This paper introduces a technique to elicit voter preferences, by integrating multiattribute compositional analyses (Macs) with a voting advice application (VAA). The technique requires users to make trade-offs between different positions on a single issue, and between different issues. MacVAAs more closely resemble the electoral decision-making process in elections in which more than two parties participate than classic VAAs. MacVAA’s also overcomes the assumption of issue orthogonality and assumption of rationality that classic VAA erroneously make. Results of a field application of the technique during the 2012 Dutch parliamentary elections in 2012 are presented. Advantages and disadvantages are discussed.
In this article, the relation between firms’ engagement in apprenticeship training
and two important economic preferences, i.e. the decision maker’s altruism and time
preference, is analyzed. Firstly, the relation between these two preferences and a firm’s
decision to provide apprenticeship places (extensive margin) is examined. Secondly, for
firms that train, the effect on the amount of investments in apprenticeship training
(intensive margin) is analyzed. The results show that the degree of altruism of a decision
maker is positively, albeit weakly significant, associated to the probability to provide
apprenticeship places as well as substantially related to the amount of investments
in apprenticeship training. Time preferences are not related to the training decision
(extensive margin) but significantly related to the amount of investments in training.
Creativiteit, de maakindustrie en het randland, Neimed, Frank Cörvers, 21 december 2015
Skills and the graduate recruitment process: Evidence from two discrete choice experiments, Economics of Education Review, Volume 49, December 2015, pp. 24-41, Martin Humburg and Rolf van der Velden
Although early human capital theory recognized the relevance of workers’ experience, its focus was on education and formal training. Recent studies find that much of the performance of newly hired workers is driven by learning by doing or learning from peers or supervisors in the workplace. Descriptive data show that workers learn a lot from the various tasks they perform on the job. Informal learning at work seems to be relevant for all age groups, although it drives more of the performance of younger workers. Informal learning is far more important for workers’ human capital development than formal training courses.