Search results

The purpose of this paper is to present the stylised facts of over-education among European graduates over time (1998–2013), paying special attention to the measurement issues.

The authors use two different sources, the Programme for the International Assessment of Adult Competencies 2012, and the European Union Labour Force Survey 1998–2013, with two different aims. The authors employ the first one to make a detailed analysis of the different forms of measuring over-education and its implications in terms of the result obtained. The analysis of the second one responds to studying the evolution and characteristics of over-education in Europe.

In the first place, the paper provides evidence of the high level of sensitivity of the level of measured over-education to the type of methodology used. Such difference is even higher when the authors focus on skills vs educational mismatch. The work also shows how with all their shortcomings, the measures of over-education used in the analysis point to the existence of convergence in over-education levels among the European countries of the sample (only interrupted by the crisis), in a context of reduction of over-education rates in many countries.

Researchers should be particularly careful when estimating over-education, because of the strong implications in terms of the so different results obtained when choosing between competing methods.

The analysis abounds in the implications of the use of different methodologies of estimating over-education in terms of both size and ranking among European countries. The production of long-run and updated estimates of over-education for a large sample of countries is done using a homogenous database and different estimation methods.

The purpose of this paper is to propose an efficient method for detection and modification of erroneous branch parameters in real time power system simulators. The aim of the proposed method is to minimize the sum of squared errors (SSE) due to mismatches between simulation results and corresponding field measurements. Assuming that the network configuration is known, a limited number of erroneous branch parameters will be detected and corrected in an optimization procedure.

Proposing a novel formulation that utilizes network voltages and last modified admittance matrix of the simulation model, suspected branch parameters are identified. These parameters are more likely to be responsible for large values of SSE. Utilizing a Gauss-Newton (GN) optimization method, detected parameters will be modified in order to minimize the value of SSE. Required sensitivities in optimization procedure will be calculated numerically by the real time simulator. In addition, by implementing an efficient orthogonalization method, the more effective parameter will be selected among a set of correlated parameters to avoid singularity problems.

Unlike state estimation-based methods, the proposed method does not need the mathematical functions of measurements to simulation model parameters. The method can enhance other parameter estimation methods that are based on state estimation. Simulation results demonstrate the high efficiency of the proposed optimization method.

Incorrect branch parameter detection and correction procedures are investigated in real time simulators.

The purpose of this paper is to find econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered. The analysis attempts to answer the question: do wage or job satisfaction really depends on educational mismatch?

The paper uses a panel data of 1690 early career Master graduates from Università della Svizzera italiana (USI), Switzerland. First, a wage equation with dummies representing educational mismatch and other control variables is estimated. On the other hand, a regression in which the dependent variable is the degree of self-assessed job satisfaction is run in order to identify the effect of mismatch on job satisfaction.

The analysis finds no robust econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered.

The estimates have been conducted on a specific sub-population, i.e. a limited sample of Master graduates from a single Swiss university in the years 2006–2016; it is then not straightforward that results can be generalised to the whole population.

The influence of educational mismatch on job satisfaction has been extensively studied in the previous literature; however, most of the existing studies are likely to report biased results due to unobserved heterogeneity and measurement error. The authors address these two serious econometric issues by proposing a new instrumental variable for a self-assessed mismatch, i.e. time spent in job search after graduation.

The purpose of this paper is twofold: first, it analyses the relationship between educational level, the school-to-work transition period for youth and positions which suffer from an education-job mismatch in Kyrgyzstan; and second, it investigates the effect of the education-job mismatch on the wages of youth in Kyrgyzstan.

The study uses the International Labor Organization 2013 data from the school-to-work transition survey for Kyrgyzstan. The Kaplan–Meier failure analysis is employed to demonstrate the relationship between school-to-work transition and mismatch status. To investigate the effect of an education-job mismatch on wages, a Mincer-type equation with OLS estimations is used. Along with this, taking into consideration potential unobserved heterogeneity issue, a propensity score matching method is applied.

The results indicate a large difference between those with tertiary education and those with non-tertiary education in terms of the probability of being employed with a wrong match. Young individuals without tertiary education are more likely to be employed with a right match. Analysis of the impact of overeducation on wages shows that the impact of overeducation depends on how it is measured. According to the objective approach, overeducated male individuals receive low wages compared to well matched, but estimation results based on the total sample of subjective approach indicate the positive effects of overeducation on wage.

This paper contributes to the existing literature on the school-to-work transition and overeducation by focusing on one of the transition economies, which has been largely neglected by the literature.

Recent studies have linked differences in aggregate productivity to misallocation of resources across firms. In contrast, the purpose of this paper is to study the macroeconomic performance of OECD economies from a production efficiency point of view and estimated the determinants of (in)efficiency with particular emphasis on misallocation of labor.

Following the pioneering work of Battese and Coelli, the authors proposed a parametric methodology to construct a world frontier that serves as a benchmark to compare the relative position of each country. The non-negative technical inefficiency effects are assumed to be a function of explanatory variables. By doing this, determinants of technical inefficiency are explicitly introduced in the model.

The results revealed that OECD countries to operate efficiently should expand their aggregate output by 22.6 percent without consuming more resources. A novel finding is that higher skill mismatch is associated with higher production inefficiency. Conversely, more flexible labor markets, and better management and human resource practices, lowered the inefficiency in production. The paper also analyzed the underlying factors driving skill misallocation in the job market. In this regard, a well-functioning education and training system and greater flexibility in the determination of wages are associated with lower levels of mismatch between the skills of individuals and those required by the jobs.

The measurement of the productive efficiency of an economy (or country) is crucial to governments. It is important to know how far a given economy can be expected to increase its output by simply increasing its efficiency, without absorbing further resources. In other words, it is relevant to know if a country could produce more with the same resources and, therefore, could increase per capita income and welfare. In this type of analysis what also matters is to identify what factors or variables explain that greater or lesser ability of a country to convert its resources into aggregate production.

Much research on efficiency measurement has focused on the firm or industry level, mainly to study the efficiency of financial institutions. Efficiency studies using aggregated data across countries are rare in the literature of efficiency. This paper aimed to contribute to filling that shortage evaluating the macroeconomic performance of a sample of OECD countries from the production efficiency point of view.

This study aims to investigate the extent to which overeducation imposes wage effects on university graduates, taking into account the individual heterogeneity due to skills and innate ability.

Using Graduates Occupation and Mobility Survey (GOMS) 2019 and Korea Dictionary of Occupations (KDOT) 2019, the overeducated and adequately educated graduates are differentiated by the job analysis (JA) measure. To unveil the masked results, the unconditional quantile regression (UQR) accompanying skills and field of study mismatches is adopted to explore the wage effects of overeducation across the overall wage distribution.

Empirical evidence shows that the incidence of overeducation is high; however, overeducated graduates only suffer a 6.5% wage loss relative to their adequately matched peers. The findings indicate that regardless of being derived from either overskilled or field of study mismatch, genuine overeducation impose a higher wage penalty at all percentiles relative to the apparent overeducation. Meanwhile, high-ability men suffer lower-wage penalties than their low-ability peers, whereas the inverted “U” pattern is exhibited for women. The theoretical hypotheses differ depending on the estimated results by gender.

Each measure of educational mismatch has been criticized for its insurmountable shortcoming. The recent graduates are likely to overstate the job requires of skills.

This paper contributes to the insufficient evidence on the multiple aspects of wage effects of overeducation by providing new and rigorous examinations and by focusing on the country experiencing rapid economic growth, industrial upgrading and educational expansion.

The purpose of this paper is to assess the measurement sensitivity of the estimated determinants of overeducation.

The paper analyses the determinants of overeducation among Flemish school leavers in their first job by means of probit regression analysis. Overeducation is measured on the basis of job analysis (JA), self‐assessments and realised matches.

The results demonstrate that the application of different overeducation measures sometimes leads to different outcomes. Only a few variables – for instance the student's academic grade in the final year – are consistently found to be important for the explanation of overeducation. Some outcomes are consistent with the supposition that several indicators actually measure other concepts.

Further research using JA measures that are based on alternative and more recent occupational classifications would be useful.

The application of different measures provides further insight into the overeducation measurement problem.

The purpose of this paper is to investigate basic block pattern modification according to fabric used and the mismatch between 2D and 3D measure lines at bust, waist and hip girths when ease allowance is changed uniformly.

For the investigation, virtual try-on software Modaris 3D Fit (CAD Lectra) was used. The straight shape dress fitting was done using seven cotton and cotton blended plain weave fabrics. After virtual try-on, the mismatch d (d_bust, d_waist, d_hip) between 2D and 3D measure lines was measured in order to determine base pattern adjustments using different fabrics.

It was found that the position and length of 3D measure lines at bust, waist and hip girths does not match the position and length of corresponding lines in 2D base patterns after virtual try-on due to fabrics deformation, which is related to mechanical properties. It was proved that derived linear equations presenting a relation between mismatch and ease allowance values could be used for basic block pattern modification that 3D and 2D measure lines would coincide during clothing try-on.

This research is limited to cotton/cotton blended woven fabrics and straight dress; therefore, other fabric types and other clothing could be investigated in the future to expand data basis.

The main practical point of the proposed method is that in order to obtain particular 3D ease value in a garment, it can be calculated from 2D ease allowance value and the fabric’s tensile properties using linear equations. The basic block patterns could be modified using this method not only for tested fabrics but also for other fabrics with similar composition, structural and mechanical properties. 3D ease values in garment can be easily checked by using virtual try-on technology without production of real prototypes. The method is applicable for making ready-to-wear or individually tailored clothing.

The proposed method in this paper presented opportunity to modify the basic block patterns of the dress according to the fabric’s tensile properties and 2D ease allowance. The basic block patterns could be modified according to presented linear functions for each tested fabric. The application of this method can fully ensure the interaction between the garment 2D patterns to 3D garment so that a desired 3D garment fitting effect to the body can easily be satisfied by the adjustment of particular fabric characteristics. It offers further possibilities, especially with developing virtual try-on technologies.

This paper aims to study the relationship between working while studying in college/university and education mismatch among employed youth in the Zambian labour market.

The study uses data from the 2014 School-to-Work Transition Survey and a multinomial logit model to examine three education-mismatch categories: undereducated, matched and overeducated. The paper also examines heterogeneities by education level and gender and uses empirical and subjective approaches of education mismatch.

The evidence shows that employed youth who worked while studying have a higher likelihood of having well-matched jobs. The subgroup analysis by education level reveals no significant relationship between working while studying among employed youth with higher education (secondary and above). However, employed youth with lower education (primary and lower) are less likely to be mismatched for the job. The linkage between the education system and the labour market needs to be strengthened to support a smoother school-to-work transition for youth. Additional support to enable exposure to the right type of work during youth's college or university studies could increase job match and reduce labour market inefficiencies.

The paper provides insights into a significant challenge faced by youth in developing countries, i.e. finding a suitable job for youth's level of education.