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Is There a Rise in the Importance of Socioemotional Skills in the Labor Market? Evidence From a Trend Study Among College Graduates.

ABSTRACT: In this study, we examine whether socioemotional skills have become more important in the labor market within the past 14 years. To this end, we analyze data from a unique dataset on recent graduates from Dutch professional colleges (N = 67,000). Two different indicators of skill change are investigated, namely changes in the skill level required in the labor market and changes in the wage returns to these skills. The results indicate that socioemotional skills related to knowledge and innovation such as logical reasoning and information gathering, as well as skills related to working to plan and collaboration, have undergone a significant increase in terms of labor market requirements. We also observe an increase in the required level of the work-related skills digital literacy and occupation-specific knowledge. However, significant increases in wage returns are only observed for socioemotional skills related to knowledge and innovation. The labor market importance of socioemotional skills appears to be only modestly affected by business cycle effects.

SUBMITTER: Allen J

PROVIDER: S-EPMC7392119 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Is There a Rise in the Importance of Socioemotional Skills in the Labor Market? Evidence From a Trend Study Among College Graduates.

Allen Jim J Belfi Barbara B Borghans Lex L

Frontiers in psychology 20200716

In this study, we examine whether socioemotional skills have become more important in the labor market within the past 14 years. To this end, we analyze data from a unique dataset on recent graduates from Dutch professional colleges (<i>N</i> = 67,000). Two different indicators of skill change are investigated, namely changes in the skill level required in the labor market and changes in the wage returns to these skills. The results indicate that socioemotional skills related to knowledge and in ...[more]

PMID: 32793059

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Project description:INTRODUCTION: Self-confidence is one of the main components of clinical competence, and it is considered to be an important indicator of ability and competence. The aim of this study was to determine the confidence of midwifery graduates from Mashhad College of nursing and midwifery in fulfilling the required clinical skills. METHODS: The study was in the form of a cross-sectional study, and it was performed in 2011 on 50 midwifery graduates who had been working in health centers in Mashhad for six months to three years providing midwifery services, as well as on their supervisors having a minimum of 6 months experiences of responsibility in these centers. The research tools included self-assessment tools of self-confidence in midwives and assessment tools of self-confidence in midwifery graduates in fulfilling clinical skills performed by the supervisors. The validity of the tools was confirmed by face validity and content validity, and the reliability of the test was confirmed by test-retest (r = 0.82). After the data were extracted and encoded, they were analyzed using SPSS software version 11.5, descriptive statistics, the t-test, and Pearson's test. RESULTS: Among the midwifery graduates, 84.57% of them had confidence in the area of management of low-risk situations, and 55.51% had confidence in their ability to manage high-risk situations. The self-confidence levels of graduates in fulfilling clinical skills in the management of low-risk and high-risk situations were significantly different (P < 0.05). Clinical skills had a positive correlation with self-confidence (P < 0.05, r = 0.85). CONCLUSION: Improvements were needed in the self-confidence of graduates in fulfilling clinical skills in the management of high-risk situations. In order to achieve such improvement, it is necessary to identify and use methods of increasing graduates' self-confidence in the learning environment by developing an enhanced midwifery curriculum and improved teaching methods.

Project description:BACKGROUND:This research sought to determine the impact of explicit program-based development of skills associated with research and Evidence Based Practice (EBP) on the attitudes and sustained behaviours of graduates subsequently employed in clinics. Systematic reviews have shown that university teaching of EBP and research skills rarely result in transfer of commensurate attitudes and sustained behaviours of students to their subsequent studies or to employment. Studies have therefore called for detailed exploration of what may enable this transfer of knowledge and skills to attitudes and behaviours. In keeping with these calls, this paper presents a fine-grained qualitative study of graduates' research skills and EBP in clinics with particular reference to pertinent attitudes, values and behaviours sustained, or further developed, one year after program completion. METHODS:The study revolved around employed graduates of a Bachelor of Oral Health (BOH) program, which used the Research Skill Development (RSD) framework to structure the explicit, coherent and cyclic development of the skills associated with research in multiple semesters of the degree. One year after their completion of the BOH program, semi-structured interviews were conducted with nine employed graduates, three from each of three consecutive cohorts, to gain their professional perspectives on their research skills and EBP developed at university and then used in clinics. While the pre-determined interview questions focused on employed graduates' knowledge and skills, the attitudes and values around research skills and EBP emerged spontaneously. RESULTS:Graduates that were interviewed relayed in detail their attitudes and values associated with research skills and EBP when asked about their work in clinics, even though the affective elements were not specifically elicited. In the employment context, the positive affective aspects of the skills associated with research and EBP that graduates discussed were pronounced, and this contrasted with working graduates retrospective view of university research skills and EBP. CONCLUSIONS:The richness of affective interaction with patients was a factor that enabled the interviewed graduates to transfer university knowledge and skills into attitudes and behaviours associated with EBP. We recommend similar fine-grained qualitative research to further develop constructs that enable quantification of the interplay of cognitive and affective facets in researching and EBP.

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Dataset Information

Is There a Rise in the Importance of Socioemotional Skills in the Labor Market? Evidence From a Trend Study Among College Graduates.

Publications

Is There a Rise in the Importance of Socioemotional Skills in the Labor Market? Evidence From a Trend Study Among College Graduates.

Similar Datasets

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