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We use OECD-PIAAC data to estimate the earnings effects of both years of education and of numerical skills. Our identification strategy exploits differential exposure to educational reforms across birth cohorts and countries. We find that education has the strongest earnings effect. A one standard deviation increase in years of education raises earnings by almost 22 percentage points (corresponding to a return to education above 7 percentage points), which compares with a lower percentage points return to an equivalent increase in numerical skills. Our results suggest that the same set of unobservables drives the accumulation of both formal years of education and numeracy skills. OLS estimates underestimate returns to human capital, consistently with the idea that educational reforms favor the human capital acquisition of abler children from disadvantaged parental backgrounds. When we consider numerical skills alone education reforms cannot identify any significant effect of skills on wages, however, when we jointly consider schooling and skills as endogenous factors in a recursive structure we find a significant role for skills in determining wages.

This study synthesizes some preliminary observations made by the clinicians of the Audiology and Phoniatrics Department of Padua-Treviso University on the development of numerical intelligence in deaf children who received cochlear implantation at an early age. This study collected data from clinical observation and standardized instruments, such as Leiter-R and PRCR-Numeri, on a group of 11 preschool deaf children. These data were then compared with those obtained from language performances and audiometric examinations. It is generally recognized that a normal cognitive profile corresponds to scaled scores between 85 and 122. Specifically, the Numerical Intelligence competence is lower in deaf children than in normally hearing children. In particular, the most obvious difference is in the “number comparison” performance, which involves mental operations. In our study, we observed a meaningful connection between Intelligence Quotient (IQ) and the Fluid Reasoning (Fr) score, that is, the ability to solve non-verbal problems independent of previous learning. These results appear to demonstrate a pronounced connectivity of the subcomponents which, taken together, produce visual-spatial functionality.

The paper aims to critically examine overconfidence in numeracy among higher education (HE) graduates and its impact on their employability. The paper discusses the extent to which graduates, because of higher qualifications, overstate their numerical abilities.

The paper is a review of the academic literature examining the theoretical significance of overconfidence in HE. The review subsequently draws on practice and policy reports that evidence graduates' overconfidence in numeracy and basic skills.

The article shows a significant interaction between the level of qualification and overstatement of numerical abilities. The analysis found that graduates do not always have an important basic skill such as numeracy whose impact on work performance is significant.

The findings are momentous for rethinking HE curricula, employee development in organisations and government skills strategy. The article advocates more inclusive and interpretive research for a greater understanding of the issues and offers useful data to policymakers and HE institutions in preparing graduates for work and decision-making. Further research in the field is required to enable the formulation of more authoritative conclusions.

A critical contribution of this reflection is to have linked the evidence from the academic literature with employer surveys about graduate basic skills to draw the attention to a vital issue affecting national and organisational productivity, thus substantiating anecdotal evidence about graduate overconfidence. This reinforces the value of systematic literature review in research, as it provides an opportunity for more informed policy formulation as well as extending the body of research.

This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.

Clustering and logistic regression analyses were used to infer the determinants and motivators of entrepreneurial intention in a sample of women students at a Spanish online university.

Financial and numerical skills could play a significant role in boosting entrepreneurial culture, overcoming reticence and increasing awareness of business opportunities, particularly when women are motivated to increase their autonomy and income. The study offers meaningful implications for policymakers.

Further research will be needed before these conclusions may be inferred to other settings and circumstances. Comparison with a similar sample of potential male entrepreneurs may also be necessary to deduce the influence of gender.

The introduction of certain financial content into the education system by governments and policymakers would produce remarkable results on entrepreneurship intention among women.

Relational capital and positive social influences also contribute to mitigating the effects of risk aversion, one of the main barriers for potential female entrepreneurs.

The role of financial literacy in entrepreneurial intention among women has scarcely been addressed in academic research. The literature also has paid little attention to the analysis of what motivates women into entrepreneurship, and whether women who decide to embark on a business venture show different profiles. The aim of this study is to contribute to closing these gaps, exploring the effect of cognitive skills, personality traits, contextual factors and motivations.

This study seeks to address empirically the current state of generic competencies considered to be important for successful work performance among Malaysian graduate employees. This study also aims to explain the elements of generic competencies that are needed to complement the tertiary training of students in workplace learning.

Using the survey method, questionnaires (validated by a pilot test and with a Cronbach's alpha of 0.81) were administered to a purposive sample of graduate employees (n=32).

Responses were factor‐analysed and correlated through the Pearson product‐moment correlation procedure. Drawing from the significant correlations ( p<0.01) of the factors extracted, this study highlights interpersonal skills, knowledge‐acquiring skills and flexibility as being highly important in contributing toward success in work performance. Additionally, these graduate employees also expressed value‐improving skills, practical orientation abilities and cognitive skills as being important for successful work performance. These generic competencies are important for enabling Malaysian graduate employees to transfer learning from the classroom to the workplace for success in work performance.

Given the financial constraints, this study is limited to Malaysian graduate employees. Therefore, the generalisability of the results is limited to other situations that are similar to the one discussed in this study.

In the Malaysian context, tertiary training probably needs to consider the development of generic competencies in students so as to enable them to transfer tertiary learning to meet the changing demands of the workplace when they graduate. In this direction additional research is recommended in Malaysia so that graduates can be better trained to contribute successfully in the workplace.

The purpose of this paper is to investigate relationships between gender, A‐level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate students.

The participants for this study were selected at random from the overall LASSI sampling exercise and males and females were compared using the LASSI scales at a Hong Kong University.

Gender differences in cognitive functioning and achievement do not always favour one sex with the literature related to intelligence testing suggesting that males outperform females on tests of visuo‐spatial ability, and mathematical reasoning whereas females do better on tests involving memory and language use. This paper examines relationships between gender, A‐level scores and scores (LASSI) of undergraduate students and argues that whilst there are significant gender differences in A‐level scores, these provide limited practical information at a cognitive level. In contrast, the data from LASSI allows a more detailed and practical metacognitive analysis suggesting significant gender differences in certain areas of self‐perceived performance, with females demonstrating significantly higher levels of self‐regulation and a more positive attitude to academic study than their male counterparts.

The analysis of the data produced by the LASSI indicates that there are significant differences in self‐perceived metacognition between the genders.

This study aims to propose a hybrid microfinance model that integrates various Islamic commercial and social finance institutions through Fintech for efficient and impactful results. The microfinance model caters to the financial and social intermediation needs through a set of financial services and non-financial support.

The study uses both a mathematical model and an empirical estimation using micro panel data to establish the core problem in microfinance operations. Conclusions from the mathematical model and estimated results in the empirical analysis are used to suggest an institutional design which embeds technology in the delivery of Islamic microfinance in an integrated structure. For screening and incentive conditions, the study gives illustration through numerical examples.

The mathematical model highlights the need for financial sustainability, outreach, scale and complementariness of non-financial factors such as commitment, repayment incentives and skills enhancement multiplier. In light of this, the proposed Islamic microfinance model is outlined to create synergies by integrating a diversity of funding sources through social savings and impact investments. The programme also blends financial services with non-financial support to ensure engagement and commitment on a long-term basis. It uses Fintech in various demand and supply-side operations to show how technology embeddedness can help in achieving cost efficiencies and extend outreach.

It is the first study in integrated institutional design in Islamic microfinance literature that embeds Fintech in both demand side and supply side operations comprehensively. The proposed model is conducive for enhancing outreach, scale and impact in the Islamic microfinancial services.

Traditional utility analysis only calculates the value of a given selection procedure over random selection. This assumption is not only an inaccurate representation of staffing policy but also leads to overestimates of a device's value. This paper presents a more accurate method for computing the validity of a selection battery for when there are multiple selection devices and multiple criteria. Application of the method is illustrated using previous utility analysis work and an actual case of administrative assistants with eight predictors and nine criteria. A final example also is provided that includes these advancements as well as other researchers' advances in a combined utility model. Results reveal that accounting for multiple criteria and outcomes dramatically reduces the utility estimates of implementing new selection devices.

The purpose of this paper is to investigate the expectations and evaluations of services provided by members of an ethnic minority using the lens of ethnic stereotypes. The authors also examine how ethnic service providers (ESPs) are evaluated by customers from the majority group vs the same ethnic group as the provider.

In Study 1, the authors measure the stereotypes about skills, abilities, and typical professions associated with different ethnic groups (i.e. Chinese, South Asians and white). The authors then measure the effect of these stereotypes on the performance expectations from ESPs in different professional services. In Study 2, the authors manipulate the service domain (stereotypical vs counter-stereotypical) and the level of service performance (good: above average performance vs mediocre: below average) of a Chinese ESP, and subsequently measure the evaluation of the ESP by the same ethnic group (Chinese) vs majority group (white) participants.

Performance expectations from ESPs closely match the stereotypes associated with the ethnic group. But the performance of an ESP (especially mediocre-level service) is evaluated differently by the same ethnic group vs majority group customers, depending upon the domain of service. A Chinese ESP providing mediocre service in a stereotypical domain (martial arts instructor) is evaluated more critically by same ethnic group (Chinese) participants as compared to white participants. In contrast, a Chinese ESP providing mediocre service in a counter-stereotypical domain (fitness instructor) is evaluated more favourably by same ethnic group (Chinese) participants as compared to white participants. There is no such difference when performance is good.

It is a common practice to employ ESPs to serve same ethnic group customers. While this strategy can be effective in a counter-stereotypical domain even if the ESP provides mediocre service, the findings suggest that this strategy can backfire when the performance is mediocre in a stereotypical service domain.

The results demonstrate the need for emphasizing outcome (vis-à-vis interaction) quality where ESPs are employed to serve same ethnic group customers in a stereotypical service setting. However, when an ESP is offering a counter-stereotypical service, the emphasis needs to be more on the interpersonal processes (vis-à-vis outcome). Firms can gain by taking this into account in their hiring and training practices.

Prior research has primarily used cultural distance to examine inter-cultural service encounters. The authors show that ethnic stereotypes pertaining to the skills and abilities of an ESP can affect evaluations beyond the role of cultural distance alone.

Presents the findings in respect of two research objectives, which form part of a larger research project on the status and nature of Master of Business Administration (MBA) programmes in South Africa. In a summary form, the relevant research objectives are: to compare and contrast the opinions of MBA graduates and employers (representing business practice) on the relative importance of core courses for running a business, and management skills and traits required in the business environment; to achieve the above, two independent empirical surveys were conducted, canvassing the perceptions and opinions of 633 MBA graduates and 245 employers. The main findings emphasised the relative importance attached to core courses and management skills and traits by both MBA graduate and employer respondents, but also the substantial disparities between these two groups. Concludes with the implications of these findings.