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Fractures in the education-economy relationship: the end of the skill bias technological change research programme?

Lauder, Hugh, Brown, Phillip and Cheung, Sin Yi 2018. Fractures in the education-economy relationship: the end of the skill bias technological change research programme? Oxford Review of Economic Policy 34 (3) , pp. 495-515. 10.1093/oxrep/gry008

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Abstract

This paper undertakes a critical theoretical and empirical analysis of the traditional approach to analysing the education–economy relationship: skill bias technological change theory. It argues that while leading skill bias theorists have sought to address some of the anomalies that the theory confronts, there remain key data patterns that the theory cannot address. We suggest an alternative account that takes a broader political economy perspective.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Publisher: Oxford University Press (OUP)
ISSN: 0266-903X
Date of First Compliant Deposit: 25 September 2018
Date of Acceptance: 30 April 2018
Last Modified: 02 Jul 2020 02:05
URI: http://orca-mwe.cf.ac.uk/id/eprint/113440

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