Digital Fashion Competences: A

Longitudinal Study

Tekila Harley Nobile , Nadzeya Kalbaska , Rafael Almeida de Oliveira

, and Lorenzo Cantoni

Abstract The fashion field is undergoing a period of digital transformation, further

accelerated by the Covid19 pandemic. The evolution of digital fashion foresees a
change in the required skills and competences, which should be mastered by
employees of the sector. Moreover, the dynamicity of digital fashion also implies
the need to constantly update academic curricula, which should be able to form the
employees who will be entering the digital fashion job market.
The research objectives of this study are twofold. Firstly, research the skills and
competences needed in the current digital fashion market in order to identify whether
there are any salient differences from a similar study conducted in 2017 by Kalbaska
and Cantoni (Business models and ICT technologies for the fashion supply Chain.
IT4Fashion 2017. Lecture notes in electrical engineering. Cham: Springer, 2019).
Secondly, conduct such analysis during the Covid19 pandemic, a unique period for
the job market, which has experienced major cuts also in human resources, while at
the same time a dramatic increase of digital activities has been seen (e.g.,
eCommerce). To reach such goals, a study has been conducted on LinkedIn, a
professional social network, from May 19, 2020, to June 2, 2020, to identify the
number and the type of job listings, and the most required skills in the digital fashion
domain in the EU and Switzerland.

Keywords Digital fashion · Digital transformation · Skills and competences ·

Fashion curricula

T. H. Nobile (*) · N. Kalbaska · L. Cantoni

USI - Universitá della Svizzera italiana, Lugano, Switzerland
e-mail: [email protected]; [email protected]; [email protected]
R. A. de Oliveira
Universidade Federal de Minas Gerais or Federal University of Minas Gerais, Belo Horizonte,
Brazil
e-mail: [email protected]

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 17

T. Sádaba et al. (eds.), Fashion Communication,
https://doi.org/10.1007/978-3-030-81321-5_2
18 T. H. Nobile et al.

1 Introduction

The fashion industry is being impacted by technology advances. Digitalization is

transforming the whole industry, from the way in which products are being produced
to the communication between retailers and consumers and individuals’ shopping
habits [1]. Hence, digitalization implies the need to conduct further research on the
entire ecosystem of the fashion field [2–4].
Fashion should be about innovations and trends, yet fashion brands have not been
at the forefront of digital innovations, with the exception of few disruptive fashion
brands [4]. However, the Covid19 pandemic has strongly affected the fashion
industry and accelerated the digital transformation that companies have been reluc-
tant to embrace. Due to social distancing, digital channels have gained high impor-
tance, and fashion companies have had to drastically rethink their business, embrace
new channels, and respond to consumers’ changing habits by identifying alternative
solutions to the existing ways of operating [5].
To survive this crisis, companies will need to adapt quickly. The digital capabil-
ities will continue to impact individuals’ daily lives; hence companies are required to
strengthen their digital potential as when this crisis will be over, the fashion industry
will have to continue facing a time of changes. To face such complex time, fashion
companies must be ready to strategically redefine their business model across the
whole value chain. To do so, companies must have a workforce with the appropriate
skills and competences to embrace the digital transformation [6].
Additionally, recent studies are acknowledging the lack of integration between
students’ learning in higher education and the job market. To fill this gap and to form
the employees of the future, academic curricula that take into consideration the
evolving industry requirements are necessary [7, 8]. Graduates are entering an
extremely difficult and unpredictable job market. Moreover, due to the reduction
of internships and new/entry level jobs, the competition to find a job opportunity is
high. Therefore, equipping them with the relevant skills is crucial.
This study aims to gain a comprehensive overview of the skills and competences
needed in the current digital fashion environment and identify how the digital
fashion job market is changing through a longitudinal study. To do so, it continues
the study by Kalbaska and Cantoni [9], who researched the digital fashion domain in
2017. Details regarding the way in which the study was conducted are discussed in
the methodology section. The longitudinal approach is expected to provide insight-
ful conclusions on whether there are any changes from the year 2017 to the year
2020 in which this study has been carried out. Moreover, this study is executed
during a unique period, when the whole world is facing a pandemic, adding one
more reason of interest to it.
Digital Fashion Competences: A Longitudinal Study 19

2 Literature Review

Digitalization is having a big impact on the fashion industry. This process is altering
and advancing fashion business models and formats, the channels utilized to com-
municate with consumers, and the customer journey touchpoints [10]. Indeed,
fashion is shown to be a rich field, and its interplay with Information and Commu-
nication Technologies (ICTs) and digital media happens on different levels. Digita-
lization is impacting not only the design and production processes adopted by
fashion firms but also the way in which retailers communicate with consumers and
market their products. These changes are having an impact on the whole society,
including education.
The growing importance of digital fashion is also supported by scholars’ interest
in the digital fashion domain and an increased number of publications on digital
fashion from the 1950s till 2019 [1].
This study aims to contribute to the ongoing research in the context of fashion
transformation by discussing the impact of digitalization on the job skills and
competences required by the industry. Additionally, it addresses the importance of
identifying the relevance of skills and competences also for the development of
academic curricula.

2.1 Digitalization: Job Skills and Competences

The digital transformation of a business involves a deep transformation of its

activities, processes, and competences [11]. Adapting to the digital changes and
integrating a new technology within a business involve both possibilities and
challenges. To face such complexity, retailers need on one hand advanced IT
infrastructures to conduct their activities and to provide the services to consumers,
and on the other hand they must have employees with the appropriate skills and
competences to implement these innovations within the business [12, 13].
Skills are a specialized knowledge that enable the creation of products/services
and the manipulation of processes and people [11]. Due to digital advances, the
routine jobs are increasingly being performed by robots. Employees should focus on
developing those skills necessary for nonroutine jobs. The literature has identified
some generic skills, which are crucial for completing various tasks in the digital
context, including information, communication, collaboration, critical thinking,
creativity, and problem- solving skills [14]. Similar skills are also identified to be
relevant in the fashion field in the study by Kalbaska and Cantoni [9]. Indeed, the
communication skills are among the top skills also for fashion employees [9]. Com-
munication digital skills are defined by van Laar et al. [14: 94] as the ability “to
transmit information online and reflect upon the best way to present this information
to a particular audience” and they can be of various types. Fashion firms utilize
different types of digital media to interact with consumers. Hence, the communica-
tion skills of content sharing and creation are important. ICTs provide employees
20 T. H. Nobile et al.

with innovative solutions to do so creatively, which is essential in such a competitive

market [1–16]. Furthermore, the categories identified by van Laar et al. [14] of
problem-solving skills and critical-thinking skills, which involve the ability of
analyzing a problem and making informed decisions based on evidences, are also
crucial within the digital fashion domain, reflected in the data-related skills such as
web analytics and analytical skills identified by Kalbaska and Cantoni [9].
The rapid evolution of technologies implies that the skills and competences
across the whole supply chain should be constantly updated [12]. To date, however,
research has paid limited attention to the skills needed by employees in the digital
fashion environment [2]; hence, this research aims to address this gap.

2.2 Digitalization: Fashion Curricula

Research on the skills and competences in digital fashion is expected to be relevant

also for the development of academic curricula that take into consideration the
integration of fashion with ICTs [1–9, 13]. University programs sometimes are
criticized for being irrelevant for the market needs and not being able to prepare
students for the relevant job markets. Traditional teaching methods, which focus on
developing students’ academic skills, are definitely important; yet they do not
always fully prepare students for the job market [16].
Since the beginning of the twenty-first century, the integration of technologies
within learning has become object of study. Graduates need to be equipped with
relevant digital skills to enter the job market. Hence, an active use of technologies
within the educational journey, such as mobile applications, augmented reality, and
social media channels, can be crucial to prepare students to the complexities of the
job market [17]. For example, within the fashion field, the study by Son et al. [18]
has developed an interactive learning curriculum for the apparel design and merchan-
dising subject using social media channels. Some of the positive aspects derived from
the integration of such channels in the curriculum are higher understanding of the
topics, enhanced critical thinking, application of knowledge, and technology skills.
The Covid19 pandemic, which forced many classes to be conducted partially or
fully online due to social distancing regulations, stressed the importance of students’
curricula that are able to satisfy the evolving market needs. Curricula should be re-
evaluated to be relevant for students’ post-graduation [19]. Research on digital
fashion curricula is still limited to our knowledge, while it is one of the key research
topics and key emerging trends identified and presented in the Fashion Communi-
cation research Manifesto, developed during FACTUM 19 Conference [2]. More-
over, as mentioned above, the fashion industry is rapidly changing. Hence, this study
aims to address the lack of research in digital fashion curricula by providing an
analysis of the job roles and skills currently required in digital fashion and that
should be integrated in the fashion curricula.
The following section provides details regarding the methodology adopted in
order to collect the data.
Digital Fashion Competences: A Longitudinal Study 21

3 Methodology

For the purpose of this study, a longitudinal research was chosen. In this type of
research, data is collected from one or more variables of the same object of study for
two or more periods. Thus, it is possible to compare the results of the different
periods, identifying the main changes occurred and the possible causes [20].
Job postings related to the digital fashion market were collected on LinkedIn. The
social network serves as a worldwide job market with its 675 million members [21],
and no other social network for professionals has had the same impact [22]. Job
vacancies posted on LinkedIn receive more potential candidates than on networks
like Facebook or Twitter together [23], making it a worldwide known platform for
increasing employability [22]. The nature of LinkedIn makes it possible for
recruiters to identify potential talents and attract them to job openings. As a social
network, the access to a large number of professionals in real-time makes LinkedIn
widely used by companies and Human Resources professionals to increase the
quality of their selection processes [23, 24].
For data collection, an automated web scraping tool called WebHarvy was used.
The web scraping tool collects unstructured data available on websites, transforming
it into a structured and manageable database [25, 26]. Websites can be described as
content pages in digital format, composed of data such as texts, videos, and photos
[27]. Websites usually have similar templates to each other, disseminating informa-
tion similarly in the architecture of each page. Thus, the web scraping tool collects
the selected information from a specific page and replicates the process to the other
pages, creating an organized database [28].
The web scraping tool was used from 19.05.2020 to 02.06.2020. The steps for
conducting data collection and standardizing the analysis followed the methodology
described by Kalbaska and Cantoni [9]. For each job posting, the following data
were collected: job title, company name, location, publication date of the advertise-
ment, job description, and the industry the job belongs to. Posts from 29 countries
(European Union and Switzerland) in English were selected. Besides, the search was
limited to the following industries: Apparel and Fashion, Internet, Luxury Goods
and Jewellery, Marketing and Advertising, Retail, Textile, and Design.
The following keywords were used for the search of the postings: 3D, Augmented
Reality, CRM, Digital Communication, Digital Content, Digital Fashion, Digital
Marketing, Digital Media, Digital Transformation, eCommerce, eLearning, Fashion
IT, Forecasting, Influencer Marketing, Localization, Personalization, SEO/SEM,
Social Media, Trade Marketing, Usability, User Experience, Visual Merchandising,
and Web Analytics. From these filters, data from 10,116 job postings was collected.
In the data-cleaning phase, job postings that did not contain the word “fashion” in
the job title or in the job description were removed. Moreover, duplicate job postings
were eliminated. Subsequently, job postings with the word “fashion” only in the job
description were manually analyzed for relevancy.
22 T. H. Nobile et al.

Following the data-cleaning phase, the final database consisted of 1397 job
postings. Quantitative content analysis of job titles and job descriptions was
performed using WordSmith Tool 6.

4 Results and Discussion

The presentation and discussion of results is structured as follows: firstly, it discusses

the job positions which emerged in digital fashion, and then it analyzes the job titles
and descriptions to identify the relevant competences and skills. In order to identify
whether there are any evolutions in the digital fashion job market and the impact of
Covid19 on the market, the data is compared with the set of data of 2017 by
Kalbaska and Cantoni [9].

4.1 Job Positions in Digital Fashion

The number of job positions identified in this study is 1397 (Table 1), compared to
1427 in 2017. Despite the apparent small decrease in the number of listings in 2020,
it should be considered that the collection of the data set was conducted between the
end of May and beginning of June (19.05.2020 to 02.06.2020). A period when the
whole world was being affected by the Covid19 pandemic and most countries were
experiencing the first lockdown and its drastic consequences on the global economy.
Arguably, considering the market situation, the number of job listings identified in
2020 is high, and it symbolizes the growing importance of digital fashion within the
job market, suggesting that fashion companies were intensifying their online activ-
ities also encouraged by the social distancing requirements imposed by the
pandemic.
The hubs of digital fashion across the years remain the United Kingdom and
Germany. However, the number of countries in which job listings are identified
increased between the two studies, with job listing identified in 17 countries in 2017
and in 26 countries in 2020, showing that the relevance of digital fashion is
spreading across countries.

4.2 Job Titles and Skills in Job Descriptions

The most frequent combinations of keywords found in digital fashion job titles
(Table 2) were “marketing specialist” and “ecommerce specialist.” The first two
positions in 2017 were occupied respectively by “digital marketing” and “social
media,” whereas in 2020 “social media” slipped in sixth position and eCommerce
roles grew of importance. Consumers’ shift to online shopping for fashion products
Digital Fashion Competences: A Longitudinal Study 23

Table 1 Number of digital Countries Frequencies

fashion jobs available on
Austria 11
LinkedIn from May to
June 2020 Belgium 34
Bulgaria 1
Croatia 1
Czech Republic 2
Denmark 12
Estonia 1
Finland 10
France 44
Germany 203
Greece 5
Hungary 6
Ireland 17
Italy 86
Lithuania 6
Luxembourg 3
Netherlands 85
Poland 17
Portugal 67
Romania 5
Slovakia 2
Slovenia 1
Spain 44
Sweden 23
Switzerland 82
United Kingdom 629
Total 1397

is expected to continue growing, accelerated by the Covid19 pandemic which

anticipates consumers’ increase spending on online channels [29]. Arguably, when
referring to eCommerce, other skills might also be implied, as other channels such as
social media or voice search are also being adopted for eCommerce purposes beyond
traditional websites [30, 31].
The other sets of data analyzed provide an overview of the combinations of the
most frequent keywords in the digital fashion job descriptions (Table 3). Overall, the
keywords identified across the two studies appear to be very similar, with some
exceptions.
The most mentioned keyword combination is that of “luxury fashion.” This could
be as the luxury sector is unique for some aspects [32]; hence it requires particular
attention. On the other hand, in the study by Kalbaska and Cantoni [9], the most
mentioned skill is that of “social media.” Arguably, this result does not indicate a
reduction in the importance of social media skills but an increase in the number of
other skills required in digital fashion. Moreover, another possible explanation is that
24 T. H. Nobile et al.

Table 2 Top 20 fashion job Keywords combinations #

titles
Marketing specialist 48
Ecommerce specialist 47
Visual associate 44
Content writer 43
Product manager 41
Social media 40
Influencer marketing 38
Customer service 30
Store manager 28
Account manager 25
Business developer 20
Graphic designer 20
Service assistance 14
Visual merchandising 13
Operations associate 13
Campaign manager 13
Sales management 8
Fashion assistant 7
Media executive 7
Digital analyst 5

Table 3 Top 20 digital fash- Keywords combinations #

ion skills and competences in
Luxury fashion 737
job descriptions
Customer service/care 692
Communication skills 520
Written communication 494
Digital marketing 406
Team player 397
Verbal communication 377
Customer experience 338
Analytical skills/Google analytics 236
Time management 225
Visual merchandising 218
Problem-solving 216
Project management 177
Work independently 156
Fashion industry 149
Management skills 142
International team 125
Flexible working 119
Paid social 102
Fashion trends 99
Digital Fashion Competences: A Longitudinal Study 25

for fashion firms, social media skills are now considered an essential prerequisite and
therefore less relevant to highlight in job listings.
Extremely interesting is the importance of “customer service/care” skills in both
sets of data. According to the literature, the role of technology in providing services
is evolving as it enables to provide better services by facilitating the interaction
between employees and customers [33]. Moreover, consumers interact with multiple
channels and devices in their shopping activities; hence in the omnichannel retailing
experience, which “is geared towards serving customers when and how they want”
[15: 471], customer service skills are fundamental.
Soft skills are extremely important in fashion. Communication skills remain
among the top skills needed in fashion. Digital channels have enhanced communi-
cation abilities and the possibilities to connect, yet in a market characterized by
information overload, attracting consumers’ attention is a major challenge, to be
addressed with adequate knowledge and skills. Communication skills, both oral and
written, enable effective communication among employees and with customers.
Fashion firms are constantly searching for ways to connect to individuals’ emotions
and feelings through their communication activities. A growing trend is that of
providing personalized messages to individuals through different channels in order
to attract consumers’ attention and build a relationship with each individual
[3]. Hence, excellent communication skills that are able to reach individuals’
emotions are of crucial importance [33]. In the 2017 data set, other skills that are
connected to communication skills, such as the ability of creating marketing cam-
paigns, email marketing, and digital content creation emerged to be important.
Interestingly, such skills were not identified among the top skills in the 2020 data
set. However, traditional communication tools such as email marketing are still
widely adopted by fashion retailers [34]. Arguably, as previously mentioned, even
though the skills expected by digital fashion experts evolve with new technologies, it
should not be concluded that traditional skills lose their relevancy. Other soft skills,
such as being a team player, being part of an international team, and also being able
to work independently, solve problems, and manage time, are required.
In addition to soft skills, employees in fashion should also have analytical and
data skills. Arguably, it is because the traditional skills of the fashion industry are
being impacted by data skills. Analytical skills appear in both studies, implying that
the ability of understanding, analyzing, and interpreting data is an essential skill. As
consumer online shopping habits are expected to continue growing beyond the
pandemic, brands will have access to a large amount of data. Moreover, data is
impacting other skills, such as the ability of identifying fashion trends. In fact, data
can have many purposes within the fashion industry, as it enables to understand
consumer behavior, make predictions, and forecast trends [35]. Hence, firms need
employees able to both analyze and interpret the data in a way that can be utilized for
strategic decisions in such a dynamic environment.
Finally, skills specific to different emerging technologies, such as augmented
reality and 3D printing, do not emerge from the studies, although in the most recent
research they were inserted as keywords on LinkedIn. 3D design is an interesting
method to experiment with, and there is already the equipment at disposal to
26 T. H. Nobile et al.

implement it, yet it is still at its infancy in the fashion industry [5]. However,
“customer experience skills” appear to be relevant in digital fashion, and retailers
are relying on technological advancements such as 3D, VR, and AR to develop and
offer user experiences. Hence, skills relevant for new technological advances are
expected to become more important in the coming years.

5 Conclusion, Limitations, and Future Research

The digital fashion domain is evolving, gaining importance across countries. This
study addresses the suggestion by Kalbaska and Cantoni [9] of a longitudinal study
to capture the evolution of the field in terms of the skills and competences required
by employees. The number of job listings has substantially remained stable from
2017 to 2020, showing that it was not highly affected by the Covid19 pandemic.
Furthermore, it emerges that employees wishing to work in the field should have a
wide range of skills, from soft communication skills to operational skills. The results
of the studies also imply the need to develop updated fashion curricula that consider
the integration of fashion with ICTs to prepare students to the competitive and
dynamic fashion job market.
It will be interesting to continue researching how the fashion job market will
evolve, including the demand of digital fashion positions and the related skills. After
the Covid19 pandemic, the digital fashion market is expected to continue its growth;
hence further research will enable to capture its evolution in the years to come.
Moreover, further research could analyze existing curricula and consider how they
could be implemented to address the needs of the evolving field.
Limitations of the study should be addressed in future research. Firstly, the data
was collected on a single platform LinkedIn; hence future research could consider
also other platforms. Moreover, only the positions in English language were ana-
lyzed. This could provide bias results in the number of job listings in other countries.
Hence, future research could take into consideration job listings in other languages
and other countries.

Acknowledgments Part of this study was financed by the Coordenação de Aperfeiçoamento de

Pessoal de Nível Superior—Brasil (Capes)—Finance Code 001. We thank Martina Ronchetti for
the support in the data collection.

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