The explosive increase in the number of postdocs in biomedical fields is puzzling for many science policymakers. We use our previously introduced parameter in this journal, the basic reproductive number in academia (R₀), to make sense of PhD population growth in biomedical fields. Our analysis shows how R₀ in biomedical fields has increased over time, and we estimate that there is approximately only one tenure‐track position in the US for every 6.3 PhD graduates, which means that the rest need to get jobs outside academia or stay in lower‐paid temporary positions. We elaborate on the structural reasons and systemic flaws of science workforce development by discussing feedback loops, especially vicious cycles, which contribute to over‐production of PhDs. We argue that the current system is unstable but with no easy solution. A way to mitigate the effects of strong reinforcing loops is full disclosure of the risks of getting PhD. © 2014 The Authors. Systems Research and Behavioral Science published by John Wiley & Sons Ltd.

The main purpose of this study was to explore how low-skilled worker’s learning activity influences skill improvement. Using a unique 2007 Human Capital Corporate Panel data-set from the South Korean manufacturing industry, we operationalize skill improvement over time among low-skilled workers. A worker is classified as ‘low skilled’ if he or she has a low education level and poor technical skills. Regression models show that low-skilled workers’ informal learning positively influences their skill improvement. In contrast, we note that supervisors negatively influence skill improvement of low-skilled workers when measuring the change in technical skill proficiency. Quality circle programmes also have a positive influence on skill improvement. In conclusion, skills can be improved through planned interventions that increase collaboration on the job. The results from this study help to highlight the importance of designing learning interventions for low-skilled workers that take account of their underlying education and skills.

This study uses data from a series of comparative case studies to analyse the interorganizational networks of business associations providing workforce development services in the United States. Three aspects of the networks were of particular interest, including (a) the form the partnerships took, (b) the trade-off to involving educational or community vs. business partners in providing workforce development services and (c) the strengths of associations in brokering services to adults or youth. The findings demonstrate that business associations work in intermediary networks or provide their services directly. The conclusions suggest that human resource development professionals should work more actively with local business associations to recruit, train and provide supports for workers in US firms.

Using data from Thailand's National Labor Force Survey, this paper provides estimates of the proportion of men and women who complete a vocational-technical education at the secondary or post-secondary level and obtain employment in a related field. The results show that completing a vocational education and working in a related occupation offers a benefit to women but not to men, after controlling for the interaction between years of work experience and matched occupations. These findings must be clarified with data that allow for narrower occupational matching. Nevertheless, the research offers some confirmation of the importance of vocational-technical schooling in national workforce development strategies.