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How firms' participation in apprenticeship training fosters knowledge diffusion and innovation


Rupietta, Christian; Backes-Gellner, Uschi (2018). How firms' participation in apprenticeship training fosters knowledge diffusion and innovation. Swiss Leading House "Economics of Education" Working Paper 74, University of Zurich.

Abstract

Previous studies typically relate apprenticeship training or more generally Vocational Education and Training (VET) to training that is highly specific and that uses well-established technologies. Accordingly, apprenticeship training is typically not expected to have positive effects on innovation. In contrast, we argue in this paper that the type of dual apprenticeship training seen in Switzerland (or Germany) does create positive innovation effects due to these VET-systems' built-in and institutionalized curriculum development and updating processes. These processes ensure that firms participating in apprenticeship training gain access to knowledge that is close to the innovation frontier and that ultimately fosters innovation. We provide theoretical explanations of how this knowledge diffusion works and how it can help to generate innovation in participating firms. We use the Swiss VET system as one example and derive hypotheses about the relationship between firms' participation in apprenticeship training and their innovation outcomes. Empirical analyses support our hypotheses. In a VET system with a built-in curriculum-updating process like the one in Switzerland (or Germany), firms participating in apprenticeship training have higher innovation outcomes than do non-participating firms.

Abstract

Previous studies typically relate apprenticeship training or more generally Vocational Education and Training (VET) to training that is highly specific and that uses well-established technologies. Accordingly, apprenticeship training is typically not expected to have positive effects on innovation. In contrast, we argue in this paper that the type of dual apprenticeship training seen in Switzerland (or Germany) does create positive innovation effects due to these VET-systems' built-in and institutionalized curriculum development and updating processes. These processes ensure that firms participating in apprenticeship training gain access to knowledge that is close to the innovation frontier and that ultimately fosters innovation. We provide theoretical explanations of how this knowledge diffusion works and how it can help to generate innovation in participating firms. We use the Swiss VET system as one example and derive hypotheses about the relationship between firms' participation in apprenticeship training and their innovation outcomes. Empirical analyses support our hypotheses. In a VET system with a built-in curriculum-updating process like the one in Switzerland (or Germany), firms participating in apprenticeship training have higher innovation outcomes than do non-participating firms.

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Additional indexing

Item Type:Working Paper
Communities & Collections:03 Faculty of Economics > Department of Business Administration
Dewey Decimal Classification:330 Economics
JEL Classification:I20, O31
Language:English
Date:2018
Deposited On:13 Dec 2012 07:14
Last Modified:18 Mar 2022 10:45
Series Name:Swiss Leading House "Economics of Education" Working Paper
OA Status:Green
Free access at:Official URL. An embargo period may apply.
Official URL:http://repec.business.uzh.ch/RePEc/iso/leadinghouse/0074_lhwpaper.pdf
Related URLs:https://www.zora.uzh.ch/id/eprint/162319/
Other Identification Number:merlin-id:6874

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