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The wage effect of job–education vertical mismatch (i.e. overeducation) has only recently been investigated in the case of Ph.D. holders. The existing contributions rely on ordinary least squares (OLS) estimates that allow measuring the average effect of being mismatched at the mean of the conditional wage distribution.

The authors implement a recentered influence function (RIF) to estimate the overeducation gap along the entire hourly wage distribution and compare Ph.D. holders who are overeducated with those who are not on a specific sample of Ph.D. holders in different fields of study and European Research Council (ERC) categories. Moreover, the authors compare the overeducation gap between graduates working in the academic and non-academic sector.

The results reveal that overeducation hits the wages of those Ph.D. holders who are employed in the academic sector and in non-research and development (R&D) jobs outside of the academic sector, while no penalty exists among those who carry out R&D activities outside the academia. The size of the penalty is higher among those who are in the mid-top of the wage distribution and hold a Social Science and Humanities specialization.

Two policies could reduce the probability of overeducation: (a) a reallocation of Ph.D. grants from low to high demand fields of study and (b) the diffusion of industrial over academic Ph.Ds.

This paper observes the heterogeneity of the overeducation penalty along the wage distribution and according to Ph.D. holders' study field and sector of employment (academic/non-academic).

Making citizens able to monitor and evaluate public spending activities is a fundamental issue in public financial management literature. The purpose of this paper is to analyze whether fiscal transparency, measured by the Open Budget Index, has an effect on public spending performance, measured by the World Economic Forum’s Global Competitiveness Report data.

Research methods rely on random-effects panel regression models on a country-level panel data set of 82 world countries observed in the 2008–2015 time interval.

Results show that the potential positive effects of fiscal transparency are mediated by the level of democracy of the country. In detail, in democratic countries, a higher degree of disclosure of fiscal information is correlated with a higher efficiency of government spending while, in non-democratic countries, fiscal transparency does not seem to provide any effect.

The results suggest that fiscal transparency can be a powerful device where politicians can be held accountable for their actions, while it could fail to provide positive results where a strong and effective vertical accountability is missing.

The novelty of the paper is twofold. First, it provides new additional evidence about the positive effect that fiscal transparency has on public spending efficiency by advancing previous research on this topic (Porumbescu, 2017; Montes et al., 2019). Second, the paper investigates conceptually and empirically how the positive effect on public spending efficiency determined by fiscal transparency depends on the degree of democracy present in the institutional environment in which fiscal information disclosure is implemented.

This paper contributes to the literature on overeducation by empirically investigating the wage penalty of job–education mismatch among PhD holders who completed their studies in Italy; a country where the number of new doctoral recipients has dramatically increased over recent years while personnel employed in R&D activities is still below the European average. We use cross-sectional micro-data collected in 2009 and rely on different definitions of education–job mismatch such as, overeducation, overskilling, and dissatisfaction with the use of skills. We find that overeducation and skills dissatisfaction are associated with significantly lower wages but there is no wage penalty from overskilling. Furthermore, those who simultaneously report overeducation and skills dissatisfaction experience a particularly high wage penalty.

This chapter focuses on the impact of national economic conditions and voters’ attitudes on the positioning of European national political parties with regard to the European Union (EU). We provide an empirical analysis based on data gathered through the Chapel Hill Expert Survey (CHES) covering parties from 14 European countries observed over the 1999–2010 time span. We perform a regression analysis where the dependent variable measures the position of political parties vis-à-vis EU integration and explanatory variables include a number of measures of national economic conditions, features of the national political and institutional framework and voters’ Euroscepticism. Fixed effect, ordered logit and fractional logit estimates provide the following main results. Compared with other parties, non-mainstream political parties and those acting in established economies are more prone to mirror citizens’ Eurosceptic sentiments. National economic conditions such as inflation as well as gross domestic product (GDP) growth affect mainstream party support for the EU. Smaller and ideologically extreme parties are, on average, less supportive of European integration.

The purpose of this paper is to empirically analyze individual level determinants of Italian secondary school graduates’ educational choices.

The authors rely on data provided by a large survey carried out by the Italian National Institute of Statistics. While previous contributions specifically focus on individual determinants of university enrollment, the authors model graduates’ choice as emerging from a comparison of three alternative options: stop studying in order to enter the job market, continue studying at University and attend a post-secondary professional course. Therefore the multinomial logit estimates enable to define the profiles of high school graduates making different post-secondary educational choices.

On the one hand, the authors find that having a good family background, with highly educated parents who hold prestigious professional positions, is associated to a preference for enrollment at university rather than stopping studying. This correlation is both direct and through the choice of academic-oriented secondary school track. On the other hand, the choice of attending professional courses rather than stopping studying seems to arise mainly from the type of secondary school track attended even if some family background characteristics influence the probability of stop studying instead of attending a professional course. Overall the results show that family background significantly affects post-secondary educational choices.

This paper is different from previous contributions because – more realistically – considers the Italian secondary school graduates as having three alternative options available: put themselves on the job market, continue studying at university or enroll on professional course.

The purpose of this paper is to provide an empirical examination of factors associated with over-education among PhD graduates in Italy.

The investigation is based on recently released data collected by the Italian National Institute of Statistics by means of interviews with a large sample of PhD recipients, carried out a few years after they obtained their PhD degree. The author measured the mismatch between the current job and previous PhD studies using two direct subjective evaluations of over-education, which distinguish between the usefulness of the PhD title to get the current job position and to perform the current work activities. Even if the incidence of over-education varies according to the measurement applied, the author found that it is highly widespread among PhD recipients. The econometric analyses are aimed at identifying factors associated with over-education and are based on the standard probit model and the bivariate probit model with sample selection which allows to control for self selection into employment.

The results show that over-education is significantly correlated with: first, a number of PhD-related variables, such as the scientific field of study, having attended courses or visiting periods abroad; second, some job-related characteristics, such as working in the academia or being mainly involved in research-related activities; third, the channel of access to the job; and fourth, residential location.

This paper contributes to the literature focusing on job-education mismatch by providing, to the best of the author’s knowledge, the first empirical analysis of over-education among PhD recipients in Italy; moreover, it provides some useful insights to evaluate the professional doctoral graduates in Italy.