Responding to the demographic and skill shifts in the mobility workforce

Cronin, Brian; Alexander, Allison

doi:10.1016/b978-0-12-816088-6.00006-7

Cited by 2 publications

(1 citation statement)

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“…The transportation sector continues to experience intense pressure to develop its workforce due to rising demands from technology advances (Cronin and Alexander 2019) and calls for policy reform away from auto-dependency (Glaser, Krizek, and King 2020b). Skillsets are quickly evolving and transportation organizations are asked to find innovative ways to train staff that fit today's needs (Cronin and Alexander 2019). Planning for cycling, including design and policy, represents an emerging and growing practice for which learning is seen as crucial (Pucher and Buehler 2017).…”

Section: Acquiring and Transferring Cycling Knowledgementioning

confidence: 99%

Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference

Glaser

Brömmelstroet

2020

Applied Mobilities

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Conferences are theorized as crucial sites, not only for professional development, but also for policy learning. However, little empirical evidence has examined pathways for why and how learning is realized. Using a unique case approach, this paper unravels conference learning dimensions by combining literatures of policy transfer and policy mobilities with situated learning theory. Our case was a four-day international conference on cycling, taking place in the Netherlands, a country well-known for high rates of cycling and commonly sought for advice on cycling policy. Using a questionnaire with participants (n = 293) together with ethnographic fieldwork, we examine key attributes. Structure for fieldwork derived from situated learning theory, where learning is a social phenomenon embedded in sensory and spatial circumstances. Findings demonstrate that acquiring technical understanding (i.e. design specifications, sample policy language) was less prominent than the acquisition of social and experiential knowledge. Additionally, the bicycle acted as a sensorimotor transition instrument for spatial discovery, evoking emotion, and social connection. The conference represented an opportunity to convene both tacit and explicit knowledge, where an embodied experience (for example, riding a bicycle in the Netherlands) may also act as critical asset to professional development in this emerging practice. The paper adds to the debate about learning in transport policy practice by unfurling contextual mechanisms and engaging with practitioners in "their world"-an ordinary practice of attending a conference in a unique location.

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Section: Acquiring and Transferring Cycling Knowledgementioning

confidence: 99%

Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference

Glaser

Brömmelstroet

2020

Applied Mobilities

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Framework for the Development of a Diverse Transportation Workforce in the Southeast Region

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Mohebbi,

Steiner

et al. 2024

Transportation Research Record: Journal of the Transportation R

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This project addresses the contemporary challenges faced by the transportation workforce, influenced by demographic shifts, labor market fluctuations, and the growing demand for interdisciplinary skills. Using a case study of the southeastern United States, five main objectives guided the project: a) synthesizing the current state of workforce development practices, b) identifying key challenges in the transportation workforce, c) defining the term “workforce development” within this context, d) exploring potential roles of University Transportation Centers (UTCs) in tackling these challenges, and e) offering actionable recommendations for enhancing transportation workforce development. The research used findings from a literature review, stakeholder meetings, a survey of transportation professionals, and personal interviews with selected experts. The findings were integrated to derive conclusive results instead of independently interpreting each dataset. The study revealed that workforce development hinges on stakeholders, recruitment strategies, educational aspects, and diversity initiatives. The most pressing challenges involved changing labor market trends, demographic shifts, and the necessity for interdisciplinary skills. Workforce development was conceptualized as strategic measures for recruiting, retaining, educating, and training the present and future transportation labor force to meet identified challenges and needs. The UTCs’ potential contributions were identified in facilitating recruitment, inspiring interest in transportation careers, and creating resources for continuous education and training. Key recommendations involve interdisciplinary educational initiatives, specialized training, and resource development to assess and enhance existing training strategies.

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Responding to the demographic and skill shifts in the mobility workforce

Cited by 2 publications

References 6 publications

Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference

Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference

Framework for the Development of a Diverse Transportation Workforce in the Southeast Region

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