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Using data from the U.S. Census in conjunction with data from the Current Population Survey (1980–2009), I find little support for the opt-out revolution – highly educated women, relative to their less-educated counterparts, are exiting the labor force to care for their families at higher rates today than in earlier time periods – if one focuses solely on the decision to work a positive number of hours irrespective of marital status or race. If one, however, focuses on both the decision to work a positive number of hours and the decision to adjust annual hours of work (conditional on working), I find some evidence of the opt-out revolution, particularly among white college educated married women in male-dominated occupations.

Purpose – We examine trends in religious attendance by educational group, with an emphasis on the “moderately educated”: individuals with a high school degree but not a four-year college degree.

Methodology – We conduct multivariate ordinary least-squares (OLS) regression models using data from the General Social Survey (from 1972 to 2010) and the National Survey of Family Growth (from 1982 to 2008).

Findings – We find that religious attendance among moderately educated whites has declined relative to attendance among college-educated whites. Economic characteristics, current and past family characteristics, and attitudes toward premarital sex, each explain part of this differential decline.

Implications – Religion is becoming increasingly deinstitutionalized among whites with moderate levels of education, which suggests further social marginalization of this group. Furthermore, trends in the labor force, American family life, and attitudes appear to have salient ramifications for organized religion. Sociologists of religion need to once again attend to social stratification in religious life.

Little is known about the effects of education on the practice of PR. This chapter aims at demonstrating the differences between economics-educated practitioners and communication-educated practitioners. Based on a quantitative survey among 790 practitioners working in non-profits in Austria, the research presented here sheds light on the influences of education on thinking and acting by practitioners in communication practice. Although public relations are not a protected profession, education has become an on-going topic in public relations literature and practice. Furthermore, education for public relations increasingly takes place in various environments. Courses available range from one-day seminars at community colleges to PR-specific studies. Furthermore, public relations are not only a topic in communications-related studies, but also in economics and humanities. The results highlight the differences in practice in relation to the education.

The purpose of this qualitative study is to explore how highly educated women respond to career chance events in a Korean context where traditional cultural values and male-dominated organizational culture coexist.

The authors conducted 50 semi-structured interviews with highly educated women operationalized as women with doctoral degrees in and out of Korea. The authors used a collaborative research process with a team of ten Korean-born researchers who have built consensus on research themes through discussions on the collection and analysis of a large data set, thus reducing the researcher bias issue inherent in qualitative research.

In an analysis of the interview data collected, the authors report on three themes: before obtaining a doctoral degree, during and after their doctoral study and responses (coping strategies) to chance events in their careers. Highly educated women’s pursuing a doctoral degree was a way to maintain work–life balance in Korea where women are expected to take a primary caregiver role. After obtaining a doctoral degree, participants struggled with limited job opportunities in the male-dominated higher education. Women’s unplanned and unexpected chance events are intertwined with the male-dominated culture in Korea, and career interruptions as such a chance event, whether voluntary or involuntary, happened largely due to family reasons. In this context, highly educated women responded to chance events largely at individual and family levels and articulated the need for support at organizational and government levels.

The study findings confirm the literature that women’s careers are limited by traditional family roles in non-Western countries where strong patriarchal culture is prevalent. Particularly, women’s career interruptions surfaced as a critical chance event that either disrupts or delays their careers largely because of family issues. Future research is called for to identify both individual and contextual factors that influence women’s decisions on voluntary and involuntary career interruptions as their responses to chance events.

Based on highly educated women’s coping strategies largely at individual and family levels, we suggest national human resource development policies put in place not to lose out on the opportunity to develop highly educated women with doctoral degrees as a quality workforce for a nation’s sustainable economic growth. Additionally, organizations need to be aligned with the government policies and programs for the provision of developmental programs for women in the workplace, beginning with highly educated women’s career planning, while creating organizational culture to promote gender equality as a long-term goal.

The participants’ voluntary career breaks helped them care for their children, be involved in their children’s education, reflect on work–life balance after having long hours of work for many years and move forward with personal satisfaction. Voluntary career breaks can be understood as highly educated women’s unique way of responding to chance events.

This study aims to document the effect of educated workforce on the decision of small and medium enterprises (SMEs) to use external auditors to verify their financial statements.

This paper uses the probit regression models and the data from 141 developing countries to test the arguments presented in this paper. The data is provided by the World Bank’s Enterprise Surveys and is collected during the period between 2006 and 2020.

The paper shows that SMEs with inadequate access to educated workforce are more likely to use external auditors to verify their financial statements. The findings are robust to the comprehensive inclusion of relevant controls and to a number of sensitivity tests. The sensitivity tests include dividing samples based on SME’s size, country’s gross domestic product and country’s location. The results also remain qualitatively the same after correcting for potential endogeneity concerns. Furthermore, the paper shows that the relationship between access to educated workforce and the choice of external audit is moderated by several SME-specific characteristics, such as its size, ownership concentration, managerial experience and tax-related problems.

This is an initial attempt to highlight the role played by the quality of workforce on the choice of external audit among SMEs in an international context. Most of prior literature on this topic focuses on the publicly listed firms.

This paper aims to document the impact of inadequately educated workforce on the extent of financing obstacles experienced by firms.

The authors use the data provided by the World Bank's Enterprise Surveys to test our arguments. The data were collected during the period between 2008 and 2018 in 141 developing countries. A pooled ordered logit regression analysis is performed to arrive at the results.

The study’s results show that firms with inadequately educated workforce are more likely to experience financing obstacles than other firms. The authors argue that poor performance and lack of technical expertise required to access finance are some of the reasons behind greater financing obstacles experienced by these firms. The study’s results are robust across different geographic regions. The authors also show that firms with inadequately educated workforce are more likely to seek informal credit for financing their short-term (working capital) and long-term (capital expenditures) capital requirements.

Understanding the factors that affect the financing constraints faced by small and medium enterprises (SMEs) should be valuable to managers of SMEs and policy-makers. By removing these constraints, managers can improve their access to financing, and policy-makers can facilitate higher economic growth and better economic conditions.

Prior studies have largely been silent on the impact of inadequately educated workforce on the access to finance. This paper draws attention to this issue within the context of SMEs in an international setting. SMEs are the drivers of economic growth in any country. However, their contributions to economic growth cannot materialize without fulfilling their capital needs.

This paper focusses on how the educated and less-educated middle class react differently to income increases, against an intertwined literature backdrop of Engel's law, quality of life, aspirational and conspicuous consumption. The paper seeks to answer two main questions: Is there evidence of the middle class, particularly the educated, trying to emulate the upper class by shifting towards aspirational consumption? Is there any distinct expenditure behaviour amongst the middle class?

Combining the Malaysian 2016 Household Expenditure Survey (HES) and the 2016 Consumer Price Indices datasets, quantile estimations are applied on the merged dataset of 14,326 households.

There is evidence of the educated middle class emulating the upper class in terms of food share, home furnishing and starchy produce expenditure behaviour. The less-educated middle class exhibits a predilection for home furnishing expenditures when income increases, whilst the educated shows signs of dissociating themselves from such material acquisitions. The paper concludes that the middle class is collectively an aspirational class, but with diverging paths towards upward social mobility between the educated and less-educated households.

Aspirational consumption of the middle class has not been given detailed empirical treatment at the household micro-level in the literature, especially for upper-middle income countries like Malaysia. The paper starts off by detecting an anomaly in the Engel's food share coefficients, where the middle class sees unexpected larger declines in food share than those of the upper class. This is the paper's departure point from the literature.

The purpose of this study is to contribute to the discussion on how to increase lower educated workers' participation in training programs inside and outside the workplace through stimulating intentions with respect to training.

This article is based on data from the Study on Life Long Learning and Employment by TNO (Netherlands Organisation for Applied Scientific Research), a three‐wave longitudinal study among lower educated workers in three different companies in The Netherlands. Data from the baseline questionnaire on 213 workers who are not currently participating in training activities are used along with a multiple regression model to test whether subjective norms, perceived behavioral control, attitude/expected value, management support, coworker support, career orientation, job insecurity and prior participation in informal learning correlate with lower educated workers' intentions with respect to training.

This study shows that when stimulating lower educated workers' intentions with respect to training, one should focus on their attitude towards training participation, their subjective norms on training participation and their perceived behavioral control over participating in training. These aspects can be influenced through management support, coworker support and promoting career orientation. These factors contribute to the personal factors and thus, although indirectly, stimulate intentions with respect to training.

This article is the first to present clear ideas on ways to stimulate lower educated workers' intentions to participate in workplace learning activities and to develop interventions to strengthen their current and future labor market position. It also shows that in stimulating lower educated workers' intentions with respect to training the focus should be on individual, as well as organizational, or group factors.

Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning.

Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy.

Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences.

Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy.

To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise.

The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.

The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e. spillover effects from secondary-educated workers with dual vocational education and training (VET) to tertiary-educated workers with academic education. The authors argue that, due to structural differences in training methodology and content, secondary-educated workers with VET degrees have knowledge that tertiary academically educated workers do not have.

The authors use data from a large employer-employee data set: the Swiss Earnings Structure Survey. The authors estimate ordinary least squares and fixed effects panel-data models to identify such “reverse” spillover effects. Moreover, the authors consider the endogenous workforce composition.

The authors find that tertiary-educated workers have higher productivity when working together with secondary-educated workers with VET degrees. The instrumental variable estimations support this finding. The functional form of the reverse spillover effect is inverted-U-shaped. This means that at first the reverse spillover effect from an additional secondary-educated worker is positive but diminishing.

The results imply that firms need to combine different types of workers because their different kinds of knowledge produce spillover effects and thereby lead to overall higher productivity.

The traditional view of spillover effects assumes that tertiary-educated workers create spillover effects toward secondary-educated workers. However, the authors show that workers who differ in their type of education (academic vs vocational) may also create reverse spillover effects.