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Article
Publication date: 14 January 2020

Naiwei Chen, Ho-Chyuan Chen and Shih-Yu Lin

Prior research mostly focuses on the effect of over-education on happiness, whereas the effect of under-education on happiness has received minimal attention. In addition, no…

Abstract

Purpose

Prior research mostly focuses on the effect of over-education on happiness, whereas the effect of under-education on happiness has received minimal attention. In addition, no research to date has examined the effect of both over- and under-education on happiness by using a full spectrum of workers. Thus, the purpose of this paper is to fill this research gap.

Design/methodology/approach

The ordered probit model is estimated to examine the effect of the education–occupation mismatch on happiness based on 2012 survey data from Taiwan.

Findings

The results generally indicate that over-education positively affects happiness, whereas under-education has a minimal effect. The effect of the education–occupation mismatch on happiness also varies with different age groups. Specifically, over-education positively affects happiness except for workers aged 42 and above, whereas negative effects of under-education are found only among workers aged between 32 and 42 when their social network is insufficiently extensive. Moreover, a worker’s social network as a non-pecuniary factor, rather than income as a pecuniary factor, is a major channel through which education enhances happiness.

Originality/value

Given the limited and mixed evidence on the relationship between over-education and happiness, this study contributes to the existing literature by examining whether and how the education–occupation mismatch (over- and under-education) affects the happiness of workers both directly and indirectly via pecuniary and non-pecuniary factors. The research issue remains unexplored to date. Addressing such a question should help explain the persistent trend in pursuing higher education in Taiwan, although highly educated people may suffer from unemployment and an education–occupation mismatch.

Peer review

The peer review history for this paper is available at: https://publons.com/publon/10.1108/IJSE-04-2019-0283

Details

International Journal of Social Economics, vol. 47 no. 1
Type: Research Article
ISSN: 0306-8293

Keywords

Open Access
Article
Publication date: 25 October 2019

Huy Le Quang and Binh Tran-Nam

The purpose of this paper is to investigate the incidence and earning effects of the vertical mismatch between attained and required educational qualifications in a developing…

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Abstract

Purpose

The purpose of this paper is to investigate the incidence and earning effects of the vertical mismatch between attained and required educational qualifications in a developing country’s labor market.

Design/methodology/approach

Following Duncan and Hoffman (1981), this paper uses the augmented Mincerian wage equation to decompose the actual years of education of a person into years of over-education, years of required education and years of under-education. These years of education are then fitted in an ordinary least squares model to measure the earning effects of an employee when his/her attained educational qualifications are higher or lower than the required educational level in his/her job.

Findings

Unlike studies in developed countries, this paper finds that Vietnam has a higher incidence of under-education than over-education due to a large proportion of the population in rural and remote areas not having access to formal education. Further, qualification mismatch has an asymmetric effect on earnings in the sense that the wage rate is flexible downward but rigid upward. In particular, years of schooling that are in excess or in deficit of the required level for the job are not compensated with higher earnings. This paper concludes that although qualification mismatch incidence in Vietnam is different from that in developed countries, mismatched workers also suffer from significant wage penalty.

Originality/value

This paper makes a significant contribution by providing the first evidence from a developing country to the vertical mismatch literature which has already been overwhelmed with studies from advanced economies.

Details

Journal of Economics and Development, vol. 21 no. 2
Type: Research Article
ISSN: 2632-5330

Keywords

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: 4 December 2017

Swati Sharma and Prateek Sharma

The purpose of this paper is to examine the incidence and determinants of educational mismatch in the Indian labour market. It also attempts to measure the wage effects of…

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Abstract

Purpose

The purpose of this paper is to examine the incidence and determinants of educational mismatch in the Indian labour market. It also attempts to measure the wage effects of educational mismatch, and other individual and work-related characteristics.

Design/methodology/approach

Educational mismatch is modelled using multiple Mincerian equations. Wage effects are measured using the novel identification strategy of Lewbel (2012), which constructs internal instruments to obviate potential endogeneity problems.

Findings

The authors find that the returns to over-education are positive and significant, while the returns to under-education are negative and significant. However, over-educated would earn less than the workers who have the same educational level, but who are engaged in occupations for which they are adequately educated.

Originality/value

This study is one of the earliest attempts to identify the determinants of educational mismatch in the Indian labour market. Additionally, it measures the effect of educational mismatch on labour market earnings, as well as marginal wage effects of each surplus (or deficit) year of education. Methodological improvements ensure that the results are robust to the sample selection bias, as well as the endogeneity bias.

Details

International Journal of Social Economics, vol. 44 no. 12
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 4 April 2016

Maria del Mar Salinas-Jiménez, Joaquín Artés and Javier Salinas-Jiménez

The purpose of this paper is to analyze the relationship between education, job aspirations and subjective well-being. This analysis is done across the entire well-being…

Abstract

Purpose

The purpose of this paper is to analyze the relationship between education, job aspirations and subjective well-being. This analysis is done across the entire well-being distribution and taking account of educational mismatches that could condition individuals’ satisfaction if education generates certain aspirations which are not met by the individuals.

Design/methodology/approach

Using data from the European Social Survey, a quantile regression model is estimated. This approach allows one to assess the impact of the education variables at different points of the happiness conditional distribution.

Findings

The results are consistent with the hypothesis that the impact of education on subjective well-being varies across the distribution, with education effects lower at the top of the happiness distribution. It is also found that education generates certain aspirations among individuals in regard to the job they expect to hold and that people suffer a psychological cost when those aspirations are not met. This “aspiration mechanism” seems however to weaken as one moves along the distribution.

Originality/value

The central contribution of this paper lies in the treatment of job aspirations through different variables of educational mismatch. Although rising aspirations have often been highlighted as the main mechanism that could explain the weak relationship between education and subjective well-being, this mechanism has barely been analyzed empirically. Moreover, the effects of educational mismatch on individual satisfaction have only been analyzed at the mean of the conditional distribution. The value of this study is therefore twofold, focussing on the analysis across the entire well-being distribution of the aspiration mechanism generated by education in regard to the job an individual expects to hold.

Details

International Journal of Manpower, vol. 37 no. 1
Type: Research Article
ISSN: 0143-7720

Keywords

Book part
Publication date: 29 March 2022

Prarthana Rao, Min Jee Yamada Park and Samantha Jeffries

To date, intersectional feminist criminological enquiry concerned with exploring junctions of gender and ethnicity amongst incarcerated women, has mainly come from studies…

Abstract

To date, intersectional feminist criminological enquiry concerned with exploring junctions of gender and ethnicity amongst incarcerated women, has mainly come from studies undertaken in western nations. In this chapter, we present findings from research undertaken in Thailand that explored incarcerated ethnic minority women’s backgrounds, situational contexts surrounding their criminalization and criminal justice system experiences, with particular attention paid to women’s time in prison. Our purpose was to examine how gender and ethnicity intersected, impacting the lived experiences of criminalized ethnic minority women before and during their incarceration. Findings revealed the ways in which these women are marginalized inside and outside prison walls. On the outside, the women struggled with patriarchal systems of power, both within and beyond their communities. They were subjugated as women and by discourses of ethnic othering. Under-education, poverty, living with state, community, familial and intimate partner violence, trauma, and other adversity were key aspects of the women’s pre-prison lives and created the contexts from which they came into conflict with the law. The women faced challenges in accessing justice and, once imprisoned, gender and ethnicity intersected in several domains, to impact their carceral experiences.

Details

Gender, Criminalization, Imprisonment and Human Rights in Southeast Asia
Type: Book
ISBN: 978-1-80117-287-5

Keywords

Article
Publication date: 11 September 2017

Wai Sing Cheung and Jocelyn Lai Ngok Wong

The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.

Abstract

Purpose

The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.

Design/methodology/approach

This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms.

Findings

The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom.

Originality/value

This study underlines the value of reflection in the process of teacher change in their teaching practices.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

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. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 May 2002

H. Battu and P.J. Sloane

For the total population there is evidence of substantial over‐education in the sense that workers possess higher qualifications than are strictly required for the job. Using the…

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Abstract

For the total population there is evidence of substantial over‐education in the sense that workers possess higher qualifications than are strictly required for the job. Using the fourth wave of the British National Survey of Ethnic Minorities, this paper attempts to ascertain whether ethnic minorities suffer from higher over‐education than whites due to possible discrimination. The results suggest a differential effect across various ethnic groups and a tendency for foreign qualifications to be rewarded less.

Details

International Journal of Manpower, vol. 23 no. 3
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 21 June 2018

Kathryn Gay Hardwick-Franco

The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some…

Abstract

Purpose

The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals.

Design/methodology/approach

The approach includes a practice perspective, field-notes and documents analysis.

Findings

This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals.

Research limitations/implications

This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability.

Social implications

The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment.

Originality/value

This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

1 – 10 of 129