Earnings Of Graduates Research Articles

The Effects of Field-of-Education Job Mismatch on the Current Earnings of the Recent Graduates of the University of Gambia

Access to decent and well-paid jobs is increasingly challenging for many college graduates. As a result, these graduates often turn to "nonstandard" employment, which is typically outside their field of study. This study examined the impact of field-of-education-job mismatch on the current earnings of recent graduates from the University of the Gambia. It specifically investigated how working in mismatched jobs has affected their earnings. The research focuses on the 2016-2019 cohort of graduates from the School of Arts, Sciences, and Humanities at the University of the Gambia. An explanatory sequential mixed-method design was used to examine the effects of field-of-education-job mismatch on these graduates. The quantitative phase consisted of three hundred (n=300) graduates who were selected through the use of simple random selection techniques, while the qualitative phase consisted of twenty (n=20) cases who were purposively selected from the quantitative phase based on the severity of the mismatch. The Chi-square analysis and multivariate linear regression analysis were used to ascertain the effects of field-of-education-job mismatch on the current earnings of the graduates. The results obtained from the quantitative phase revealed that the self-evaluation of participants who are currently working showed that more than half (56.4%) of the participants indicated that their field-of-study did not at all match with their current job. Only 13.3% indicated that their field of study perfectly matched their current job. The analysis showed one variable significantly related to current earnings (income) at p<0.05. However, two more variables (females and Ph.D. graduates) showed a significant relationship with current earnings among graduates at p<0.1.

Lecturers in higher education – The Hungarian case

AbstractThis study examines the characteristics and employment patterns of Hungarian higher education lecturers. It briefly outlines the development of Hungarian higher education after the change of the socialist regime (post-1990) and describes the force field in which lecturers work. It then presents some of the lecturers' characteristics (age, gender, ratio) in an international comparison and studies the rules governing their appointment and employment under the Hungarian Higher Education Act. The paper investigates the structure of university teaching staff by their function and evolution. It also analyses the lifetime earnings of doctoral graduates in the Hungarian context, including the rise in the number of doctoral students. Finally, the authors look at a critical piece of instructive research that surveys the situation of young Hungarian teachers and researchers in higher education.

College Selectivity, Choice of Major, and Post-College Earnings

<p style="text-align:justify"><span style="font-family:Times New Roman,Times,serif"><span style="font-size:16px"><span dir="ltr" lang="EN-US"><span style="color:black">College choice and choice of major are the most important decisions for future earnings. It is still unclear, however, what makes a greater difference—college or major—or whether a choice of college matters more for some majors, but not the others. Using cross-classified models and College Scorecard data, I show that a discipline is more consequential for future earnings than a college. The effect of STEM is substantial but is less pronounced at institutions with higher overall median earnings. The effect of college selectivity on earnings is more pronounced for non-STEM disciplines. Institutional characteristics—such as tuition, shares of graduates receiving different forms of financial aid, institutional size and location, and type of college—correlate with earnings of graduates. Racial and gender composition of an educational program correlate with expected earnings of its graduates even after control for other institutional and disciplinary characteristics. Models presented here provide a better understanding of the effect of college and major choices on future earnings.</span></span></span></span></p>

Heterogeneity, selection, and the policy effect of educational expansion on college graduate earnings in China, 1981–2015

This article examines the impact of social origin on the returns to college education in the context of China’s higher education expansion since 1999. Utilizing a double-treatment setting, a marginal treatment effect framework is adopted to estimate the causal effect of college education on earnings, while a difference-in-differences methodology identifies the policy effect of educational expansion on the college premium. Analysis of data from a series of nationally representative Chinese surveys reveals that the “true” college earnings premium is rather small for the post-expansion cohort, and that much of the observed earnings gap between college and high school graduates after the expansion is due to returns to unobserved abilities. Further analysis shows that the college earnings premium after the expansion declines more for rural-origin children with schooling probabilities in the top percentiles than for their urban counterparts.

Removing Barriers to Entry in Medicine: Evidence from Pakistan

Abstract In 1992, Pakistan equalized admissions criteria for women and men applying to medical schools, causing a rapid increase in the female share of medical graduates. Using birth cohort variation, I find that equalizing admissions criteria increased employment among female doctors by 21 percentage points and among doctors overall by 9 percentage points, even though female doctors are less likely to be employed than male doctors. Earnings for male medical graduates increased as lower ability males were crowded out. The 1992 reform led to increased gender diversification in a wide range of medical specialties, but it also concentrated doctors in urban districts where women prefer to practice.

The impact of attending a more selective college on future income

There have been many debates regarding legacy preferences, recruited athletes, and affirmative action in the U.S. college admission system. These issues hinge upon the premise that being accepted into a more selective institution would result in higher future earnings for graduates. We hypothesized that graduating from a more selective college could increase a student’s future earnings by providing students with more learning resources, connections, and opportunities. If this is the case, then we expected there to be a significant positive correlation between college selectivity and future earnings even after accounting for selection bias, as more selective schools tend to admit students who already demonstrate characteristics correlated with future success. We used weighted linear regressions to determine if college selectivity is a significant indicator of future income based on institutional level data from students entering college in 2001. Before controlling for measurable student characteristics before enrollment, attending a more selective college appeared to have a significant positive effect on future income. However, when we adjusted for measurable student characteristics such as SAT scores, race, gender, major choice, and parental income, the selectivity of the college attended became statistically insignificant. Thus, attending a selective school may not have a significant effect on the median predicted income of students, meaning that programs influencing college admissions, like affirmative action, may not have significant effects of future incomes.

College Degree Majors and Associated Earnings: Are There Differences Between People with Visual Impairments and the General Population?

College graduates without visual impairments earn more than college graduates with visual impairments. Differences in degree majors obtained or differences in earnings associated with degree majors for the two groups might explain this discrepancy in earnings. The purpose of this study was to examine (a) differences in degree major categories and (b) relationships between degree majors and earnings for college graduates with and without visual impairments. We obtained data for college-educated, working-age adults from the American Community Survey. We utilized descriptive statistics to compare degree major categories by visual impairment and multiple regression to evaluate predictors of annual earnings for college graduates who worked full-time/full-year. Small differences in degree majors obtained were found between college graduates with and without visual impairments. Significant predictors of earnings included 23 out of 25 degree majors and several other demographic and socioeconomic characteristics. Effects of three majors and several other variables differed for people with visual impairments. People with visual impairments were slightly more likely to hold degrees with lower-paying majors and less likely to hold degrees with two higher-paying majors. Regardless of degree major, college graduates with visual impairments had substantially lower average earnings than the general population.

Interdisciplinary college curriculum and its labor market implications

This article sheds light on how to capture knowledge integration dynamics in college course content, improves and enriches the definition and measurement of interdisciplinarity, and expands the scope of research on the benefits of interdisciplinarity to postcollege outcomes. We distinguish between what higher education institutions claim regarding interdisciplinarity and what they appear to actually do. We focus on the core academic element of student experience-the courses they take, develop a text-based semantic measure of interdisciplinarity in college curriculum, and test its relationship to average earnings of graduates from different types of schools of higher education. We observe that greater exposure to interdisciplinarity-especially for science majors-is associated with increased earnings after college graduation.

Can role models help encourage young people to apply to (selective) universities? Evidence from a large-scale English field experiment

Under-participation in selective universities lowers social mobility in England, the United States and elsewhere. English universities have standardised tuition costs and strongly heterogeneous graduate earnings. Attending a selective university is therefore strongly incentivised, yet under-participation is extensive. The UK Government sent 11,104 `nudge´ letters to school students whose prior attainment made them competitive for entry into selective universities, urging them to consider that option. We evaluate this randomised controlled trial and find it effective at raising the number of students who apply to, and accept offers from, selective universities. We find the cost to be low relative to outcomes.

How Degree Major and Demographic Factors Influence Employment and Earnings for College Graduates With Visual Impairments

The purpose of this study was to investigate the predictors of employment and earnings for college graduates with visual impairments, with an emphasis on the impact of college degree major on these outcomes. We utilized American Community Survey data to conduct a multinomial logistic regression analysis predicting employment (full-time/full-year versus less than full-time/full-year and not working) and a multiple regression analysis predicting annual earnings. Our predictor variables included demographic factors previously related to employment outcomes plus 25 college degree majors. Degree majors explained little variance in employment and earnings, although several specific majors were associated with these outcomes. Five majors predicted both: Computer Science, Electrical Engineering, Nursing, Accounting, and Finance. Age, gender, race, receipt of Social Security benefits, additional disabilities, having an advanced degree, and class of worker (earnings model only) were stronger predictors of employment outcomes than degree major. Degree majors that had significant relationships with earnings and employment in our study generally coincide with those for the general population. Vocational rehabilitation counselors should inform their consumers with visual impairments who are pursuing a college degree of differences in earnings and employment rates based on degree major.

The impact of work placements on graduate earnings

ABSTRACT This study investigates whether the completion of an optional ‘sandwich’ work placement enhances graduate starting salaries. We use a variety of multivariate regression techniques to investigate this issue and find that the graduate starting salaries of students who took professional work placements were significantly higher by £1686 ($2105) compared to non-placement students. We make a methodological contribution to the literature by controlling for self-selection bias. That is, our analysis takes into consideration that certain students self-select in to work placements and that they would have had higher starting salaries regardless of whether choosing to take a work placement. Additional insights showed that placements may be detrimental in terms of alleviating class and gender pay inequality but may have helped to reduce ethnic pay inequality. Our results have important implications for graduate employability and its impact on wider society.

For what it’s worth: European Arts & humanities graduates’ employability and their engagement in society

How do European Arts and Humanities (A&H) graduates contribute to their economies and societies? This paper aims to answer this challenging research question by analysing data from the 2018 pilot Eurograduate survey of graduates. The article explores the monitoring of employment dynamics and considers the labour market outcomes of A&H graduates compared to other graduate groups. Our analysis enables an understanding of the utilisation of A&H graduates’ knowledge and skills in the current employment market (job-qualification match) and more specifically, their contribution to legal, social and cultural occupations. The dataset variables enable an exploration of the multiple contributions made by A&H graduates to other aspects of contemporary society. Specifically, we examine graduates’ volunteering activity during and after their degree, alongside other forms of civic engagement, including political and social action. The findings contribute to the broader debate on the value and impact of A&H degrees beyond measurements of graduate earnings.

Horizontal job-education mismatches and earnings of university graduates in Russia

ABSTRACT The study is devoted to the evaluation of the determinants of job-education mismatches and their impact on salaries of university graduates. We use a comprehensive and nationally representative survey of Russian university graduates. The study employs a self-evaluated measure of mismatch and a statistical variant for robustness and interpretation purposes. We find that one-third of the graduates in Russia are horizontally mismatched, and that the share of mismatched graduates in Russia is higher than the average in OECD countries. Graduates from fields that generate more general human capital, or where low pay is common, are more likely to be mismatched. On the contrary, graduates in Medicine, which is a more specialised field, are more likely to be matched. We find that mismatches negatively affect the earnings of university graduates and, the higher is the degree of mismatch, the higher is the penalty for the mismatch. The study depicts that mismatch is penalised in the majority of fields except for low-paid ones.

Does University Level the Playing Field? Impacts of Spatial Inequalities on the Gap in the Earnings of Similar Graduates: Evidence from the UK

Does University Level the Playing Field? Impacts of Spatial Inequalities on the Gap in the Earnings of Similar Graduates: Evidence from the UK

Matching in the Dark? Inequalities in Student to Degree Match

This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate enrollment qualifications, and graduate earnings. We find for both that disadvantaged students match to lower quality degrees across the entire distribution of achievement, in a setting with uniform fees and a generous financial aid system. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, driven by subject choice. These inequalities in match are largest among the most undermatched.

The State of the Humanities circa 2022

The State of the Humanities circa 2022

The Association of Education with Entrepreneurial Propensity and Entrepreneurial Income of Recent Canadian Graduates: A Tax Data Analysis

This work examines the association of post-secondary credentials and fields of study on the earnings of recent university graduates and their propensity to become entrepreneurs. To this end, we analyze an administrative database that links post-secondary records from public educational institutions in Canada with income tax records from the Canadian Revenue Agency. The findings of this analysis showed that entrepreneurs who hold a PhD tend to earn significantly more than those who do not, and that certain fields of study tend to be associated with higher incomes. However, the results also showed that the odds of entering entrepreneurship decrease as higher credential levels are achieved. Thus, this research further demonstrates the potential relationship between education and entrepreneurial success.

E-Learning and Economic Well-Being of Graduates: Applying the Human Capital Earning Function to Distance Education

The study aims to evaluate the effectiveness of e-learning in raising the income level of graduates. Based on a sample of the distance education program students in the Bachelor of Business Administration. The study applies the net present value, and regression model to estimate the Human Capital Earnings Function presented by Mincer (1974). The results showed that the NPV of the expected cost and earnings for graduates that the program will cause an improvement of the standard of living of graduates. Moreover, the regression results indicate that the most important factors affecting the expected wages are those objective factors such as experience and job stability, as they are superior to subjective factors such as marital status and age, the technical expertise comes between these two groups. The study recommends more use of modern technologies in the field of distance education, for all societies without restrictions of time or place, in order to achieve the spread of knowledge, to raise the efficiency and income of workers in the economy. Provide the opportunity for those who were unable to continue their university education, due to socioeconomic conditions.

A SIMPLE NONPARAMETRIC APPROACH FOR ESTIMATION AND INFERENCE OF CONDITIONAL QUANTILE FUNCTIONS

In this paper, we present a new nonparametric method for estimating a conditional quantile function and develop its weak convergence theory. The proposed estimator is computationally easy to implement and automatically ensures quantile monotonicity by construction. For inference, we propose to use a residual bootstrap method. Our Monte Carlo simulations show that this new estimator compares well with the check-function-based estimator in terms of estimation mean squared error. The bootstrap confidence bands yield adequate coverage probabilities. An empirical example uses a dataset of Canadian high school graduate earnings, illustrating the usefulness of the proposed method in applications.

Does college level the playing field? Socioeconomic gaps in the earnings of similar graduates: evidence from South Korea

The socioeconomic gap in participation at university is an enduring policy issue in South Korea, as in many other countries. However, less attention has been paid to the socioeconomic gap in the outcomes from tertiary education. This paper addresses this gap in the literature, using the Korean Education and Employment Panel (KEEP) data to investigate the extent to which the wages of Korean graduates who attended similar higher education institutions vary by socioeconomic background. The results show that a degree appears to largely level the playing field, in terms of earnings, between male graduates from poor and rich backgrounds. For females, by contrast, family background is still a strong predictor of earnings, even after allowing for institution attended and discipline of degree. Further, the wage premium for 2-year and 4-year college degrees also varies by family background. Four-year college degrees, contrary to popular belief, do not always attract a higher wage premium than 2-year college degrees, particularly for men from poorer family backgrounds.