dc.contributor.author | Corrales Herrero, María Elena | |
dc.contributor.author | Rodríguez Prado, Beatriz | |
dc.date.accessioned | 2024-09-16T12:21:20Z | |
dc.date.available | 2024-09-16T12:21:20Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Research in higher education, 2024, p. 1-30. | es |
dc.identifier.issn | 0361-0365 | es |
dc.identifier.uri | https://uvadoc.uva.es/handle/10324/69777 | |
dc.description | Producción Científica | es |
dc.description.abstract | The progressive robotisation and the introduction of artificial intelligence imply economic
and social changes. In this paper, we investigate their impact on the occupations of recent
Spanish graduates and examine how graduates with different skills can expect their occupations
to be transformed by the digital era. To this end –using a three-step approach—we
first map occupations in terms of the level of the transformative and destructive effects
of digitalization, and determine which groups are most threatened. Second, we characterize
the technological occupational groups according to dimensions related to worker and
job requirements, such as abilities, skills and tasks performed. Finally, we explore the
influence of educational background on the probability of belonging to each group. The
analysis relies on three data sources—the main one being microdata from the Survey on
Labour Market Insertion of University Graduates (EILU-2019)—which provide exhaustive
information about students’ education and training during and after their degree. Results
show that only about 15% of graduates hold jobs that have a high probability of being
replaced by machines over the next 10–20 years, although a significant number will still
face changes in their occupations that will affect skill requirements. Graduates working in
these occupations will need a high level of flexibility if they are to adjust to rapid changes
and not be displaced. Moreover, certain features of students’ academic background –such
as the field of study or more formal education– play a key role and offer some tips to mitigate
possible disruptions in graduate employability. | es |
dc.format.mimetype | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Springer | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Enseñanza superior | es |
dc.subject.classification | Occupations | es |
dc.subject.classification | University graduates | es |
dc.subject.classification | Higher education | es |
dc.subject.classification | Digitalization | es |
dc.subject.classification | Automation | es |
dc.title | Mapping the Occupations of Recent Graduates. The Role of Academic Background in the Digital Era | es |
dc.type | info:eu-repo/semantics/article | es |
dc.identifier.doi | 10.1007/s11162-024-09816-4 | es |
dc.relation.publisherversion | https://link.springer.com/article/10.1007/s11162-024-09816-4 | es |
dc.identifier.publicationtitle | Research in higher education | es |
dc.peerreviewed | SI | es |
dc.rights | Atribución 4.0 Internacional | * |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es |
dc.subject.unesco | 5308 Economía General | es |
dc.subject.unesco | 5312.04 Educación | es |