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The changes in women’s and men’s work lives have been considerable in recent decades. Yet much of the recent research on gender differences in employment and earnings has been of a more snapshot nature rather than taking a longer comparative look at evolving patterns. In this paper, we use 50 years (1964–2013) of US Census Annual Demographic Files (March Current Population Survey) to track the changing returns to human capital (measured as both educational attainment and potential work experience), estimating comparable earnings equations by gender at each point in time. We consider the effects of sample selection over time for both women and men and show the rising effect of selection for women in recent years. Returns to education diverge for women and men over this period in the selection-adjusted results but converge in the OLS results, while returns to potential experience converge in both sets of results. We also create annual calculations of synthetic lifetime labor force participation, hours, and earnings that indicate convergence by gender in worklife patterns, but less convergence in recent years in lifetime earnings. Thus, while some convergence has indeed occurred, the underlying mechanisms causing convergence differ for women and men, reflecting continued fundamental differences in women’s and men’s life experiences.

The economic reality of the 1990s in Europe forced the labor markets to become more flexible. Using a consistent comparative dataset for 14 countries, the European Community Household Panel (ECHP), we explore the degree of earnings mobility and inequality across Europe, and the role of labor market institutions in understanding the cross-national differences in earnings mobility. We study the degree of rank mobility and the degree of mobility as equalizer of long-term earnings. The country ranking in long-term earnings inequality is similar with the country ranking in annual inequality, which is a sign of limited long-term equalizing mobility within countries with higher levels of annual inequality. In long-term earnings inequality, Denmark renders the most mobile earnings distribution with the second highest equalizing effect. The only disequalizing mobility in a lifetime perspective is found in Portugal. With respect to the relationship between earnings mobility and earnings inequality, we find a significant negative association both in the short and the long run. Based on the rankings in long-term Fields mobility and long-term inequality, Denmark is expected to have the lowest lifetime earnings inequality in Europe, followed by Finland, Austria, and Belgium. The Mediterranean countries (Spain and Portugal) are expected to have the highest long-term inequality. With respect to the institutional factors that may be related to earnings mobility, we bring evidence that the deregulation in the labor and product markets, the degree of unionization, the degree of corporatism and the spending on ALMPs are positively associated with earnings mobility.

This paper provides household lifetime inequality indexes derived from representative U.S. labor market data. We obtain this result by using estimates of the household search model proposed by Flabbi and Mabli (2012). Inequality indexes computed on the benchmark model shows that inequality in utility values is substantially different from inequality in earnings and wages and that inequality at the cross-sectional level is significantly different from inequality at the lifetime level. Both results deliver original policy implications that would have not been captured without using our approach. In particular, we find that a counterfactual policy experiment consisting in a mean-preserving spread of the wage offers distributions increases lifetime inequality in wages and earnings but not in utility. When comparing inequality at the individual level between men and women, we find inequality in wages and earnings to be higher for husbands than wives but inequality in utility to be higher for wives. A counterfactual decomposition shows that the job offers parameters are the main source of the gender differential.

Ideal estimates of the intergenerational elasticity (IGE) in income require a large panel of income data covering the entire working lifetimes for two generations. Previous studies have demonstrated that using short panels and covering only certain portions of the life cycle can lead to considerable bias. I address these biases by using the PSID and constructing long time averages centered at age 40 in both generations. I find that the IGE in family income in the United States is likely greater than 0.6 suggesting a relatively low rate of intergenerational mobility in the United States. I find similar sized estimates for the IGE in labor income. These estimates support the prior findings of Mazumder (2005a, b) and are also similar to comparable estimates reported by Mitnik et al. (2015). In contrast, a recent influential study by Chetty, Hendren, Kline, Saez (2014) using tax data that begins in 1996 estimates the IGE in family income for the United States to be just 0.344 implying a much higher rate of intergenerational mobility. I demonstrate that despite the seeming advantages of extremely large samples of administrative tax data, the age structure, and limited panel dimension of the data used by Chetty et al. leads to considerable downward bias in estimating the IGE. I further demonstrate that the sensitivity checks in Chetty et al. regarding the age at which children’s income is measured, and the length of the time average of parent income used to estimate the IGE suffer from biases due to these data limitations. There are also concerns that tax data, unlike survey data, may not adequately reflect all sources of family income. Estimates of the rank–rank slope, Chetty et al.’s preferred estimator, are more robust to the limitations of the tax data but are also downward biased and modestly overstate mobility. However, Chetty et al.’s main findings of sizable geographic differences within the US in rank mobility are unlikely to be affected by these biases. I conclude that researchers should continue to use both the IGE and rank-based measures depending on their preferred concept of mobility. It is also important for researchers to have adequate coverage of key portions of the life cycle and to consider the possible drawbacks of using administrative data.

A striking feature of Jaques' work is his “no nonsense” attitude to the “manager‐subordinate” relationship. His blunt account of the origins of this relationship seems at first sight to place him in the legalistic “principles of management” camp rather than in the ranks of the subtler “people centred” schools. We shall see before long how misleading such first impressions can be, for Jaques is not making simplistic assumptions about the human psyche. But he certainly sees no point in agonising over the mechanism of association which brings organisations and work‐groups into being when the facts of life are perfectly straightforward and there is no need to be squeamish about them.

Most undergraduate and graduate financial accounting exercises follow a “forward based” pedagogical approach where students learn how accounting events (causes) are captured in the accounting system and appear on the financial statements (effects). While these forward based approaches are necessary and effective ways to teach the fundamentals of accounting, they provide a relatively narrow procedural perspective on how to use such knowledge. The reality is that many students will be required to solve problems where the ultimate goal is to discern the causes of financial statement outcomes. To solve such problems, “backward based” procedural knowledge is required. Research in cognitive psychology indicates students need exposure to problems that require different procedural knowledge to develop the flexible problem solving schemas necessary to address problems with different end goals (Chen & Mo, 2004). We present a series of financial accounting exercises designed to help students develop skills associated with analyzing financial statement outcomes (effects) to determine the causal accounting events. The exercises also provide a comprehensive review of the primary financial accounting topics typically addressed in introductory accounting courses. This allows the exercises to be used as an ongoing end of chapter review problem or as a comprehensive course review exercise.

A discipline is bound by some combination of a shared subject matter, shared theory, and shared technique. Yet modern economics is seemingly without limit to its domain. As a discipline without a shared subject matter, what is the binding force of economics today? The authors combine topic modeling and text analysis to analyze different approaches to inquiry within the discipline of economics. The authors find that the importance of theory has declined as economics has increasingly become defined by its empirical techniques. The authors question whether this trajectory is stable in the long run as the binding force of the discipline.

Within tertiary education, service-learning can offer deeply engaging and transformational experiences for students, broadening their consideration of a host of social justice issues of our time, including diversity and inclusion. This chapter describes how service-learning interfaces with two areas in particular, both of which have wide-ranging public health implications and are generally misrepresented in public media: poverty and mental health. Representative studies are highlighted and case examples are presented in each domain, concluding with recommendations for future research. The authors argue that service-learning courses addressing social justice issues such as poverty and mental health can lead to deep learning in students if they are sequenced to include both direct service-learning that concretizes the issue and community-based research that highlights the public policy challenges and implications of addressing that issue systemically.

Population ageing will bring economic challenges in the future. The purpose of this paper is to examine whether increased educational level could mitigate the consequences of population ageing on economic sustainability, measured as the gap between labour income and consumption.

Using the National Transfer Accounts (NTA) methodology, the authors decompose labour income and consumption by age and educational level (low, medium and high) and compare obtained age profiles with those calculated conventionally. In addition, using the population projections by age and educational level, the authors project both profiles to 2060 for selected EU countries and assess future economic sustainability.

The results show that the highly educated have a significantly higher surplus for a longer period then those with lower and medium education. Therefore, the improved educational level of individuals will have a substantially positive impact on labour income in the future—on average by about 32% by 2060 for all EU countries included. However, as the better educated also consume more, higher production does not fully translate into improved economic sustainability, but the resulting net effect is still positive at about 19%.

The authors present for the first time an NTA by education for 15 EU countries and show the importance of including education in the analysis of the economic life cycle. The authors also show that increased educational level will mitigate the consequences of population ageing on economic sustainability in the future.