Digital Competence Revolution and Human Resource Development in the United Kingdom and Switzerland
In today’s digitalised world, the number of routine/low-skilled jobs has been reduced with rising demand for digitally equipped graduates/employees. Technological advancements heavily impact the way people work while most recent socio-political and demogr
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ntroduction Drawing on digital competences’ theories (Prifti et al. 2017; Bilal et al. 2017; Ilomäki et al. 2016; Pan and Seow 2016; Hartmann and Hundertpfund 2015; European Union 2015), recruiting in the digital age looks for certain digital competences on behalf of graduates. However, digital competency moves beyond simply assimilating information (information literacy) to include critical, creative and adaptive thinking, cultural agility, ability to connect and co-operate with others, trans- disciplinary/learning ability and abstraction capability (Brown et al. E. Hubschmid-Vierheilig • M. Rohrer Zurich University of Applied Sciences, Zurich, Switzerland e-mail: [email protected]; [email protected] F. Mitsakis (*) Nottingham Business School, Nottingham Trent University, Nottingham, UK e-mail: [email protected] © The Author(s) 2020 M. Loon et al. (eds.), The Future of HRD, Volume I, https://doi.org/10.1007/978-3-030-52410-4_3
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2018; Erpenbeck 2012). Although most of these competences can be viewed as traditional skills setting up the foundation of digital competency, technological advancements and reinvention of work (e.g. remote work, virtual teams) suggest a more sophisticated explanation and use of them. It is also challenging to specify who requires digital competences to perform their work as these are increasingly demanded across all sectors and professions. Therefore, both from a national and from an organisational human resource development (HRD) perspective, HRD/National HRD (NHRD) should encompass change and development within their organisational and national agendas respectively to enhance knowledge in relation to human resource management and development, strategy and digital competency. Eventually, digital competence revolution becomes topical for the future economic success of most countries and businesses. Discussing such a contemporary topic through the lens of two different national contexts, namely of a country being within the European Union for many years and out of it in the coming years (the UK), and a second one not being a member at all (Switzerland) could offer a synchronic/synoptic view to shed light onto the future direction of the UK’s approach to competence development outside the EU’s borders. This chapter further aims to capture current HRD strategies and models, both at national and at educational levels, to inform and debate the future role of HRD in accelerating digitally dynamic workplaces.
3.2 Learning Outcomes The learning outcomes of this chapter have the following aims: 1. To understand and evaluate digital competences (e.g. definition, classification), as well as to demonstrate the necessity of digital competences on behalf of graduates, as a tool to support individual and organisational goals, innovation, change, job quality, productivity, competitiveness and sustainability. 2. To analyse and evaluate how digital competence revolution could drive the economic success of both countries and their businesses.
3 Digital Competence
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