Income Of Graduates Research Articles

To leave or not to leave? Expectations, factors, and trajectories of academic careers in the light of doctoral programme reforms

ABSTRACT This paper investigates the various career path types and impact factors that influence the career trajectory of PhD graduates, with a view to understanding how they pursue their careers inside and/or outside the academic sector after graduation. Based on data from the Austrian graduate tracking system ATRACK (N = 24,610), seven distinct career types were created. The first three of these career types target a consistent stay within the higher education (HE) sector, a consistent stay within the research and development (R&D) sector, or a consistent stay within the research sector (either HE or R&D). Our findings indicate that approximately one-third of PhDs remain within the Austrian research sector, while another third consistently pursue careers outside of it. On the one hand, the income of graduates 36 and 120 months after graduation indicates that earnings outside the higher education (HE) sector are significantly higher. On the other hand, the gender pay gap is also more evident outside the HE sector. In light of these findings, it becomes pertinent to question whether the prevailing academic career orientation in PhD programmes remains an accurate reflection of the professional requirements of the labour market, and whether it should be further adapted to ensure a diverse range of employment opportunities within and beyond academia.

Linguist is as linguist does: A comparative study on the employment and income of graduates from linguistics programs in Canada

Abstract: This study attempts to answer a perennial question asked of and by every student of linguistics: ‘What can you do with this degree?’. We address the question through an in-depth analysis of administrative and tax data from Statistics Canada (2009–2018). Specifically, this article (i) maps out educational and employment pathways of linguistics graduates in Canada, (ii) compares their earnings to graduates from other ‘competitor’ programs that future linguists consider as viable alternatives, and (iii) verifies the range of careers advertised by linguistics departments against the reality of the industries in which graduates from those departments are employed. These findings enable us to draw conclusions about the optimal and suboptimal educational and career pathways that involve a linguistics degree. Linguistics graduates tend to earn less than their peers in comparable programs, unless they pursue a lengthy educational path. The findings also point to a partial mismatch between potential careers advertised by Canadian linguistics departments and actual areas of employment after graduating with a linguistics degree. We provide suggestions for linguistics departments on how best to align the policies and practices of these programs with the ground truth of the labor market.

Linguist is as linguist does: A comparative study on the employment and income of graduates from linguistics programs in Canada: Supplemental material

Linguist is as linguist does: A comparative study on the employment and income of graduates from linguistics programs in Canada: Supplemental material

Graduate income and profession linkage: Tracer study of public relations graduates

Background: Higher educational institutions must prepare graduates for careers by monitoring their performance. They must also evaluate academic relevancy to practical needs. The PR program at Universitas Padjadjaran strives to deliver the best education and monitor graduates’ performance. Purpose: This paper aims to study how graduates’ first income is associated with GPA, study duration, and job wait time. This study also linked public relations education with graduates’ current position in their work based on their self-assessment. Methods: Using tracer study data from the Career and Development Centre of Universitas Padjadjaran, exploratory data analysis was done to examine the characteristics of graduates based on the observed variables. The bivariate analysis investigated the association between income, GPA, study duration, and job wait time. Conclusion: Findings of this study show no statistical evidence of the relationship between first salary, GPA, and duration of the study. Exploratory data analysis shows that PR program graduates perform well when comparing the average income of undergraduates on a national level. Graduates’ self-assessment of study relevancy indicated that most graduates possess the relevant educational background and appropriate level of education for their current occupational position. As the statistical testing for this study was conducted post hoc, careful considerations need to be taken when taking the results at face value, considering potential flaws in the sampling frame and the power of the tests. Implications: The findings in this study would serve as a platform for future references on graduates or tracer study, more specifically public relations graduates, as it provides a starting point for measuring graduates’ performances. As the database provides more data with more graduates in future years, an updated finding of this particular study would be very important to measure how well graduates fare post-graduation.

2. Graduate Income Inequalities: A Qualified Desert Responsibility Analysis

Abstract This article proposes a ‘qualified desert responsibility’ framework to analyse social class-based differentials in graduate incomes in the UK. I posit that unequal outcomes can only be justified on desert grounds by virtue of actions or qualities for which individuals may reasonably be held responsible. I then review a range of sociological studies of graduate employment from which I conclude that disparities between middle-class and working-class graduates cannot be justified by reference to a desert principle because they are the product of an unequally structured labour market for which individuals cannot reasonably be held responsible. In the discussion, I develop this argument by drawing upon Fishkin’s theory of ‘opportunity pluralism’. I conclude with a brief account of sociological investigations of intra-class graduate employment experiences. Here, I suggest that unequal outcomes can be justified by reference to the desert principle where there is evidence that the responsibility condition has been met.

Early Careers of Graduates from Private and Public Universities in Germany: A Comparison of Income Differences Regarding the First Employment

Research estimating the outcomes of higher education in Germany has widely ignored the private educational sector. This study focuses on labour market returns in terms of the income of graduates from private higher education institutions in Germany. Using data from the National Education Panel Study (NEPS) the results of the Bayesian regression analysis indicate a moderate wage premium for private students compared to students who are enrolled in public higher education institutions regarding the first employment. Despite the predominant role of public universities in Germany, graduates of private higher education institutions receive similar advantages on the labour market as their counterparts in other countries, although private education in other countries is more prestigious.

Income and employment equity of graduates with and without disabilities.

Among Organisation for Economic Co-operation and Development [OECD] countries, Australians with disabilities are most at risk of experiencing poverty. Employment equity is essential for wellbeing, health and social inclusion. Reported differences in income level between people with and without disabilities vary widely between 0 to 47% depending on productivity assumptions. Contradictory to these assumptions, empirical research has demonstrated that people with disabilities often have equivalent skills, superior loyalty and lower absentee rates. To investigate if there is a significant difference in the annual remuneration, hours worked and age-related career trajectory of graduates with and without disabilities. Descriptive statistics and regression analysis were used to identify employment equity between graduates with and without disabilities in the 2011 Australian Census. Graduates with disabilities received a mean weekly income that was 53% of the income of graduates without disabilities and 85% of the mean hourly income. Female graduates with disabilities received the lowest mean income of all subgroups at 35% of the mean weekly income of male graduates without disabilitiesCONCLUSION:This corroborates previous research that reports people with disabilities have difficulty obtaining employment, experience insecure employment and have fewer career and promotional opportunities. The income gaps were significantly greater than gaps previously reported.

Evaluation of Employment Competitiveness of City-based and Application-oriented College Graduates and a Comparative Analysis of Their Differences—A Case Study of Beijing Union University

As a city-based and application-oriented college, Beijing Union University focuses on cultivating application-oriented talents to meet the needs of city development. In recent years, the number of college graduates has increased, the demand for talents has become increasingly high, and the employment situation for graduates has become increasingly grim. This paper takes the 2019 graduates of Beijing Union University as the objects of investigation, and conducts research on the employment competitiveness of graduates through questionnaires and interviews. It is found that in terms of environment adaptability and the concept of employment, there are significant differences among graduates from different registered permanent residences and habitual residences; Party members and females have significantly higher levels of professionalism and foreign language proficiency than those of non-Party members and males; and the family income of graduates from Beijing and who live in cities is relatively better. Based on the existing research results, some suggestions have been made for both individual college graduates and higher education institutions.

Analysis of State Investments into Human Capital in Slovak Republic

This article is focused on state or government investment into human capital and on investments into universities, which are supposed to lead to an increase in wages of individuals after fi nishing such education. That part of income of graduates which is exceeding incomes of people with completed high school education, i.e. income bonus is, on one hand, a motivational factor for individual to study at university and on the other hand it is an opportunity for the state to achieve higher tax incomes in absolute terms due to graduates with higher salaries. The main goal of this article is to analyse investments into the human capital from the point of view of the amount of investment and its profi tability, as well as from the point of view of the payback period for state investments in education. Quantitative analysis was provided by plugging in data into seven ratios/formulas. The data were from the Ministry of Education of the Slovak Republic. Results are addressing the issue of globalised education, where the fi erce competition will lead to changes that will inevitably require a change in investment schemes as well as a change in behaviour and attitude towards education as such. Paper strives for achieving an advantange that is to stimulate debate on human capital in its broad sense as described in the opening of the paper. The context of this humble research is framed by technology changes in global value chains that effect economy in its structure that is turning to be more dynamic then ever.

Evaluating and designing student loan systems: An overview of empirical approaches

To understand and design student loan systems, realistic earnings and/or income projections for current and future graduates are crucial. In this paper, Current Population Survey (CPS) data from the US is used to demonstrate empirical approaches that can be exploited to simulate lifetime income and earnings profiles for graduates which are needed to understand and design effective and sustainable student loan systems. The crucial element in getting this analysis correct is having reliable simulations of the whole distribution of future graduate earnings and income. Typically, in this literature, the repayment burdens (RBs) of student loans are calculated at different quantiles of the graduate income or earnings distribution. Often, unconditional quantile regression (UQR) is used to calculate age–earnings profiles for different quantiles of the income or earnings distribution. The paper shows that this approach has limitations when evaluating student loans and that simple raw quantile estimation by age with some age smoothing is preferable. This approach can also be used when income is censored and recorded in income bands as occurs with relevant data in some countries. The paper shows a simple way of incorporating dynamics utilizing these age–earnings profiles by quantile even when only very short panel data is available. This involves using copula functions. Having reliable dynamic estimates turns out to be important in assessing not only the taxpayer costs of designing an income-contingent loan (ICL) but also for correctly assessing the extent of loan repayment hardship for individuals.

Inefficient Signalling, Education Arms Race and Education Inflation in China

Since the higher education expansion and education marketization from 1998, China’s education inflation has become increasingly serious. And correspondingly, the income of graduates remains in a low level. This paper built a model and explained two important reasons. First, the quality of Chinese high education is relatively low, which means the signal effect of education will be less efficient. Second, every individual has an incentive to occupy higher status in the education hierarchy, which means there is a zero-sum education arms race game. I try to build a simple but powerful model in this essay to explain how thses two factors contribute to Chinese education inflation and how they intertwine with each other.

Desempenho acadêmico versus renda: análise comparativa realizada com egressos de um curso de administração

O objetivo desta pesquisa foi verificar se há correlação entre o desempenho acadêmico e a renda de alunos egressos de um curso de administração. O método utilizado foi o levantamento (survey) e a pesquisa de campo foi realizada na Faculdade de Ciências Sociais Aplicadas do Sul de Minas (FACESM), com todos os formados em Administração no período de 2007 a 2012. O número total de questionários enviados foi de 270, sendo que 75 egressos responderam a pesquisa. Os principais resultados indicam que, no âmbito desta amostra, não foi encontrada uma correlação direta entre o desempenho acadêmico e a renda dos egressos. Entretanto, foi possível verificar que a incidência de alunos com maior renda é mais elevada com os egressos que tiveram CR (coeficiente de rendimento) maiores. Conclui-se, no âmbito desta amostra, que apesar de não haver uma correlação direta entre CR e renda, os egressos que possuem os CR´s mais elevados têm maiores possibilidades de receber rendimentos mais elevados.

Impact of programs on competency, career, and income on management graduates

Purpose This paper aims to evaluate the impact of Federal University of Bahia’s Business Administration graduate programs on graduates’ competency, career and income development. Design/methodology/approach It is a descriptive study, for which a survey was applied and the data were analyzed using quantitative techniques (descriptive analysis, factorial analysis, t-test, Mann–Whitney test and regression analysis). Data collection was conducted through an electronic questionnaire sent to the graduates in the period between 1998 and 2012. Findings The results show that in general, the research participants perceive competency, career and income development after the course. At the same time, a comparison between the graduates of academic and professional axes (courses) was carried out, and in general, there is a certain similarity between perceptions. Originality/value This research contributes to the theoretical field on evaluation of graduates, both from a methodological point of view, because of conducted statistical analysis that is complementary to other methods used, and from a practical point of view, as it offers redesign and improvement elements to the program’s curricula and teaching-learning methodologies so that it can maximize competency development, career and income of graduates.

A study on the horizontal stratification of higher education in South Korea

This study analyzed university and college graduates’ income gap in South Korea to investigate factors influencing such disparities. Specifically, this study focused on types of higher education institutions and academic disciplines among the many factors affecting post-graduation income differences, using a hierarchical linear model. According to the analysis, there were differences in post-graduation income of graduates based on types of higher education institutions they attended. There was an especially large income gap between graduates from 4-year universities located in Seoul and other types of institutions. However, the coefficient size of income differences between graduates from 4-year regional universities and 2-year junior colleges either decreased, when SES variables were controlled for. This result implies that income gap between 4-year regional universities and the other types of institutions can be explained by the differences in students’ socioeconomic background. In addition, the effects of SES on graduates’ income varied in academic disciplines. Based on these results, it can be said that the horizontal stratification of higher education is affected by the combination of institutional types and academic disciplines in Korea.

The Variable Affordability of Law School -- How Geography and LSAT Profile Impact Tuition Costs

I have set forth here the PowerPoint slides I presented on January 5, 2015 at the AALS Conference session sponsored by the Section on Law School Administration and Finance. The presentation was entitled The Variable Affordability of Law School – How Geography and LSAT Impact Tuition Cost. (I am very grateful to my research assistant, Kate Jirik, and her husband, Sam, for awesome work on the spreadsheet that supported the data I presented.)The presentation begins with two slides summarizing data presented in my article Reflections on the Decreasing Affordability of Legal Education showing the extent to which average public school and private school tuition increased between 1985 and 2011 relative to law school graduate income. While many have observed that law school has become increasingly expensive over the last few decades, this "macro" discussion fails to highlight the extent to which differences in tuition exist at a “micro” level either based on geography or on LSAT score.Using 2012 tuition data, the first set of slides focuses on geographic differences – noting some states where legal education generally is very expensive, some states where legal education generally is very affordable and the balance of states in which tuition costs are in the middle or have a mix of affordable and expensive. Following those slides, there is a set of slides that describe the process I used to calculate net tuition costs after accounting for scholarships for all entering first-year students at the 195 fully accredited and ranked law schools in fall 2012 in an effort to allocate all students into a five-by-five grid with five LSAT categories (165, 160-164, 155-159, 150-154 and The concluding slide sets forth a couple of short observations about the data. There was a robust discussion with some great questions following the presentation of this data.

Nursing in universities: does it matter?

British Journal of Nursing, 2014, Vol 23, No 7 375 © 2 01 4 M A H ea lth ca re L td T his is my last column for ‘Education Matters’. It has been fun but I am now moving on from being the Dean of a large faculty, a multiprofessional provider of education for health and social care professionals, to be the Research Director of the Leadership Foundation in Higher Education. This means branching out and working across the entire higher education landscape, albeit with familiar issues. I am taking this opportunity to reflect on the position of the practice-based disciplines in higher education and, in particular, nursing. What have been the achievements and what are the future challenges? Nursing is a relative newcomer to universities. In the UK, Edinburgh University launched an integrated degree in nursing in 1965 and a handful of other Russell Group universities followed suit in the 1970s, e.g. Manchester, King’s and Southampton. But it was not until the 1990s, following the introduction of the purchaser–provider split and employer-led commissioning that the mass move of nurse education from the NHS to universities was achieved and it was only in 2013 that degree education became mandatory in England. Nursing in the UK has, therefore, had a short academic history, a less welldeveloped research tradition and, consequently, is said to lack visibility in the university setting (Meerabeau, 2005). The funding routes and commissioning for nurse and allied health training programmes are different to other university courses (paid for now by student fees repayable at a certain level of graduate income). Education for nursing, on the other hand, is determined by employer requirements and service need. In April 2013, commissioning responsibility was delegated by Health Education England to Local Education and Training Boards (LETBs). It is these employer-led bodies that determine student numbers and monitor performance outcomes such as recruitment, progression and employability. Therefore, the political context within which nursing, and the other practice disciplines, operates is different to mainstream university courses. While nursing is a ‘newbie’ in higher education, there are many things it does very well and often better than comparator degree programmes. Firstly, it delivers well on key Fiona Ross

Repayment burdens of student loans for Vietnamese higher education

Expansion of high education in Vietnam will be undermined without an effective student, loans policy to assist with tuition and living costs. We show the significance of this issue is by, constructing a hypothetical loans system and calculating repayment burdens (RBs) (the proportion of, a graduate's income required to repay the debt) for male and female in four different parts of Vietnam, and with respect to two levels of loans. Importantly, the exercises examine RBs across the whole, distribution of income using unconditional quantile techniques. We find that RBs involving loans for, tuition only are likely to lead to significant RBs for poor graduates, with much higher loans being, associated with critical financial difficulties for perhaps the majority of debtors. This will result in high, default rates and consumption difficulties for borrowers, implying strongly that a student loan system, with such high RBs is unlikely to be successful in Vietnam.

The Impact of Entrepreneurship Education: An Evaluation of the Berger Entrepreneurship Program at the University of Arizona, 1985-1999

The effect of the Berger Entrepreneurship Program at the University of Arizona from 1985 through 1988 is examined by comparing graduates of the school who participated in the program with a matched sample of non-entrepreneurship business graduates from the same school. Also evaluated are the effects of the program regarding technology transfer from the university to the private sector; the effect of the program on private donations to the business college; and the educational effect of the entrepreneurial curriculum on other disciplines of the college. Results indicate that entrepreneurship education fosters risk-taking and the creation of new business ventures; increases the likelihood of graduates being self-employed; causes a significant positive impact on the income of graduates; increases job satisfaction from increased income; contributes to the growth of businesses, especially small ones; promotes the transfer of technology from the university to the private sector; and promotes technology-based firms and products. A survey of 34 deans, department heads, and development officers at the university, reveals that educational innovations in the entrepreneurship program improve the curriculum of other business disciplines and the MBA program at the school.

Examination of New Graduate Income and Degree Obtained from Physician Assistant Programs, 1998-2006

Purpose: This study evaluated the relative value of a postbaccalaureate degree in physician assistant (PA) practice and the relationship between total income from primary clinical employer and degree for clinically practicing new PA graduates who were not self-employed or employed by a government. Income is defined as total income a PA expects to receive in the calendar year from his or her primary clinical employer and includes base pay and all other forms of direct monetary compensation. Income excludes the value of fringe benefits paid by the employer. Methods: A backward multiple regression analysis was conducted with total income from primary clinical employer as the dependent variable and over 150 independent variables. The level of statistical significance was set at p < 0.05. New graduate information was obtained from the American Academy of Physician Assistants' (AAPA) Annual Physician Assistant Census and Annual New PA Student Census databases from 1998 to the most currently released data of 2006. Results: The study authors could not reject the null hypothesis that there is no statistical difference between total income for PAs by degree obtained. Conclusions: Physician assistants do not experience an increase in total income with advancements in academic degree. Further studies are necessary to determine the relative value of obtaining advanced degrees in the profession.

Nueva metodología para un ranking de universidades chilenas

This article questions the traditional methodology used for the preparation of university rankings, and suggests the development of leagues for Chilean universities based on the income of their graduates and verifying its statistical validit. Accordingly, the concept of "ranking” is limited to that of category, e.g. first, second and third class universities. The results show the following conclusions: first, there are important differences in the income of graduates from the different universities; second, the ranking and magnitude of the average income differentials depend on the profession considered, reaffirming the need to prepare separate rankings for each profession; and, third, it is observed that there is a reward for reputation between traditional versus derived, and between old private universities versus new private universities (for those established in the Metropolitan Region and the 5th Region).