Assessing skills for work: two perspectives

By Cathleen Stasz. 2001

205 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/f4839d26afd8fce0084d78756eba3a83fd19591a

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Citations in the corpus

Performance in European higher education: A non‐parametric production frontier approach (2005, background): “The discussion concerning the adequacy of workforce skills during transition from education to the labor market (Ryan, 2001; Stasz, 2001) emphasizes the importance of two types of competencies, namely vocational (field-specific) competencies and generic competencies (defined as a combination of…”
Skills development in higher education in Vietnam (2009, background): “In another study, Stasz (2001) emphasizes the importance of skills related to teamwork, negotiation, leadership and motivation.”
Graduate competencies and employability: The impact of matching firms’ needs and personal attainments (2013, background): “…that generic competencies related to the social domain, such as communication skills, leadership, customer focus, understanding, emotional intelligence, and so on, are directly related to labour market success (Kiong-Hock, 1986; Levy-Leboyer, 1992; Bethell-Fox, 1997; Le Boterf, 2001; Stasz, 2001).”
Skills Mismatch in the Labor Market (2003, background): “…through daily experience, learning from others, and participation in a community of practice and may be tacit rather than easily expressed as formal propositions (Stasz 2001; Scribner 1986; Ceci & Liker 1986; Schooler 1998, p. 70; Sticht 1992; Stedman & Kaestle 1991; see also Hunt 1995, p. 67, 93).”
Technical Change, Job Tasks, and Rising Educational Demands: Looking outside the Wage Structure (2006, background): “…unemployment problem and the U.S. inequality problem are “two sides of the same coin” (Krugman 1994; Freeman 1995).7 5 Case studies identified analytical and interactive skills as the “key” skills required by modern workplaces in industrialized countries (e.g., Hirschhorn 1984; Stasz 1997, 2001).”
Employability skills: Perspectives from a knowledge-intensive industry (2015, background): “At the university level, higher education institutions have failed to impart the necessary business and soft skills for graduate employment in economies that are increasing complex and competitive (Harvey, 2001; Stasz, 2001).”
Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings (2008, background): “Rather than citing years of schooling, grades, or other school-related attributes, employers more frequently ranked attitudes, communication skills, and employer recommendations as the most important factors in determining whom to hire ( Stasz, 2001 ).”