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What affects lifelong learning of scientists and engineers?

Author

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  • de Grip, A.

    (Research Centre for Educ and Labour Mark)

  • Smits, W.
Abstract
Purpose - The purpose of this paper is to enrich the discussion on the determinants of training participation and informal learning of scientists and engineers (S&Es). Design/methodology/approach - Tobit analyses on survey data. Findings - The authors find that both formal training and informal learning are particularly related to job and firm characteristics instead of labour supply characteristics. S&Es employed in firms that apply innovative production processes more often participate in formal training, and also benefit from the informal learning potential of their jobs. However, lifelong learning is not triggered in firms with many product innovations. S&Es who are employed in firms that operate on highly competitive markets also participate in formal training less often. The same holds for S&Es employed in small firms, although the latter compensate this by more hours of self‐teaching. S&Es employed in jobs that require a high level of technical knowledge more often participate in formal training, whereas those employed in jobs that require more general skills are more involved in informal learning. Furthermore, older S&Es with long firm tenures participate in formal training less often, and have fewer opportunities for learning in their jobs. Therefore, their competence level is at risk. Practical implications - Public policies that stimulate process innovation also appear to prevent skills obsolescence among S&Es. Public policies that aim to diminish labour market shortages of S&Es by discouraging early retirement should particularly take account of the necessity to keep the human capital of older S&Es with long firm tenures up to date. Originality/value - The paper contributes to the literature on the determinants of human capital development by including both formal training and different modes of informal learning; and employee characteristics as well as job and firm characteristics in its analyses.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • de Grip, A. & Smits, W., 2009. "What affects lifelong learning of scientists and engineers?," Research Memorandum 047, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
    • Handle: RePEc:unm:umamet:2009047
    DOI: 10.26481/umamet.2009047
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    Cited by:

    1. Beblavý, Miroslav & Thum, Anna-Elisabeth & Potjagailo, Galina, 2013. "When do adults learn? A cohort analysis of adult education in Europe," CEPS Papers 8059, Centre for European Policy Studies.
    2. Ferreira Sequeda, M.T. & de Grip, A. & van der Velden, R.K.W., 2015. "Does on-the-job informal learning in OECD countries differ by contract duration," Research Memorandum 021, Maastricht University, Graduate School of Business and Economics (GSBE).
    3. Andries de Grip, 2015. "The importance of informal learning at work," IZA World of Labor, Institute of Labor Economics (IZA), pages 162-162, June.
    4. Juan Gabriel Brida & Marta Meleddu & Manuela Pulina & Vania Statzu, 2014. "Investigating informal learning at a cultural site," Economics Bulletin, AccessEcon, vol. 34(2), pages 634-650.
    5. de Grip, Andries & Pleijers, Astrid, 2019. "Workshop attendance as a mode of learning: Evidence from the Netherlands," ROA Research Memorandum 007, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    6. Pierre-Jean Messe & Nathalie Greenan, 2023. "Knowledge transmission in the second part of careers: does formal training matter?," International Journal of Manpower, Emerald Group Publishing Limited, vol. 44(7), pages 1415-1436, April.
    7. de Grip, Andries & Pleijers, Astrid, 2019. "Workshop attendance as a mode of learning:," Research Memorandum 024, Maastricht University, Graduate School of Business and Economics (GSBE).

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