IER News & blogs
IER at the CIPD Conference
滨贰搁鈥檚 Peter Dickinson participated in the Evidence Lab at the CIPD's Annual Conference in Manchester. He gave a presentation on the main findings emerging from the work IER has been doing on the implications of the green transition for jobs and skills. Following this there was a Q&A session with the audience.
IER researchers publish key insights on vocational education funding
IER's Prof Terence HogarthLink opens in a new window, Dr Emily EricksonLink opens in a new window, and Dr Sangwoo LeeLink opens in a new window have co-authored a new deliverable for the Skills2Capabilities (S2C) project titled "". The study provides a comprehensive overview of vocational education and training (VET) funding across Europe and offers detailed case study insights into Austria, Norway, and England.
Research presentation in Barbados
IER's Dr Jamelia Harris, together with Dexnell Peter's of the University of the West Indies, Mona campus, presented some of the main ideas and early findings from the research project "Colonial Legacies and the Labour Market in the English-speaking Caribbean." The seminar was hosted by the University of the West Indies, Cave Hill campus, and was live-streamed regionally.
Join us for an online event about skills policy and the future of work 鈥� 2 December, 2:30-3:00 pm
In conversation with Chris Warhurst, the author of a new book, , Tom Bewick, will explain his motivation for writing this study; what he has learnt from a 30-year career as both a policy maker and practitioner in post compulsory education and training; and what specific skills policy does he believe countries should adopt in pursuing new approaches to human capital.
Please contact Lynne Marston via email to register for the event before 2 December: L.Marston@warwick.ac.uk
What university degrees don't buy
A pioneering study published in provides the first comprehensive examination of multidimensional job quality premiums for university graduates across European labour markets, challenging long-held assumptions about the returns to higher education.
The findings carry important implications for how we evaluate higher education outcomes and may help explain why objective graduate advantages don't always translate into higher subjective wellbeing—the so-called "paradox of the dissatisfied graduate."