Fractures in the education–economy relationship: the end of the skill bias technological change research programme?
批判性分析了技能偏向型技术变革理论在解释教育-经济关系时的不足，指出其无法解释关键数据模式，并提出了更广泛的政治经济学替代视角。
This paper undertakes a critical theoretical and empirical analysis of the traditional approach to analysing the education–economy relationship: skill bias technological change theory. It argues that while leading skill bias theorists have sought to address some of the anomalies that the theory confronts, there remain key data patterns that the theory cannot address. We suggest an alternative account that takes a broader political economy perspective.