Can e-learning improve job security? Evidence from 28 European countries

Abstract

Purpose The purpose of this paper is to prove that e-learning, in union with another variable, builds a statistically significant relationship for estimating improvements in employment security, i.e., transition to employment of the same or higher job security as the previous year. Design/methodology/approach Using data from Eurostat 2007-2013 in 28 European countries, and after carrying out analysis of 261 regression models between the e-learning variable, along with another variable related to working conditions, education, or e-skills levels of citizens. Findings This study provides evidence about: there is a statistically significant relationship (p-value<0.05) between employment security (dependent variable), e-learning and another variable (independent variables) in 60.7 percent of 28 European countries analyzed (p-value<0.05 for at least one of these two independent variables); and there is a statistically significant relationship (p-value<0.05) in 75 percent of 28 countries (p-value<0.1 for at least one of these two independent variables). Consequently, a set with the minimum number of useful indicators for calculating the employment security is proposed: e-learning, labor transition, tertiary education, temporary employees, e-job search and e-skills. Practical implications Moreover, several similarities between studied countries are found, helping to formulate various recommendations based on complementarities between being an employee and using lifelong e-learning systems as a way for improving employment security. Originality/value This is one of the first studies to provide evidence of the relationship between e-learning and job security in Europe, in view of this, it should be considered as a key element and essential to any European policy related to work.