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

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  • Hugh Lauder
  • Phillip Brown
  • Sin-Yi Cheung

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.

Suggested Citation

  • Hugh Lauder & Phillip Brown & Sin-Yi Cheung, 2018. "Fractures in the education–economy relationship: the end of the skill bias technological change research programme?," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 34(3), pages 495-515.
    • Handle: RePEc:oup:oxford:v:34:y:2018:i:3:p:495-515.
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    File URL: http://hdl.handle.net/10.1093/oxrep/gry008
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    Cited by:

    1. Seetha Menon & Andrea Salvatori & Wouter Zwysen, 2020. "The Effect of Computer Use on Work Discretion and Work Intensity: Evidence from Europe," British Journal of Industrial Relations, London School of Economics, vol. 58(4), pages 1004-1038, December.
    2. Jasmine Mondolo, 2022. "The composite link between technological change and employment: A survey of the literature," Journal of Economic Surveys, Wiley Blackwell, vol. 36(4), pages 1027-1068, September.
    3. Petra Sauer & Philippe Van Kerm & Daniele Checchi, 2023. "Higher Education Expansion & Labour Income Inequality in High-income Countries: A Gender-specific Perspective," LIS Working papers 837, LIS Cross-National Data Center in Luxembourg.

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