Explore the vast range of titles available.

Learn the essential life skills needed to stand out in an increasingly noisy and competitive world in this groundbreaking new book backed by proprietary research.

Dynamic capabilities are currently becoming an important extension of the theory of resources and capabilities that enables companies to adapt better in the current competitive environment. This paper examines how knowledge management, a dynamic function related to management or administration of a set of knowledge flows, develops thanks to the greater dynamism of social networks. It then shows how this relationship is especially strengthened by different technological capabilities. To achieve these goals, the paper examines the main tools that permit companies to develop an ability to achieve competitive advantage relative to the technological capabilities of managers and workers, social networks and knowledge management.

In this paper, we show that between 1975 and 2005, Sweden exhibited a pattern of job polarization with expansions of the highest-and lowest-paid jobs compared to middle-wage jobs. The most popular explanation for such a pattern is the hypothesis of task-biased technological change, where technological progress reduces the demand for routine middlewage jobs but increases the demand for non-routine jobs located at the tails of the jobwage distribution. However, our estimates do not support this explanation for the 1970s and 1980s. Stronger evidence for task-biased technological change, albeit not conclusive, is found for the 1990s and 2000s. In particular, there is both a statistically and economically significant growth of non-routine jobs and a decline of routine jobs. However, results for wages are mixed; while task-biased technological change cannot explain changes in betweenoccupation wage differentials, it does have considerable explanatory power for changes in within-occupation wage differentials.

The nursing role significantly changed following reforms in the nurse training process. Nowadays, nurses are increasingly trained to promote and improve the quality of clinical practice and to provide support in the assistance of patients and communities. Opportunities and threats are emerging as a consequence of the introduction of new disruptive technologies in public health, which requires the health care staff to develop new digital skills. The aim of this paper is to review and define the role of nurses and the skills they are asked to master in terms of new methodological approaches and digital knowledge in a continuously evolving health care scenario that relies increasingly more on technology and digital solutions. This scoping review was conducted using a thematic summary of previous studies. Authors collected publications through a cross-database search (PubMed, Web of Science, Google Scholar) related to new telemedicine approaches impacting the nurses' role, considering the time span of 2011-2021 and therefore including experiences and publications related to the first phase of the COVID-19 pandemic. The assessment was completed between April and July 2021. After a cross-database search, authors reviewed a selection of 60 studies. The results obtained were organized into 5 emerging macro areas: (1) leadership (nurses are expected to show leadership capabilities when introducing new technologies in health care practices, considering their pivotal role in coordinating various professional figures and the patient), (2) soft skills (new communication skills, adaptiveness, and problem solving are needed to adapt the interaction to the level of digital skills and digital knowledge of the patient), (3) training (specific subjects need to be added to nursing training to boost the adoption of new communication and technological skills, enabling health care professionals to largely and effectively use new digital tools), (4) remote management of COVID-19 or chronic patients during the pandemic (a role that has proved to be fundamental is the community and family nurse and health care systems are adopting novel assistance models to support patients at home and to enable decentralization of services from hospitals to the territory), and (5) management of interpersonal relationships with patients through telemedicine (a person-centered approach with an open and sensitive attitude seems to be even more important in the framework of telemedicine where a face-to-face session is not possible and therefore nonverbal indicators are more problematic to be noticed). Further advancing nurses' readiness in adopting telemedicine requires an integrated approach, including combination of technical knowledge, management abilities, soft skills, and communication skills. This scoping review provides a wide-ranging and general-albeit valuable-starting point to identify these core competences and better understand their implications in terms of present and future health care professionals' roles.

We study how technological change affects between- and within-education-group inequality in the United States. We develop a model with heterogeneous workers and firms in which the demand for skills is characterized by firms' recruiting behavior. We use the model to quantify the relative contribution of two types of technological change that affect the relative demand for skilled labor: technological change in firm-specific productivity and technological change in labor productivity. We find that technological change in labor productivity, in the form of higher returns to skill in production, is the main driver of the increase in between- and within-group inequality. Technological change in firm productivity, in the form of higher firm productivity dispersion, plays a less important role in explaining rising inequality, except for the increase in within-group inequality for workers without a college degree.

Organizational innovation is increasingly mandatory for firms to overcome their competitors. Organizational innovation is especially relevant in today’s dynamic and turbulent environments, where other internal variables—such as technological assets, employee training, coordination of new management capabilities, and new flexible human resources and more adaptable organizational designs—must be encouraged to create value and competitive advantage. The purpose of our research is to analyse whether technological assets influence absorptive capacity (potential and realized absorptive capacity) and how absorptive capacity influences internal labour flexibility, organizational innovation and performance. We achieve these goals by analysing the interrelations among internal labour flexibility, organizational innovation and performance, using the theory of resources and capabilities. A quantitative study was carried out with data gathered by personal interview using a structured questionnaire. Relationships proposed in the theoretical model were estimated through a structural equation model, using a sample of 160 European technology companies. The results show that support for technology and improvement of technological skills and technological distinctive competencies promote improvement in organizational performance through their positive influence on the processes of potential and realized absorption capacity. Potential absorptive capacity influences realized absorptive capacity, which impacts not only internal labour flexibility but also organizational innovation and organizational performance. Further, internal labour flexibility influences organizational performance through organizational innovation. This issue is of particular interest when considering the dynamic nature of turbulent technological environments in which the organization operates. Technological assets thus identify new sources of flexibility and organizational innovation based on deeper contextual knowledge and tools that aid knowledge capacity in the company.

Swedish census data and tax records reveal an astonishing decline in the aggregate skill premium of 30 percent between 1970 and 1990, with only a modest recovery in the next couple of decades. In contrast, the US skill premium rose by around 24 percent over those four decades. A theory that equalizes wages with marginal products can rationalize these disparate outcomes when we replace commonly used measures of total labor supplies by private sector employment. The dramatic decline in the skill premium in Sweden is the result of an expanding public sector that has disproportionately hired unskilled labor.

Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.

This research seeks to analyze how factors such as the environment, stakeholder integration capability, absorptive capacity, and technological skills influence corporate entrepreneurship, and the repercussions of corporate entrepreneurship for the organization’s results. The hypotheses are tested empirically using a sample of 160 European technology firms. A positive relationship is found between the factors of the environment and stakeholder integration capability, and corporate entrepreneurship. The uncertainty and complexity of the environment in which the organization operates and its relationship with stakeholders require the firm to be involved in constant updating, collaboration between parties, and innovation of processes, products, and system to maintain competitive advantage. Further, the capacity to absorb new knowledge and develop technological skills can generate new, advanced technological processes. These processes foster corporate entrepreneurship to detect opportunities on the market and transform them into additional advantage over competitors. Corporate entrepreneurship increases organizational performance, as it entrusts entrepreneurs with the task of utilizing potentially value-creating resources more effectively than competitors.

The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.