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Purpose – I analyze how laypersons and professionals navigate challenges to the legitimacy of Attention Deficit/Hyperactivity Disorder (AD/HD). The disorder is modeled as a cultural object manifested in the discursive practices of multiple actors forming a knowledge coalition of professionals, laypersons, governmental, and corporate actors. Coalition members faced challenges to the disorder derived from popular skepticism and from professional's contradictory knowledge claims and diagnostic practices.

Methods – I observed these processes in a two-year, ethnographic case study supplemented with a two-stage, open-ended interview with core members of an AD/HD informational and support group.

Findings – Parents and coalitional professionals managed these challenges differently depending on the status of the source (professional vs. nonprofessional) and the alignment (within the coalition vs. nonaligned) of the challenge. Nonprofessional skeptics were easily countered as ignorant moralists who lacked objective knowledge of the disorder – a tactic termed credentialism. The contradictory diagnoses and treatments of professionals were managed as instances of mal-diagnosis – a construct employed by both professionals aligned with the diagnosis and laypersons associated with the disorder. Finally, while parents actively sought a diagnosis as an objective valorization of their status, they remained skeptical of AD/HD; however, in achieving diagnosis they also worried that the methods used to establish a diagnosis were possibly unreliable.

Originality/value – This study contributes to the emergent sociology of diagnosis by describing the techniques used by laypersons and some professionals in maintaining a contentious diagnosis.

This paper uses data from the Cedefop European Skills and Jobs survey (ESJS) (Cedefop, 2014, ESJS microdata are Cedefop copyright and are reproduced with the permission of Cedefop. Further information is available at Cedefop, 2015), a new international dataset on skill mismatch of adult workers in 28 EU countries, to decompose the wage penalty of overeducated workers. The ESJ survey allows for integration of a rich set of variables in the estimation of the effect of overeducation on earnings, such as individuals’ job search motives and the skill needs of their jobs. Oaxaca decomposition techniques are employed to uncover the extent to which the earnings penalties of overeducated workers can be attributed to either (i) individual human capital attributes, (ii) job characteristics, (iii) information asymmetries, (iv) compensating job attributes, or (iv) assignment to jobs with different skill needs. Differences in human capital and job-skill requirements are important factors in explaining the wage premium. It is found that asymmetry of information accounts for a significant part of the overeducation wage penalty of tertiary education graduates, whereas job characteristics and the low skill content of their jobs can explain most of the wage gap for medium-qualified employees. Little evidence is found in favor of equilibrium theories of compensating wage differentials and career mobility. Accepting that much remains to be learned with regards to the drivers of overeducation, this paper provides evidence in support of the need for customized policy responses to tackle overeducation.

Purpose: This chapter aims to analyse the current literature on the supply and demand for skills in the UK labour market to identify key trends and themes around skill mismatch, identify gaps and areas for future research.

Method: Selected articles were analysed to identify key themes and trends in the existing literature.

Findings: The overall finding is that the UK labour market suffers from various forms of widespread skill mismatch, but most particularly in the form of skill shortage. The areas with the most notable skill shortage highlighted in the literature include basic literacy, numeracy and digital; employability including leadership and management; STEM and health-related areas; teaching and training and a range of higher-level skills (including leadership and management, digital and creative, and industry-specific skills in STEM and health-related sectors, financial and business services, technology media and telecommunications, as well as teaching and training). Skill mismatch in the form of skill shortages in these areas is projected to worsen considerably by 2030, with some areas expected to suffer acute shortages by this time. Continued improvements to the education system will help to ensure the pipeline of future workers. However, changes to the education system are unlikely to impact on 80% of the future 2030 workforce who are already working and active in the UK labour market.

Originality/value of paper: The chapter provides a review of key literature in the field and aggregates key findings, so a wider picture of the extent and nature of the UK's skill mismatch challenge can be appreciated.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

The internationalisation of industries has spilled over to academia, whereby institutions of higher learning (IHL) increasingly compete in the graduate quality and applied graduate knowledge capabilities that they can offer. With increasing global competition for students, combined with the evolving need for lifelong learning in dynamic industries impacted by digital knowledge management, there is an opportunity for IHLs to be able to evolve to ensure their business models enable services and service delivery to cater to and help shape industry demands. This chapter will look at micro-credentialing (MC) and how the provision of MCs has changed along with the evolving IHL education environment. The demands of students, employers and ecosystem considerations will be addressed through a review of the current landscape, pathways to MC and how MC may be operationalised. The Bersteinian approach to pedagogic classification, which identifies the framework of knowledge as being communicable via three axes of singularism, regionalism and a wider generalist approach is referenced as a framework. The resultant recommendations that draw upon these foundations will conclude the chapter.

The article sets out to formulate a theory of the so-called New Middle Class (Neuer Mittelstand) which is drawn from the writings of the German sociologist Emil Lederer. To this end, prior to formulating this theory, the article briefly mentions contributions by other fellow German sociologists to this field of studies. Subsequently, Lederer's theory is being set in the context provided by contemporary formulations in stratification theory, such as those by Giddens, Parkin, Murphy, Goldthorpe, and Wright. The comparison has shown the presence of continuities, but also of fundamental differences, between such theoretical formulations. Based on Lederer's related work, an alternative theory of the Neuer Mittelstand, then is being put forward. This alternative theory, which has been reformulated as a set of mutually consistent statements, should not encounter the objections that may be raised against previous formulations. It concurs with Lederer's position in stressing the New Middle Class's expectations and requests of social honor as a status group and its inner heterogeneity as a cause of its social and political weakness. It adds, however, that the absence or scarcity of property of the means of production might carry more weight than insufficient social status for those Neuer Mittelstand members who aspire to social recognition and power.

The first set of introductory notes to the graduate study of the history of economic thought, and the reasons for their use, was published in Volume 22-B (2004). Subsequently, while distributing the first set in my graduate courses, I initiated a largely new, second set of introductory topics, using a new outline for presentation in each course of lectures on further introductory ontological, epistemological and hermeneutic topics that went beyond the materials in the first set. For several years, I lectured using in part an outline of my 1991 essay (cited below). That outline is reproduced here as Set II.1. The notes published below as Sets II.2 and II.3 are composites, as to content and sequence of topics, of subsequent successions of lectures. Whereas the set of notes published in Volume 22-B was distributed to students with only casual accompanying remarks, these served for me as the basis of lectures and were not distributed. No set of notes published here indicates the comments I made, from course to course, when distributing the first set of notes on the first day of class. One difference between II.1 and II.2–3 is the increasing attention to historiographic topics vis-à-vis discourse-analysis topics with the passage of time. The common elements are, first, the social construction of reality, in two senses: the literal creation of society and the interpretations given that creation; second, the distinctions between truth and belief system, and between truth and validity; third, the continuing relevance therefore of epistemology and ontology alongside the rhetoric of economics; fourth, the relations of epistemology and language to policy; and fifth, the importance of limits. During this period of time conflict had erupted between advocates of the rhetorical and epistemological approaches to the history of economic thought. I was teaching that both approaches to the meaningfulness of ideas were important.