CONCEPTUAL DEVELOPMENT OF HUMAN CAPITAL

The article is devoted to the analysis of the theoretical approaches of the theory of human capital and its definitions involving the coverage of concepts in historical retrospective. The relevance of the issue is due to a rather serious growth of the terminological field, which complicates the further theoretical conceptual development. Therefore, the aim of the article is to systematize existing approaches and basic concepts of human capital based on changes caused by interchangeable technological structures. The research methodology is based on the use of content analysis, historical and structural approaches. The research basis is classical studies of the theory of human capital as well as the work of Russian scientists over the past ten years. After the collection of scientific papers representing the conceptualization of theories of human capital was completed, selective work was analyzed (the selection was made by experts), which are of interest for systematizing and correlating the concepts of human capital with the theory of technological structures. Through content analysis, a multi-axis map of the «human capital» perception formed from the middle of the 20th century to the present moment was constructed. Such technological arguments were developed and described as «trends affecting the market and the nature of labor» and «education», as technological changes provoke sharp changes in the labor market and requirements for human capital. Moreover, the factors of its genesis and accumulation are changing. As a result, a systematization of human capital concepts was also proposed based on the criteria for interconnection with a change in technological patterns. This study can serve as the basis for further research on human capital in the context of technological and world economic structures. As an option to deepen this direction, we can offer an analysis of existing concepts of human capital based on the criteria for the relationship of its development with structural changes in the global economy.

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HUMAN CAPITAL IN THE EDUCATIONAL PROCESS

Вестник Костромского государственного университета им Н А Некрасова ◽

10.34216/2073-1426-2020-26-2-29-35 ◽

2020 ◽

pp. 29-35

Author(s):

Valeriy D. Lobashyov ◽

Aleksey A. Talykh

Keyword(s):

Human Capital ◽

Professional Education ◽

Spiritual Development ◽

Conceptual Development ◽

Educational Process ◽

State University ◽

Late 20Th Century ◽

Subsequent Formation ◽

Educational Processes ◽

Higher Professional Education

The appeal to the category of «human capital», its conceptual development becomes particularly topical in the late 20th century. The conditions and requirements of the digital economy, which are actively stated by society, significantly increase the requirements for training graduates of educational institutions at all levels. Special attention is paid to the system of higher professional education. Intensive development of a person’s productive abilities and subsequent formation of its readiness (within the limits of competences) is possible only with significant investment in specific (primarily educational) processes of activity. Thus, investments in education, upbringing, and the formation of a healthy physical body are included in the first phase of creating human capital. The article discusses some aspects of the formation of human capital in the learning process. Human capital as an integral procedural component of the educational process is characterised by the level of intellectual and spiritual development, innovative abilities of students. In the context of higher education, the most clearly considered elements are manifested through a network of innovation parks. What we describe in the article, is the pedagogic innovation Park functioning at Petrozavodsk State University in its activities is subject to the tasks of increasing the availability and quality of education at all levels that meet the requirements of advanced innovative development of the regional economy. The success of innopark’s practical activities is shown in the creation and testing of a large number of methods in the work of the University, which include blocks and elements of forming the human capital of each student.

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Place-based, Spatially Blind, or Both? Challenges in Estimating the Impacts of Modern Development Policies

International Regional Science Review ◽

10.1177/0160017615571587 ◽

2016 ◽

Vol 40 (1) ◽

pp. 12-37 ◽

Cited By ~ 15

Author(s):

Attila Varga

Keyword(s):

Human Capital ◽

Conceptual Development ◽

Impact Analysis ◽

The European Union ◽

Human Capital Development ◽

Policy Makers ◽

Modern Development ◽

Infrastructure Investments ◽

Capital Development ◽

The Impact

Two modern approaches to development policy have recently evolved and disputed with each other, namely, the space-neutral and the place-based approaches. Perhaps the most notable conceptual development common in these modern approaches is a strong awareness of the key role of geography in policies targeting aggregate economic growth. Thus, it became clear in the new policy thinking that the impact of countries’ structural policies largely depends not only on the specific instruments (e.g., human capital development, infrastructure investments, and small- and medium-sized enterprises support) but also on the concrete patterns in which these instruments are deployed geographically. It is suggested in this article that macroeconomic models that integrate geography could usefully help policy makers in their choice among different complex geography-instrument mixes. I survey the most important modeling challenges raised by the two modern economic development approaches. To illustrate how economic models can respond to these challenges, I briefly introduce the Geographic Macro and Regional (GMR)–Europe model. To complete the illustration with a practical example, an impact analysis of a space-neutral–place-based policy mix implemented in regions of the European Union (EU) is presented. It is found that promoting research excellence in leading agglomerations combined with human capital development in the rest of the regions in Europe could result in a sustained positive gross domestic product impact of EU Framework Programs at the aggregate EU level. Nevertheless, it is also important to emphasize that the aggregate impact masks marked regional differences.

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