The analysis of previous industrial revolutions has shown that the consequences of technological innovations on employment depend on the degree of complementarity between new technologies and workers. So far, this complementarity has clearly benefited the most qualified workers (skill-biased technological change); however, in the current context, recent developments in generative artificial intelligence could change this situation. This article aims to briefly present the current state of affairs regarding this subject based on a bibliographic review of recent academic works. The main conclusion is that the available evidence on the effects of artificial intelligence on employment does not show any significant variation in relation to previous technological changes. However, if AI-based technologies continue to develop and adapt to new tasks, we can expect their effects to be much more disruptive than in the past, although it is too early to tell. In any case, it is essential that educational systems are flexible enough to cope with these changes and respond adequately to the new needs of the labour market.
Oikonomics, the UOC’s magazine of economics, business and society, organized a presentation event on 19 June 2024, of which we attach a video, of a very special edition such as that of its tenth anniversary. For this reason, the publication devotes a monograph to the analysis of well-being from a holistic view. A vision that, on the one hand, addresses the analysis of the current challenges posed by the welfare society, understood as a system by which the public administration guarantees citizens a set of basic social services, mainly in health, education, pensions, unemployment, housing... to improve their living conditions and promote equal opportunities for personal fulfillment. And, on the other hand, it also incorporates elements of reflection regarding personal well-being with approximations to the study of human strengths and happiness.
This monograph from Oikonomics, therefore, shows well-being as a broad concept to examine how personal sovereignty, collective well-being, welfare state, public education, health, pension system sustainability and tax awareness interact to shape citizenship quality of life. This act organized in the College of Economists addresses this analysis from three areas: personal sovereignty, the role played by the public sector in the construction of the welfare society and the sustainability of finances that allow it to be financed. Issues that raise deep questions and future challenges to identify and correct possible adjustments that need to be made to have a fair and efficient welfare state.
Moderated by the coordinator of the monograph, the professor of the Economic and Business Studies of the UOC, Fernando Alvarez, these issues are addressed by three authors of the articles that make up this special edition of Oikonomics: the professor of Economics of the Universitat de Barcelona, Alejandro Esteller; the collaborating professor of the Economic and Business Studies of the UOC, Gemma Segura and the collaborating profesor of the UOC, Laura López. To commemorate Oikonomics’ birthday, the UOC’s director, Àngels Fitó; the vice-rector, Mª Jesús Martínez, the head of the Economic and Business Studies, Xavier Baraza, and the head of Oikonomics, Joan Miquel Gomis, also participated in this presentation.
TIn the Spanish education system, as in those of many other countries, students are divided into two types: those who attend a state school and those who attend a private one (whether state-funded or not). Private schools are mainly attended by the children of the better-off. This article explains how this system generates and preserves inequality. We will study the possibility of substituting this model with a completely public one and will discuss other alternatives: tax modifications, school vouchers and the introduction of positive discrimination policies to compensate for the disadvantaged position of those who attended state schools and universities, namely the provision of a number of employment positions both in the private and the public sectors.
Universities can be considered a key element in promoting sustainable development through education, research, innovation and social leadership. In this educational-focused article, we discuss the need to provide students with the knowledge and skills needed to understand and address sustainability challenges. To do this, it will be very important to introduce sustainability – and also other related concepts – in university curriculums and, in particular, in Economic and Business courses, where future business leaders are currently being formed. For this reason, the article presented has a double objective, on the one hand, to answer this question: what are we teaching about this topic in universities and, in particular, in Economics and Business courses; and on the other hand: how are we integrating it into curriculum. The article reviews over time the main subjects that have covered this topic – from business ethics to ESG criteria, to CSR – and proposes different strategies to integrate this content into the curriculum.
The social responsibility of companies and organizations towards their stakeholders and towards the planet has been evolving and changing, as has geopolitics and the global economy based on the globalization of markets and capital. This article takes a prospective approach and presents the main challenges that companies and society currently face and the trends that companies and international think tanks are developing to face these challenges. Similarly, the European Union, with its taxonomy, requires companies a greater comply with the premises of the Green Deal. Civil society is also a key element when it comes to demanding more committed companies that can generate sustainable responses to global and local challenges. This involves having an education system that produces more aware and empowered citizens, capable of demanding companies to align their activities with sustainable development.
In the last twenty-five years – from 1996 to 2021 – a series of actions have marked the evolution of the economy: from transformations linked to new information and communication technologies to the Covid-19 pandemic, among other things, through to the financial and economic crisis of the second half of the first decade of the 21st century. In this article, we look at the impact of events in the last twenty-five years on economics teaching, whether this is evolving alongside the economic reality or not, what has given rise to a mismatch between economics and the social and economic reality. To analyze this, in the first section, we will tackle the social mission of the “economist” in the sense of being teachers of highly diverse collectives, and in the second section, we will reflect on the evolution of economics teaching at University. The analysis leads us to conclude that, although economics teaching has varied over time, it has not undergone substantial change in recent decades. The lack of diversity of thinking in economics curricula joins forces with a lack of diversity among prominent thinkers and professionals to often translate into an incomplete view explaining the complex economic reality and an interaction with other disciplines, particularly social sciences.
Human Resources Management (HRM) with a focus on Supply Chain Management (SCM) empowers companies to effectively manage their supply chains. This article justifies the importance of the study of Human Resources in the Supply Chain (HRSC) and provides an in-depth analysis of research in these two fields, which reveals their potentialities and shortcomings. Thus, the thematic areas addressed have been identified, as well as their main contributions and the existence of gaps in the literature. From the analysis, 53 publications have been identified that highlight the potential of HRSC. The results show that, in the last four (4) years between 2012 and 2017, there has been a significant increase of 49% in HRSC research.
In a global and interconnected society, the logistic sector is especially keen to understand the performance of the modern economy. Thanks to their higher level of development, European countries have a privileged position that allows them to face the future with guarantees. Their industry is competitive and its strategic challenges are clear. Supply chain innovation, infrastructure, digitization, networking and integration are key aspects to keep in mind. Public institutions also play a decisive role. They must not only support but also enhance private sector initiatives that may help to ensure global competitiveness. All this also has to be understood in an unstable and volatile context, in which the competences of professionals in the field will undoubtedly be a decisive factor in success in the future.
Concern for the future of employment is a recurring theme whenever a process of disruptive change in technology takes place. Economic analysis has shown that technology does not destroy work, but it skews skills and abilities, and displaces tasks, jobs, occupations and people. Generally, in the long term, the consequences of these technological waves on work tend to be positive because they are linked to increases in productivity, new economic activity, higher employment and salary improvements for people working in firms or sectors related to technological innovation. In addition, the effects of job substitution can be offset in the long term if firms’ strategies and policies, especially in terms of human resource management, take the form of active employment policies that train and reskill displaced people. This general form of interaction of technology with work has been questioned with the recent digital wave characterized, among other factors, by the explosion of intelligent robotics. According to some authors, the rate of substitution of human labour by robots will be so fast that they can hardly be compensated by the usual route of increases in demand and productivity. Other authors argue just the opposite, and frame the current dynamics within the context of the traditional interactions between technology and work. However, robotics is non-human work, has very particular and dynamic characteristics, offers a wide range of possibilities of use and, at the same time, generates fears too. In this article, we will analyse the employment implications of new robotics, paying special attention to the human resources management.
Economics as it is currently taught in the majority of universities worldwide is the object of controversy. Various groups of students and lecturers are questioning the economics education being given by universities and colleges. The criticism being made has intensified in the wake of the crisis, but a number of different protests were also springing up earlier to this. The system is cyclical and crises are inevitable, not a thing of the past as per the belief spread by the dominant school of thought in economics. Because of its inexstricable attachment to equilibrium models, neoclassical economics is incapable of understanding the dynamic processes in the economy, making it insufficient not only because of its inability to predict crises, but also because of its inability to provide the tools needed to understand the workings of the economy.
Neoclassical economics should not be the only theory currently in force. This does not mean the IS–LM model should not be studied, but its limitations and restrictions must be highlighted; as an equilibrium model it does not correspond to what happens in reality, which is disequilibrium and vulnerability. It is thus necessary to take into account other ideas, such as Marxist, Keynesian, Schumpeterian, institutional and post-Keynesian theories.