Journal articles: 'Economics of training'

1

Brumfitt, Keith. "Training Business Studies/Economics Mentors." British Journal of In-Service Education 19, no. 2 (January 1993): 4–7. http://dx.doi.org/10.1080/0305763930190202.

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Paxton, Julia. "Economics training and hyperbolic discounting: training versus selection effects." Applied Economics 51, no. 55 (June 24, 2019): 5891–99. http://dx.doi.org/10.1080/00036846.2019.1631439.

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Kawagoe, Toshiji. "Experimental Economics Is a Necessary Part of Economics Training." TRENDS IN THE SCIENCES 9, no. 11 (2004): 62–63. http://dx.doi.org/10.5363/tits.9.11_62.

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Dustmann, Christian, Bernd Fitzenberger, and Steve Machin. "The economics of education and training." Empirical Economics 32, no. 2-3 (November 3, 2006): 255–60. http://dx.doi.org/10.1007/s00181-006-0113-2.

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Dolton, Peter J. "The Economics of Youth Training in Britain." Economic Journal 103, no. 420 (September 1993): 1261. http://dx.doi.org/10.2307/2234253.

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Steedman, Hilary. "The Economics of Youth Training in Germany." Economic Journal 103, no. 420 (September 1993): 1279. http://dx.doi.org/10.2307/2234254.

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Polevaya, Marina V. "TRAINING ON PERSONNEL MANAGEMENT AND LABOR ECONOMICS." Statistics and Economics, no. 3 (January 1, 2016): 2–6. http://dx.doi.org/10.21686/2500-3925-2016-3-2-6.

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Davis, D. O. "On research, training, politico-economics, and radiology." Radiology 171, no. 2 (May 1989): 319–20. http://dx.doi.org/10.1148/radiology.171.2.2704795.

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McNabb, Robert, and Keith Whitfield. "Key Issues in the Economics of Training." International Journal of Manpower 14, no. 2 (February 1993): 4–16. http://dx.doi.org/10.1108/01437729310024223.

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Winterton, Jonathan. "Recent Developments in the Economics of Training." Transfer: European Review of Labour and Research 14, no. 2 (January 1, 2008): 363–67. http://dx.doi.org/10.1177/102425890801400215.

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Borland, Jeff. "Worker Training." Australian Economic Review 23, no. 4 (October 1990): 74–80. http://dx.doi.org/10.1111/j.1467-8462.1990.tb00372.x.

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Sirazetdinova, Miliausha Faritovna, Rushana Khusainovna Lukmanova, and Anatoliy Igorevich Stoletov. "Distance Professional Training of Undergraduate Economics Students in Russia." Pedagogika 135, no. 3 (December 1, 2019): 217–39. http://dx.doi.org/10.15823/p.2019.135.12.

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The research aims to identify the positive and negative experience of application distance learning for Economics students in Russia. Unlike most papers studying the motivation of applicants to choose economic distance education, the paper discusses the factors of its development in Russia, which differs both from those in the US and Europe, and from other specialties in Russia. The explanatory material is the statistics of admissions ratesand the analysis of universities’ location.

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Perry, Gregory M. "On Training PhDs in Economics: What Can Economics Programs Learn from Those in Agricultural Economics?" American Journal of Agricultural Economics 80, no. 3 (August 1998): 608–15. http://dx.doi.org/10.2307/1244567.

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Harmashov, Oleksandr. "Application of interactive equipment during training in economic disciplines." Ukrainian Journal of Educational Studies and Information Technology 6, no. 2 (June 30, 2018): 37–48. http://dx.doi.org/10.32919/uesit.2018.02.04.

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Modern enterprises require competent specialists in economics, active and independent, able to make responsible and well-founded decisions. Therefore, their practical training comes to the fore. That is why, training technologies are introduced more and more to the process of teaching economic disciplines, which are the most labor-intensive teaching methods. The article proves the perspectives of using interactive equipment during training activities. The author's interactive materials for exercises and tasks, prepared in specialized applications and on-line services, were presented. These materials are presented in accordance with the general logic of conducting trainings. At the beginning of the training, the lead-in is conducted to develop attention. Interactive tasks for them are developed in the SMART Notebook application. At the main stage of the training, the information materials and tasks, prepared in the SMART Notebook and Easy Interactive Tools, LearningApps and Scrumblr services, come in handy. These tasks are also performed in these applications and services. Summing up and reflection at the end of the training is carried out with the help of interactive materials (tables and flip charts), which are filled by students. The characteristics of the interactive materials reveal the methodology for their development and use during the training. The features of the proposed materials are related to the fact that this equipment and materials for it are similar to marker boards, markers, stickers, etc., which are traditionally used in trainings. The use of interactive equipment intensifies the training process, activates the motivational and activity spheres and allows to cut corners on traditional resources. The future teacher of economics must master the methodology of preparing interactive materials and their use during training.

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Cameron, Michael P. "‘Economics with Training Wheels’: Using Blogs in Teaching and Assessing Introductory Economics." Journal of Economic Education 43, no. 4 (October 2012): 397–407. http://dx.doi.org/10.1080/00220485.2012.714316.

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Mohrenweiser, Jens, Gabriele Wydra-Somaggio, and Thomas Zwick. "Information advantages of training employers despite credible training certificates." Oxford Economic Papers 72, no. 3 (September 5, 2019): 651–71. http://dx.doi.org/10.1093/oep/gpz052.

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Abstract Employers sponsor general training if they can get an information advantage about the skills of trainees. This advantage might vanish if credible external institutions grade successful training completion. We argue that despite a certificate, training firms can retain an information advantage and can positively select training completers because the training certificate does not capture all relevant skill dimensions. Training firms can get an information advantage on the non-certified skills such as soft skills. We show that the information advantage about non-certified skills can explain why training firms pay higher wages for training completers than outside firms and why employers are able to keep a positive selection of training participants.

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Anderson, Gail. "Behavioral Economics Training for the YES! Minnesota Program." Journal of Nutrition Education and Behavior 47, no. 4 (July 2015): S112. http://dx.doi.org/10.1016/j.jneb.2015.04.312.

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Hartley, Keith, and Alan Shiell. "The Economics of Training Nurses in the NHS." Economic Affairs 9, no. 5 (June 1989): 32–36. http://dx.doi.org/10.1111/j.1468-0270.1989.tb01150.x.

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ALFORD, KATRINA. "IS UNIVERSITY ECONOMICS TRAINING PRODUCING MALE “IDIOTS SAVANTS”?" Economic Papers: A journal of applied economics and policy 17, no. 1 (March 1998): 42–50. http://dx.doi.org/10.1111/j.1759-3441.1998.tb00169.x.

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Panayotou, Theodore. "Training Workshop on Environmental Economics and Policy Analysis." Environmental Conservation 20, no. 1 (1993): 87. http://dx.doi.org/10.1017/s0376892900037346.

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21

Leigh, Duane E. "Book Review: Labor Economics: On-the-Job Training." ILR Review 51, no. 4 (July 1998): 710–11. http://dx.doi.org/10.1177/001979399805100412.

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22

Lundmark, Annika, and Magnus Söderström. "Economics of Training and Personnel Development in Organizations." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 61–83. http://dx.doi.org/10.1080/0031383920360105.

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23

Homoniuk, Olena, and Larysa Pokudina. "Peculiarities of Future Finance and Economics Specialists’ Training in Western European Countries and Ukraine." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 19–24. http://dx.doi.org/10.1515/rpp-2016-0028.

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Abstract The article touches on the peculiarities of future finance and economics specialists’ training in educational establishments of Western Europe and Ukraine. The problem of higher economic education has been considered. The experience of higher economic education organization in developed European countries has been generalized. The peculiarities of finance students’ training at foreign and Ukrainian universities have been defined. The approaches to learning and implementing of interdisciplinary links into the teaching practice of European higher educational establishments have been studied, as well as participation and influence of non-government organizations and foundations on the development of economic education in Western European countries. The authors have concluded that it is necessary to create a Ukrainian model of future finance and economics specialists’ training taking into consideration national and economic conditions of the state functioning as well as developed countries experience.

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24

Jones, Andrew. "Education, training, and economic growth." Local Economy: The Journal of the Local Economy Policy Unit 13, no. 3 (November 1998): 278–82. http://dx.doi.org/10.1080/02690949808726453.

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25

Ivshin, V. G., and A. V. Litvin. "FEATURES OF LEGAL TRAINING OF MASTERS IN ECONOMICS AND SPORTS MARKETING." Bulletin of Udmurt University. Series Economics and Law 30, no. 2 (April 23, 2020): 312–15. http://dx.doi.org/10.35634/2412-9593-2020-30-2-312-315.

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The article deals with the issues of legal training of masters in sports economics. Sport is an important component of the economy, which involves significant financial resources and a large number of workers. For a long time, sports, economics, and law were considered as three separate areas of activity. At the present stage, everything has changed dramatically: it has become possible to earn good money in sport, and as a result, sport needs well-trained, professional economists and lawyers. It is noted that the current Federal state educational standard of higher education (FSES) in the direction of 38.04.01 “Economics” (master's level) does not contain competencies that indicate the need for masters to obtain knowledge and skills in the field of law. And the issues of organizing and managing sports at various levels require parallel consideration of a whole complex of interrelated economic and legal components. A comparative analysis of the content of legal training programs for masters in sports economics in Russia and Germany is given.

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26

Felli, Leonardo, and Christopher Harris. "Firm-specific training." Journal of Economic Theory 175 (May 2018): 585–623. http://dx.doi.org/10.1016/j.jet.2018.01.010.

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27

Seredina, І. "THE CURRENT STATE OF ENTREPRENEURIAL COMPETENCE FORMATION OF BACHELORS IN THE ENTERPRISE ECONOMICS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (11) (2020): 49–53. http://dx.doi.org/10.17721/2415-3699.2020.11.11.

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The article considers the current state of entrepreneurial competence formation of future bachelors in the Enterprise Economics in the professional training process. The analysis of the entrepreneurial competence content is presented in the context of the competence approach, with regard to entrepreneurship, as a leading form of management in market economy conditions. The current state of competence formation of future bachelors in the Enterprise Economics is defined as the process of the future bachelor's professional training in the Enterprise Economics, which is influenced by the general modern education content of our state. The article shows that the current state of entrepreneurial competence is a separate unit in the future bachelors' curricula, in which elements of academic and vocational education are gradually implemented, which are fixed in the process of practical training during the entire period of professional training in the Enterprise Economics. The analysis of scientific works has shown that economic thinking, training in marketing area, discipline, initiative, sense of responsibility, communicativeness, creative attitude to work occupy an important place in the future bachelors' entrepreneurial competence structure in the Enterprise Economics. According to the results of the research, future bachelors training in the Enterprise Economics at National Transport University, we have found out the current state of specialists entrepreneurial competence formation of this specialty. The future bachelors acquisition in the Enterprise Economics in the process of professional training the integral, general and professional competences is analyzed.

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Wanquan, Gao, and Ксенія Цицюра. "THE EXPERIENCE OF THE PEOPLE’S REPUBLIC OF CHINA IN THE DETERMINATION OF THE RESULTS OF PROFESSIONAL TRAINING OF BACHELORS OF BUSINESS ECONOMICS." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 154–60. http://dx.doi.org/10.32835/2223-5752.2019.19.154-160.

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Relevance. In the times of economic transformation on the way to the market relations, Ukraine needs highly qualified economists who have high qualification for working in both domestic and international economies. That is why currently one of the priorities of the vocational education system ... The article aim is to identify and characterize the features of determining the results of training of the future economists on the example of the state university in China. Methods: The research methods used during the study are: theoretical methods: analysis (to study the educational and professional program of the state Chinese University and determine the results of training of future Bachelors majoring in Business Economics in Chinese universities), comparison ... empirical methods: observational (direct observation of the educational process at a state university in the People’s Republic of China) – to determine the specific features of determining and studying the results of a professional training of Bachelors of Business Economics at a Chinese Results. The article outlines and describes the specific features of determination of the results of the training of future Bachelors majoring in Business Economics which have been given and analyzed on the example of the university in China. The structure of the professional competence of future Bachelors of Business Economics is considered in accordance with the educational and professional program of Chinese University... Conclusions. The conclusion is justified that the results of professional training of future Bachelors of Business Economics in Ukraine and Europe, as well as in China, are determined on the basis of the competence approach. The analysis of the educational and professional programs of universities in China allowed us to determine such competence groups in the professional competence as follows: general (integral) competencies, which mean possession of flexible («soft») skills; personal (subject) competencies ...

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��, c., Alexander Rylov, ��, and Larisa Konnova. "Use of Project Method for Initial Training in Case-Study." Standards and Monitoring in Education 3, no. 3 (June 17, 2015): 23–27. http://dx.doi.org/10.12737/11848.

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Experts in the field of economics should satisfy special requirements in a growing economy, such as fluency in mathematical tools and mathematical modeling. It can be attained through the professionally-oriented planned purposeful education program. The ability to deal with economic problems of specific situations (cases) becomes graduates´ important quality. The authors have attempted to start teaching the solving of economic cases in the first year University of Economics as part of the basic mathematical disciplines´ course. A comparative analysis of two modern educational technologies (the project method and the method of case-study) presented in this article allowed the authors to conclude that project technology can be used for initial training for case solving. The article describes �Mathematical models in solving economic problems�, the case-project competition between first-year students of the Financial University under the Government of the Russian Federation. Themes related to mathematical analysis´ economic applications were used during the competition.

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Holtsch, Doreen, Sebastian Brückner, Manuel Förster, and Olga Zlatkin-Troitschanskaia. "Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience." Citizenship, Social and Economics Education 18, no. 3 (December 2019): 218–37. http://dx.doi.org/10.1177/2047173419893595.

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In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge is widely considered necessary to both teaching quality and student achievement, little is known about the subject-specific content knowledge of Swiss Economics and Society teachers. As previous research has shown a gender gap in the content knowledge of (pre-service) teachers in economics, we focus on the question as to whether Swiss Economics and Society teachers’ economics content knowledge differs, including in relation to gender. As additional influencing factors, our study included teaching experience and teaching load. We measured the economics content knowledge of 153 Economics and Society teachers with a shortened German version of the Test of Understanding College Economics in the German-speaking part of Switzerland. Multivariate analyses indicated a gender effect that manifested itself in higher test scores among male Economics and Society teachers. These findings are relevant to the training of vocational education and training teachers.

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31

Frazis, Harley, and Mark A. Loewenstein. "On-the-Job-Training." Foundations and Trends® in Microeconomics 2, no. 5 (2006): 363–440. http://dx.doi.org/10.1561/0700000008.

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32

Gashi, Ardiana N., and Nick Adnett. "Technology, Training, and Transition." Eastern European Economics 50, no. 6 (November 2012): 57–80. http://dx.doi.org/10.2753/eee0012-8775500603.

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33

Cusin, Giuseppe. "General training and oligopsony." Research in Economics 61, no. 3 (September 2007): 113–21. http://dx.doi.org/10.1016/j.rie.2007.06.001.

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34

Kuruscu, Burhanettin. "Training and Lifetime Income." American Economic Review 96, no. 3 (May 1, 2006): 832–46. http://dx.doi.org/10.1257/aer.96.3.832.

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This paper challenges the notion that on-the-job training investments are quantitatively important for workers' welfare and argues that on-the-job training may not increase lifetime income by more than 1 percent. I argue that it is very difficult to reconcile the slowdown in wage growth late in a worker's career with optimizing behavior unless the technology for learning on the job is such that it generates very low gains from training. The analysis is based on a nonparametric methodology for estimating the learning technology from wage profiles; the results are arrived at by comparing the lifetime income when the worker optimally invests in his human capital to the one where he does not make any investments.

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35

Moen, Espen R., and Åsa Rosén. "Does Poaching Distort Training?" Review of Economic Studies 71, no. 4 (December 2004): 1143–62. http://dx.doi.org/10.1111/0034-6527.00317.

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36

Quercioli, Elena. "TRAINING, TURNOVER, AND SEARCH*." International Economic Review 46, no. 1 (February 2005): 133–43. http://dx.doi.org/10.1111/j.0020-6598.2005.00312.x.

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37

Lynch, Lisa M. "The Economics of Youth Training in the United States." Economic Journal 103, no. 420 (September 1993): 1292. http://dx.doi.org/10.2307/2234255.

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38

Whitehead, David J. "The Training of Economics Teachers in England and Wales." Journal of Economic Education 16, no. 4 (1985): 254. http://dx.doi.org/10.2307/1182192.

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39

Dubovyk, Svitlana. "Training of Future Teachers Of Economics To Professional Communication." Research Notes, no. 1 (October 26, 2017): 234–39. http://dx.doi.org/10.31654/2663-4902-2017-pp-3-234-239.

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40

Whitehead, David J. "The Training of Economics Teachers in England and Wales." Journal of Economic Education 16, no. 4 (September 1985): 254–68. http://dx.doi.org/10.1080/00220485.1985.10845126.

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41

Beresin, Eugene V. "The Changing Economics of Child and Adolescent Psychiatry Training." Harvard Review of Psychiatry 4, no. 4 (January 1996): 218–20. http://dx.doi.org/10.3109/10673229609030547.

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42

Alshaali, Saeed Khalifa, Kamal Ab Hamid, and Ali Ali Al-Ansi. "Training Transfer: Does Training Design Preserve Training Memory?" Asian Social Science 14, no. 10 (September 28, 2018): 46. http://dx.doi.org/10.5539/ass.v14n10p46.

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Billions of dollars are lost by low application of ineffective training. Fast declination of training memory may contribute this loss. The present study uses theoretical examinations via a conceptual model to examine the relationship between training memory and transfer behaviour. Training design, training retention (training memory), and training transfer are the study variables. The study population, is the federal ministries in the United Arab Emirates (UAE), was assessed via random sampling. Data were collected by a cross-sectional approach via questionnaires. Back-translation (English to Arabic), a pre-test, and a pilot test were applied to ensure that any modifications of the questionnaire items were precise and effective. The study was analysed via PLS-SEM. Based on the results, all of the study’s hypotheses were accepted, and significant relationships were revealed between the study variables. Training design is highly correlated with training retention, i.e., a premium training design will lead to a high preservation of the knowledge and skills gained from the training programme. Due to the low correlation between training retention and training transfer, the training retention was considered a secondary contributor of applying training to the work environment. If mangers and practitioners tend to achieve successful training transfer, their efforts should concentrate on adopting modern training design techniques, which could sufficiently maintain the training memory and increase training transfer.

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43

Mealli, Fabrizia, Stephen Pudney, and Jonathan Thomas. "Training Duration and Post-Training Outcomes: A Duration-Limited Competing Risks Model." Economic Journal 106, no. 435 (March 1996): 422. http://dx.doi.org/10.2307/2235257.

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44

RUTHERFORD, MALCOLM. "THE USDA GRADUATE SCHOOL: GOVERNMENT TRAINING IN STATISTICS AND ECONOMICS, 1921–1945." Journal of the History of Economic Thought 33, no. 4 (December 2011): 419–47. http://dx.doi.org/10.1017/s1053837211000265.

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The USDA Graduate School was founded in 1921 to provide statistical and economic training to the employees of the Department of Agriculture. The school did not grant degrees, but its graduate courses were accepted for credit by a significant number of universities.In subsequent years, the activities of the school grew rapidly to provide training in many different subject areas for employees from almost all federal departments. The training in statistics provided by the school was often highly advanced (instructors included Howard Tolley and, later, Edwards Deming), while the economics taught displayed an eclectic mix of standard and institutional economics. Mordecai Ezekiel taught both economics and statistics at the school, and had himself received his statistical training there. Statistics instruction in 1936 and 1937 included seminar series from R.A. Fisher and J. Neyman, and courses on the probability approach to sampling involving Lester Frankel and William Hurwitz became important after 1939. The instruction in economics was noticeably institutionalist in the period of the New Deal. Towards the end of the period considered here, the instruction in economics became narrower and more focused on agricultural economics.The activities of the school provide a basis for understanding some of the sources of the relative statistical sophistication of agricultural economists and of the statistical work done in government in the interwar period. It is noteworthy than within the USDA Graduate School, and in contrast to the Cowles Commission, statistical sophistication coexisted with an approach to economics that was not predominantly neoclassical. It also provides a light on the place of institutional economics in the training of government economists through the same time span.

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Taqwa, Salma, Fiola Finomia Honesty, and Vanica Serly. "PKM Pelatihan Ekonomi Untuk Guru-Guru Anggota MGMP Ekonomi Kabupaten Tanah Datar." Wahana Riset Akuntansi 7, no. 2 (December 9, 2019): 1575. http://dx.doi.org/10.24036/wra.v7i2.106950.

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Teachers as professional educators are responsible as educators and instructors for their students. In order to work well, teachers must have appropriate competencies in the field of study they are teaching. Economic subjects in high school include the economics and accounting fields, which must be mastered by the teacher. The development of economics and accounting must be reached by the economics teacher who will transfer knowledge to their students. Besides that, the teacher's educational background will also affect student learning process. Training for high school economics teachers is needed to be able to increase the insight and knowledge of teachers. MGMP is one of the means for the teachers to draw and explore economics in order to be a professional teachers. From the results of the pretest and posttest, it can be concluded that there was an increasing in teacher knowledge generated from this training. It is expected that in the future MGMP will have a role in training and developing the knowledge of economics teachers in Tanah Datar.Keywords: economics, accounting, educational, teachers

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Ng, Y. C. "Training and productive efficiency in transition economies." Oxford Economic Papers 55, no. 4 (October 1, 2003): 607–24. http://dx.doi.org/10.1093/oep/55.4.607.

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Peniche Camps, Salvador, Charles A. S. Hall, and Kent Klitgaard. "Biophysical Economics for Policy and Teaching: Mexico as an Example." Sustainability 12, no. 7 (March 25, 2020): 2580. http://dx.doi.org/10.3390/su12072580.

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Many parts of the world are currently facing unprecedented social turmoil. Few understand that most of these “exploding” situations have a biophysical basis in patterns of consumption and the ratio of number of humans to resources available. Most “solutions” proposed are political oppression or, for the lucky, economic development, usually led by conventional economists. However, we believe that, for many regions, conventional economics, certainly alone and perhaps in their entirety, are not up to the job of addressing these crises. We propose a new discipline, Biophysical Economics, that addresses these lacunae and offers a good set of procedures for bringing much more natural science to the discipline of economics. This approach provides a stronger basis for training young people in both economics and heterodox political economy. We will need economists with this new training for a future that appears very different from today. This article outlines the rationales for further developing and teaching Biophysical Economics to demonstrate its utility and applies this economic lens to the economy of Mexico. We finish by providing an example of how a Biophysical Economics curriculum appropriate to analyzing and addressing the Mexican economic context might be developed and taught at the University of Guadalajara. This curriculum could also be adapted to other national, educational and institutional settings.

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48

FILIN, Sergei A., Irina S. ALEKSEEVA, and Al'bert V. AMMOSOV. "Distinctions in the emergence of the economic culture of upper-grade pupils." National Interests: Priorities and Security 17, no. 1 (January 15, 2021): 167–83. http://dx.doi.org/10.24891/ni.17.1.167.

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Subject. The article discusses the emergence of the economic culture among upper-grade pupils as part of additional training courses. Objectives. We herein outline our recommendations for addressing the emergence of the economic culture among upper-grade pupils as part of their additional training. We also analyze the outcome of our original project raising the economic culture of upper-grade pupils as part of their additional training and make conclusions on its efficiency. Methods. The study is based on the project-based method and method of sampling of relevant data, its grouping, systemic, statistical and technical-economic analysis to review the emergence of the economic culture of upper-grade pupils as part of their additional training. Results. The article presents how the Business Games Project has been implemented as part of additional training in schools of Yakutsk as it is supposed to stimulate the effective emergence of the economic culture of upper-grade pupils. According to statistical data on the project completion, we analyzed what distinctions arose during the implementation of the project so as to increase classes of economics for upper-grade pupils of secondary schools, and pointed out the specifics of their economic literacy. We evaluated the efficiency of results and provide out guidelines. The article unveils special circumstances of the emerging economic culture among upper-grade pupils as part of additional training, which can be treated as the novelty of the article. Conclusions and Relevance. As a result of the study, we proved that additional training should be introduced to raise the economic culture of upper-grade pupils so as to help them get successfully and efficiency prepared for learning economics and becoming economically literate.

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Guidetti, Giovanni, and Massimiliano Mazzanti. "Firm-level training in local economic systems." Journal of Socio-Economics 36, no. 6 (December 2007): 875–94. http://dx.doi.org/10.1016/j.socec.2007.01.021.

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50

CHATTERJI, MONOJIT. "TRAINING SUBSIDIES, TECHNICAL PROGRESS AND ECONOMIC GROWTH." Manchester School 63, no. 3 (September 1995): 274–82. http://dx.doi.org/10.1111/j.1467-9957.1995.tb00283.x.

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Journal articles on the topic 'Economics of training'

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