore the demand side of the labour market influenced by the digital revolution. It aims at identifying the new composition of skills and their value as implicitly manifested by employers when they look for the new labour force. The authors analyse the returns to computing skills based on text mining techniques applied to the job advertisements.

The methodology is based on the hedonic pricing model with the Heckman correction to overcome the sample selection bias. The empirical part is based on a large data set that includes more than 9m online vacancies on one of the biggest job boards in Russia from 2006 to 2018.

Empirical evidence for both negative and positive returns to computing skills and their monetary values is found. Importantly, the authors also have found both complementary and substitutional effects within and between non-domain (basic) and domain (advanced) subgroups of computing skills.

Apart from the empirical evidence on the value of professional computing skills and their interrelations, this study provides the important methodological contribution on applying the hedonic procedure and text mining to the field of human resource management and labour market research.

Apple’s amazing run of blockbusters – iPhone, iPad, iPod, iTunes, multiple iterations of the Mac computer, and going all the way back to the Apple II – has created a fan base of consumers willing to pay premium prices and produced enormous corporate value. This case aims to look at the strategies, value chain integration skills and management practices that underlie Apple’s ability to bring its designs to commercial stardom and propel shareholder value.

The case examines two related skills that the company has developed since the late 1990s that are critical complements to Apple’s design talents: its ability to combine “build, borrow and buy” strategies and its world-leading abilities as a value chain integrator.

Apple has uniquely sophisticated “build, borrow and buy” (BBB) expertise throughout its management, going all the way up to its CEO Tim Cook. The company’s lengthy success record proves it knows when and how to develop products and components internally, when to ally with other firms and when and how to acquire and integrate other companies.

This case is based on publically available sources.

Despite working with such a large and powerful set of vendors and partners, Apple harvests much of the value in the relationships.

The case shows how corporate leaders and personnel throughout the company maintain a systematic view of customer value, the value chain that delivers that value and the competitive and social contexts that shape value demands, so that they can communicate and coordinate activities of multiple vendors throughout the ecosystem rather than simply manage a series of one-to-one relationships.

The paper aims to provide a theoretically‐based set of skills and practices that develop organizational members and leaders while building organizational capacity.

The paper advances four arguments about learning and leading, drawing on classical and contemporary scholarship of organizational learning theory to elaborate the intellectual, ethical, social, and political environment of school systems and to deduce skills that leaders and members of school systems engaged in organizational learning need to develop in order to support collective learning and continuous organizational improvement.

The paper provides core assumptions of organizational learning, along with a figure detailing components of organizational capacity and a figure summarizing intellectual, ethical, social, and political skills and values that allow members and leaders of school systems to build the organization's capacity, develop leadership, and influence an environment hospitable to collective learning.

The four sets of skills and values can be used in school systems to structure continuous, differentiated development for all members, especially leaders.

The paper offers an original, coherent, theoretically‐based framework of skills and practices that can develop members and create a broad leadership pool in school systems.

The purpose of this paper is to present the results of a discrete choice experiment (DCE) on the competencies of potential information technology (IT)-retrainees. The results give insights in the monetary value and relative returns to both soft and hard skills.

The authors apply a DCE in which the authors propose seven pairs of hypothetical candidates to employers based in the municipality of Amsterdam, the Netherlands. These hypothetical candidates differ on six observable skill attributes and have different starting wages. The authors use the inference from the DCE to calculate the marginal rates of substitution (MRS). The MRS gives an indication of the monetary value of each skill attribute.

Employers prefer a candidate who possesses a degree in an exact field over a similar candidate from another discipline. Programming experience from previous jobs is the most highly valued characteristic for an IT-retrainee. Employers would pay a candidate with basic programming experience a 53 percent higher starting wage. The most high-valued soft skill is listening skills, for which employers are willing to pay a 46 percent higher wage. The results of this paper show that both hard and soft skills are important, but not all soft skills are equally important.

The results on the returns to skills provide guidelines to tailor IT training and retraining programs to the needs of the business environment. A key strength of this paper is that the authors have information on the preference orderings for different skills and kinds of experience.