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Open Access
Article
Publication date: 1 November 2023

Elena Lasso-Dela-Vega, José Luis Sánchez-Ollero and Alejandro García-Pozo

This study conducts a comparative analysis of the impact of educational mismatch on Spanish wages. This paper aims to focus on the industrial, construction and service sectors at…

Abstract

Purpose

This study conducts a comparative analysis of the impact of educational mismatch on Spanish wages. This paper aims to focus on the industrial, construction and service sectors at three levels of disaggregation: sector, occupation and gender.

Design/methodology/approach

The over-education, required education and under-education (ORU model), was applied to data from the 2018 Spanish Wages Structure Survey conducted by the Spanish National Statistics Institute.

Findings

The industrial sector is the one that best manages over-education by offering the highest returns to each year of over-education. It is also the sector that most values the education of women, particularly those in highly qualified positions.

Originality/value

This study compares the wage effects of educational mismatch in the service, industry and construction sectors. Previous literature has ignored the latter sectors in this field of study, but the results of the present study show that the industrial sectors significantly value and remunerates worker education. Therefore, it may be worthy to focus certain economic and social policies on this sector, to contribute to reducing gender wage gaps and gender employment discrimination in the economy.

Details

International Journal of Manpower, vol. 44 no. 9
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 16 May 2024

Shiyang Liu, Weibiao Ma and Nanxin Deng

The purpose of this study is to investigate the effect of noncognitive skills on educational mismatch in the context of China and to further explore the potential mechanisms…

Abstract

Purpose

The purpose of this study is to investigate the effect of noncognitive skills on educational mismatch in the context of China and to further explore the potential mechanisms concerning how noncognitive skills determine mismatch outcomes.

Design/methodology/approach

This paper uses the Chinese Family Panel Survey of 2018, which provides the Big Five Personality Inventory to assess respondents' noncognitive skills and contains information on educational mismatch. The authors estimate the effects of noncognitive skills on educational mismatch by means of a probit model. Additionally, the correlated random effects (CRE) model and instrumental variable (IV) approach have also been exploited in the robust checks.

Findings

The findings show that the composite score of noncognitive skills reduces the probability of being overeducated and, conversely, increases the likelihood of being undereducated. When distinguishing the effects of different personality traits, the authors find significantly negative effects of agreeableness and openness on overeducation and a positive effect of openness on undereducation. With regard to heterogeneous analysis, the effects of noncognitive skills on educational mismatch exist mostly among white-collar employees and employees with fewer than 5 years of work experience. Finally, the authors provide two likely mechanisms related to job search effort and social capital, followed by the presentation of supporting evidence.

Practical implications

The results of this paper underline the importance of noncognitive skills in raising the quality of jobs that individuals can obtain. This suggests that the development of noncognitive skills should be encouraged to be integrated into formal education systems and social job training programs in China.

Originality/value

Despite a growing interest in its consequences in the labor market, the role of noncognitive skills in determining educational mismatch has rarely been discussed in developing countries. This study provides the first evidence regarding the effects of noncognitive skills on education mismatch in China. It contributes to the research on noncognitive skills' labor market outcomes and enhances the understanding of the factors driving educational mismatch.

Details

International Journal of Manpower, vol. 45 no. 7
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 5 September 2024

Ksenia Filatov

In January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief…

Abstract

Purpose

In January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief historical account of school-developed board-endorsed courses (SDBECs) in NSW and a close analysis of the policy to phase them out.

Design/methodology/approach

I give an historical account of the meaning and place of SDBECs within the NSW school system, before situating the policy decision to phase them out within the broader historical and political context of curriculum reform in NSW. Finally, I offer an analysis of the discourses and framing of the policy both across curriculum review reports and in the government and public rhetoric, by examining policy documents, government media releases, news and blog articles at the time of the policy change.

Findings

This policy change and surrounding discourses are contextualised and analysed to show how the curriculum came to be blamed for a host of educational problems, and how the government arrived at their irrational yet politically expedient policy response by distorting the meaning of one metaphor: the crowded curriculum. I conclude with a reading of the policy as indicative of centralisation and de-legitimisation of teachers’ curriculum development work.

Originality/value

The convergence of state and federal discourse about curriculum as a site of cleaning up, reforming or re-organising should concern educators in Australia especially as authority over education is increasingly centralised and made vulnerable to political whim. Close studies of such minor policy decisions provide a window into how larger processes of centralisation are justified and enacted at the local level.

Details

History of Education Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 18 March 2024

Bin Liang, David Moltow and Stephanie Richey

The aim of this article is two-fold. First, it offers a unique account of San Min, the prototype of the current Chinese educational principle proposed by Yan Fu (1854–1921) that…

Abstract

Purpose

The aim of this article is two-fold. First, it offers a unique account of San Min, the prototype of the current Chinese educational principle proposed by Yan Fu (1854–1921) that aimed at improving people’s physical, intellectual and moral capacities. This system of educational thinking has received only marginal attention in Anglophone research literature. Second, given the influence of Yan Fu’s interpretation and promulgation of Herbert Spencer’s educational philosophy during that period, it investigates the extent to which San Min is derived from Spencer’s educational thought (the “Spencerian Triad”). This article focusses on how Yan Fu adapted the ideas of San Min from Spencer’s account.

Design/methodology/approach

This article considers Yan Fu’s principle of San Min in relation to Spencer’s educational triad through a close reading and comparison of key primary texts (including Yan Fu’s original writing). It explores the similarities and differences between each account of education’s goals and its proposed means of attainment.

Findings

Yan Fu’s principle of San Min is shown to have been adapted from the Spencerian Triad. However, using the theory of Social Organism, Yan Fu re-interpreted Spencer’s individual liberty as liberty for the nation. While Spencer’s goal was to empower individuals, Yan Fu aimed to serve collective independence, wealth and power.

Originality/value

This article addresses oversights concerning San Min’s Western origins in the Spencerian Triad and its influence on Chinese education under Yan Fu’s sway. It is significant because San Min is still at the core of the current Chinese educational policy.

Open Access
Article
Publication date: 9 August 2024

Anders Nelson, Andreas Ivarsson and Marie Lydell

This study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a…

Abstract

Purpose

This study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a small university college in Sweden, and the associations between these outcomes and the graduates’ social background, academic achievements and study approach in terms of labour market orientation and agency in studying.

Design/methodology/approach

The study is based on longitudinal data from initially 2,072 students from bachelor’s degree programmes in 2007–2012. They were surveyed continuously throughout the programmes and then in 2020. Classification and regression tree (CRT) analyses were conducted to identify which subgroups within the population based on the independent variables (e.g. students’ background and study orientation) that were associated with the dependent variables (work life outcomes).

Findings

Neither graduates’ social background nor their academic achievement and study approach was associated with employment rate or income. Some dimensions of high labour market orientation and agency in studying were positively associated with holding a senior position at work. Several aspects of high levels of agency and labour market orientation were positively associated with subjective work life outcomes, such as for example perceived mastery of work.

Originality/value

This study contributes to further understanding of alleged mismatches between higher education and employability by using longitudinal data from a university college in a country with low graduate unemployment rates and low earnings dispersions.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 August 2023

Mohsen Nazarzadeh Zare and Ehsan Parvin

The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran.

Abstract

Purpose

The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran.

Design/methodology/approach

For this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis.

Findings

The findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines.

Originality/value

The present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 25 August 2023

Hod Anyigba, Alexander Preko and William Kwesi Senayah

This study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.

Abstract

Purpose

This study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.

Design/methodology/approach

The paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.

Findings

The findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.

Research limitations/implications

This study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.

Originality/value

This research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.

Details

Higher Education, Skills and Work-Based Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 22 August 2024

Pau Cortadas-Guasch

The existence of mismatches between training and jobs is relatively common and is accentuated in times of crisis where unemployment is growing. The negative effects that this…

Abstract

Purpose

The existence of mismatches between training and jobs is relatively common and is accentuated in times of crisis where unemployment is growing. The negative effects that this phenomenon can generate on both workers and the economy makes its study relevant. The objective of this research is to analyse whether graduates of the Catalan university system have jobs according to their educational level.

Design/methodology/approach

This paper sees how graduates’ own and acquired characteristics influence the probability of a mismatch from the analysis of the microdata of different waves of the employment insertion survey conducted by the Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU).

Findings

The main conclusions focus on confirming that more humanities-oriented degrees tend to have a higher level of mismatch while technology or medicine approach a perfect fit. Therefore, bringing the education and business systems together is important to reduce this gap. Meanwhile, in terms of activities, services such as hospitality and retail have historically been sectors with a poor fit, and what has happened with Catalan graduates has not been an exception.

Originality/value

The main contribution of the research has been to highlight where there is a greater mismatch from the point of view of training, the type of work and its evolution over time, detecting the need to adjust labour supply and demand.

Details

International Journal of Manpower, vol. 45 no. 10
Type: Research Article
ISSN: 0143-7720

Keywords

Book part
Publication date: 19 April 2024

Lars Mjøset, Roel Meijer, Nils Butenschøn and Kristian Berg Harpviken

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial…

Abstract

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

Details

A Comparative Historical and Typological Approach to the Middle Eastern State System
Type: Book
ISBN: 978-1-83753-122-6

Keywords

Expert briefing
Publication date: 18 March 2024

A Central Bank regulation reaffirming the euro as sole legal tender has alarmed Kosovo’s Serbs who see it as a direct threat to their existence and is jeopardising already complex…

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