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1
Farooq, Shujaat. "Mismatch Between Education and Occupation: A Case Study of Pakistani Graduates." Pakistan Development Review 50, no. 4II (December 1, 2011): 531–53. http://dx.doi.org/10.30541/v50i4iipp.531-553.
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In this study, an attempt has been made to estimate the incidences of job mismatch in Pakistan. The study has divided the job mismatch into three categories; education-job mismatch, qualification mismatch and field of study and job mismatch. Both the primary and secondary datasets have been used in which the formal sector employed graduates have been targeted. This study has measured the education-job mismatch by three approaches and found that about one-third of the graduates are facing education-job mismatch. In similar, more than one-fourth of the graduates are mismatched in qualification, about half of them are over-qualified and the half are under-qualified. The analysis also shows that 11.3 percent of the graduates have irrelevant and 13.8 percent have slightly relevant jobs to their studied field of disciplines. Our analysis shows that women are more likely than men to be mismatched in field of study. JEL classification: I23, I24, J21, J24 Keywords: Education and Inequality, Higher Education, Human Capital, Labour Market
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Farooq, Shujaat. "The Utilisation of Education and Skills: Non-Pecuniary Consequences Among Graduates." Pakistan Development Review 56, no. 1 (March 1, 2017): 1–17. http://dx.doi.org/10.30541/v56i1pp.1-17.
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In this study, an attempt has been made to estimate the incidences of the job mismatch and its determinants in Pakistan. This study has divided the job mismatch into three categories: qualification-job mismatch, skill mismatch and field of study mismatch. The primary dataset has been used in which employed graduates of the formal sector have been targeted. The paper has also measured the qualification-job mismatch by three approaches, and found that about one-third of the graduates have been facing qualification-job mismatch. Similarly, more than one-fourth of the graduates are mismatched in skills, about half of them are over-skilled and the rest are under-skilled. The analysis also shows that 11.3 percent of the graduates have irrelevant, and 13.8 percent have slightly relevant jobs to their field of study. The analysis reveals that over-qualified and over-skilled graduates are less satisfied, while under-qualified and under-skilled graduates are more satisfied with their current jobs. A similar situation has been observed in case of the field of study mismatch, where both the moderate and complete fields of study matched graduates are more satisfied than the mismatched ones. The job search behaviour is positively associated with the level of education. Over-qualification has a positive impact, while under-qualification has a negative effect to search for another job. A good match between field of study and current job reduces the likelihood of intention to quit the job. JEL Classification: I23, I24, J21, J24 Keywords: Education and Inequality, Higher Education, Human Capital, Labour Market
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Sam, Vichet. "Impacts of educational mismatches on job satisfaction." International Journal of Manpower 41, no. 1 (September 9, 2019): 84–99. http://dx.doi.org/10.1108/ijm-07-2018-0229.
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Purpose Education-job mismatches, especially overeducation or vertical mismatch, are generally found to lower the worker’s job satisfaction, which may generate the counter-productive behaviors, such as high rates of absenteeism and turnover in developed countries. The purpose of this paper is to examine the impacts of educational mismatches from their both forms and dimensions (match, overeducation, horizontal mismatch and double mismatch) on the job satisfaction among university graduates in Cambodia. Design/methodology/approach To deal with the sample selection bias owing to the unobserved job satisfaction of unemployed graduates, this paper applies the Heckman probit model on a survey conducted with 19 higher education institutions in Cambodia. Findings Results indicate that a half of graduates suffer at least one type of educational mismatch and the both forms of mismatches adversely affect the job satisfaction with the strongest impact from the double mismatch case. Research limitations/implications The authors take into account the sample selection bias, but are not able to deal with the unobserved heterogeneity, such as individual competences and preferences. With the panel data, it would be possible to isolate those individual fixed effects. Practical implications The findings underline the importance of improvement in the quality of higher education in Cambodia that seems to play a main role in this education-job mismatch problem. Creating the occupational counseling for the high school students would be also helpful to orientate students to the majors strongly needed by the labor market. Originality/value This paper focuses on all forms and dimensions of mismatches and takes into account the sample selection bias in the context of a low-income country where the increasing rate of enrollment in higher education seems to be accompanied by an increasing rate of education-job mismatches. Previous research works focused mostly on overeducation and in developed countries.
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Ilieva-Trichkova, Petya, and Pepka Boyadjieva. "The Fragile Axes of Life: A Capability Approach Perspective towards Graduates’ Education–Job Mismatches and Subjective Well-Being." Social Sciences 10, no. 7 (July 8, 2021): 262. http://dx.doi.org/10.3390/socsci10070262.
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Using the capability approach as a theoretical framework, this article aims to: (1) explore how subjective individual well-being differs among higher education graduates and especially to what extent it is associated with graduates’ vertical education–job mismatches; (2) reveal the embeddedness of the link between graduates’ vertical education–job mismatches and subjective well-being in different socio-economic contexts; and (3) outline some policy implications of the analysis undertaken. It argues that vertical education–job mismatch among graduates has an important influence on experiences of the benefits that come from higher education. By analysing micro-level data from the European Social Survey, carried out in 2012 and macro-level data for 24 European countries via descriptive statistics and multilevel regression, the study shows that education–job mismatch is associated with capability deprivation, as graduates who are vertically mismatched have less interest in what they are doing, feel less autonomous and competent, and are less confident that they are leading a meaningful life or being treated with respect by others in comparison to those graduates who are employed in jobs which correspond to their level of education. The article also provides evidence that the association between graduates’ education–job mismatches and individual subjective well-being is embedded in different socio-economic contexts.
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Chaudhry, Mumtaz Anwar, Rabia Khalid, and Rasim Özcan. "Determinants of Job Mismatch Among Graduates: A Case Study of Clerical Workers at Lahore, Pakistan." Akademika 92, no. 3 (October 28, 2022): 175–85. http://dx.doi.org/10.17576/akad-2022-9203-13.
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Job mismatch among graduates reflects inefficiencies in the labor market. An imbalance between the demand and supply of graduates in the labor market leads to a horizontal mismatch. Nations make progress based on knowledge and education but despite obtaining higher education individuals are unable to find a job related to their field of study. This phenomenon occurs when educational institutes produce a large number of graduates while on the other hand, the supply of graduates exceeds the demand for graduates. This study aims to find out the determinants of horizontal mismatch and to analyze the reasons why workers have accepted the mismatched job. By using the worker’s self-assessment method required data is collected from the clerical workers of public and private sector universities at Lahore in 2019. These universities include the University of the Punjab, Lahore, and the University of Management and Technology, Lahore. Results of Logistic Regression analysis concluded that cost of job search, asymmetric information, and methods used to find a job are the most important determinants of job-mismatch. This study has also analyzed the reasons why workers have accepted their present mismatched job. Findings concluded that individuals accepted mismatched-job due to pay and promotion opportunities and a good working environment. This study suggested establishing linkages between educational institutes and industries to better formulate the policy that reduces the extent of horizontal mismatch. Keywords: Job-mismatch; logistic regression; worker’s self-assessment approach; graduates; asymmetric information
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Kolosova, A. I., V. N. Rudakov, and S. Y. Roshchin. "The impact of jo-education match on graduate salaries and job satisfaction." Voprosy Ekonomiki, no. 11 (November 6, 2020): 113–32. http://dx.doi.org/10.32609/0042-8736-2020-11-113-132.
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The paper estimates the determinants and effects of the job–education field match on graduates’ salaries and job satisfaction taking the merged data from the Russian Labour Force Survey and the National Survey of Graduate Employment, both conducted in 2016. The authors use various measures of the horizontal job–education match: the respondents’ self-assessment and the objective measure derived from job and education fields codes from the corresponding classifiers. The analysis has shown that the probability of having a job in accordance with the received education is higher for graduates in the sphere of medical, computer and law sciences. There is a penalty for mismatched from 6% to 13% compared to those working accordingly the received diploma. The higher the degree of the mismatch - the greater the penalty. The size of penalty depends on major and on the match measure used. The study revealed the negative impact of the job–education horizontal mismatch on job satisfaction, which provides some evidence that the mismatch is mostly involuntary.
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Farooq, Shujaat. "The Utilisation of Education and Skills: Incidence and Determinants among Pakistani Graduates." Pakistan Development Review 50, no. 3 (September 1, 2011): 219–44. http://dx.doi.org/10.30541/v50i3pp.219-244.
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This study estimates the incidence of job mismatch and its determinants in Pakistan, based on three categories: (i) qualification mismatch, (i) skill mismatch, and (iii) field-of-study mismatch. It uses both primary and secondary datasets that target graduates employed by the formal sector. The study measures the qualification mismatch using three approaches and finds that about one third of the graduates sampled face a qualification mismatch. Similarly, more than one fourth are mismatched in terms of skill, about half are over-skilled, and half are under-skilled. The analysis also shows that 11.3 percent hold jobs that are irrelevant to their discipline and 13.8 percent have jobs that are slightly relevant to their discipline. Women are more likely than men to be over-qualified, and age has a negative association with over-qualification. Graduates who belong to political families have a better qualification match but a lower field-of-study match. While a higher level of schooling prevents graduates from being under-qualified, it also raises the likelihood of being over-qualified and over-skilled. Occupation-specific disciplines offer more protection against the possibility of job mismatch. Both full-time education and semester-system education reduce job mismatch, while distance learning raises job mismatch. The phenomena of being over-qualified and over-skilled is more prevalent in lower occupations, as is field-of-study mismatch. JEL classification: I23, I24, J21, J24 Keywords: Education and Inequality, Higher Education, Human Capital, Labour Market
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Farooq, Shujaat. "Job Mismatches in Pakistan: Is there Some Wage Penalty to Graduates?" Pakistan Development Review 54, no. 2 (June 1, 2015): 147–64. http://dx.doi.org/10.30541/v54i2pp.147-164.
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In this study, an attempt has been made to estimate the incidence of job mismatch and its impacts on graduate‘s earnings in Pakistan. The study has divided the job mismatch into three categories; qualification-job mismatch, skill mismatch and field of study and job mismatch. The primary dataset has been used in which the formal sector employed graduates have been studied. This study has measured the qualification-job mismatch by three approaches and found that about one-third of the graduates are facing qualification-job mismatch. Similarly, more than one-fourth of the graduates are mismatched in skill, about half of them are over-skilled and the half are under-skilled. The analysis also shows that 11.3 percent of the graduates have irrelevant and 13.8 percent have slightly relevant jobs to their studied field of disciplines. Our analysis shows that over-qualified graduates face wage penalty under different approaches. After controlling skill heterogeneity, there is less penalty to apparently over-qualified and more penalty to genuinely over-qualified. The over-skilled graduates face wage penalties and the under-skilled get wage premiums as compared to the matched workers. A good field of study and job matches also improve the wages of graduates. JEL Classification: I23, I24, J21, J24, J31 Keywords: Education and Inequality, Higher Education, Human Capital, Labour Market, Wages
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Banerjee, Rupa, Anil Verma, and Tingting Zhang. "Brain Gain or Brain Waste? Horizontal, Vertical, and Full Job-Education Mismatch and Wage Progression among Skilled Immigrant Men in Canada." International Migration Review 53, no. 3 (June 11, 2018): 646–70. http://dx.doi.org/10.1177/0197918318774501.
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This study examines the incidence and wage effects of vertical, horizontal, and full job-education mismatch for high skilled immigrant and native-born men over a six-year period, using a Canadian longitudinal dataset. Immigrants (particularly racial minorities immigrants) are more likely to be fully mismatched than white native-born Canadians. Full mismatch lowers initial wages, especially for racial minority immigrants. Full mismatch accelerates immigrants' wage growth slightly over time, but this is not enough to narrow the immigrant wage gap over the six-year survey period. The results highlight the importance of disaggregating the different types of job-education mismatch experienced by immigrants.
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Shahidan, Asnida, and Russayani Ismail. "A CRITICAL REVIEW OF THE LITERATURE ON THE CONCEPT OF JOB MISMATCH AND OVEREDUCATION." JOURNAL OF ECONOMICS AND SUSTAINABILITY 3, No.1 (January 31, 2021): 33–41. http://dx.doi.org/10.32890/jes2021.3.1.4.
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Job-education mismatch and overeducation issues among graduates have been discussed extensively, specifically related to the incidents, determinants, methods of measurement, and the effects of the mismatch. Despite this, the concept of job-education mismatch itself is not clearly explained. Since understanding this concept has theoretical and practical implications, this paper provides a critical review of the job mismatch concept and relates it to overeducation, which is a type of job-education imbalance under a vertical mismatch. This study relies solely on the literature review and does not provide any empirical evidence related to these concepts. A few issues have been highlighted and worth considering for further deliberation. Firstly, even though job-education mismatch, overeducation, overqualification, and underemployment are interchangeably used, these concepts have quite a distinct meaning. Secondly, when individuals’ skills are considered in discussing vertical and horizontal mismatch, the scope of mismatch tends to be broader than that of overeducation. Thirdly, the discussion on overeducation tends to concentrate on the level of study imbalance and not on both the level and type of study. Fourthly, job-education imbalance by the field of study (horizontal mismatch) is not easily defined, and the discussion tends to be related to overeducation.
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Huber, Peter. "Do commuters suffer from job–education mismatch?" Applied Economics Letters 19, no. 4 (March 2012): 349–52. http://dx.doi.org/10.1080/13504851.2011.577004.
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Salinas-Jiménez, Maria del Mar, Joaquín Artés, and Javier Salinas-Jiménez. "Educational mismatch and job aspirations." International Journal of Manpower 37, no. 1 (April 4, 2016): 115–34. http://dx.doi.org/10.1108/ijm-12-2014-0266.
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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.
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Mateos Romero, Lucía, and Maria del Mar Salinas-Jiménez. "Skills use in the workplace and its effects on wages and on job satisfaction." Personnel Review 47, no. 2 (March 5, 2018): 494–516. http://dx.doi.org/10.1108/pr-03-2017-0088.
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Purpose The purpose of this paper is to analyze the effects of labor mismatches on wages and on job satisfaction for the Spanish case, with a distinction been made between educational and skills-related measures of mismatch. Design/methodology/approach The focus is placed on the usage that the individuals do of their skills in the workplace and different measures of skills use are considered to check the robustness of the results. Findings Using data from PIAAC, the results suggest that whereas educational mismatch shows greater effects on wages, the effects of labor mismatch on job satisfaction are better explained by the relative use of individual skills in the workplace. Research limitations/implications Both educational and skills mismatches are relevant for understanding the economic effects of labor mismatch. Nevertheless, it should be taken into account that educational mismatch is not an accurate proxy for skills mismatch, mainly when the non-monetary effects of labor mismatch are addressed. Practical implications There is room to increase workers’ skills utilization in the workplace, which, in turn, would contribute to enhance individual job satisfaction and, consequently, workers productivity. Social implications A process of upgrading in the Spanish labor market would allow to take full advantage of recent investments in education and skills formation done in the country in the last decades. Originality/value This study contributes to the literature on labor mismatch by explicitly considering that educational and skills mismatch might reflect different phenomena and by analyzing the effects of both types of mismatches on different labor market outcomes.
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Lichy, Jessica, and Tatiana Khvatova. "Rethinking solutions for re-balancing the education–job mismatch." Journal of Management Development 38, no. 9 (November 6, 2019): 733–54. http://dx.doi.org/10.1108/jmd-03-2018-0070.
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Purpose In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector. Design/methodology/approach The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar). Findings The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace. Research limitations/implications The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors. Practical implications The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society. Social implications Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach. Originality/value Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.
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Wardani, Laila Meiliyandrie Indah, Dyah Ayu Sekarini, Rahmat Dwi Syaputra, Mayang Safira Kartikawati, Rizki Dawanti, Dian Din Astuti Mulia, and Mohd Dahlan A. Malek. "Career of horizontal education mismatch workers: Career competency, job crafting, and work engagement." Journal of Education and Learning (EduLearn) 15, no. 3 (August 1, 2021): 414–24. http://dx.doi.org/10.11591/edulearn.v15i3.19866.
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Education is one of many factors that has the biggest impact toward unemployment rate due to the fact that there are mismatches between educational background and the intended job, and it is named horizontal education mismatch. The employee who is run into educational mismatch condition is seen less-competent, less-qualified, and less accomplished associated with company and work engagement which should be owned by every employee, both supervisors and subordinates. The purpose of this study was to test out that Job Crafting can play a role as a relation mediator between career competencies and work engagement toward employees which run into horizontal education mismatch. This was quantitative research; with purposive sampling method to recruit the respondent. The respondent of this research was people with age range 17-65 years old and using Process v3.5 by Hayes, The Simple Mediation Model No.4. Considering the phenomenon of Horizontal Education Mismatch which has an impact on competency and work engagement. The uniqueness of this research was to pay attention to the suitability of educational background with the current occupation, which indirectly affects the competence of workers. The results of this study were in accordance with the aims and expectations of the researchers. The results of this study indicated that job crafting plays a role as a mediator in the correlation between career competencies and work engagement. Hopefully, it will be able to meet the competency needs of employees to increase employee engagement with the company.
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Robert, Peter. "Job mismatch in early career of graduates under post-communism." International Journal of Manpower 35, no. 4 (July 1, 2014): 500–513. http://dx.doi.org/10.1108/ijm-05-2013-0113.
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Purpose – The purpose of this paper is to investigate vertical and horizontal mismatch between education and current occupation for graduates in four post-communist societies: Hungary, Poland, Lithuania and Slovenia. In this way it contributes to the field by exploring how mechanisms, known from previous studies on western societies, affect job mismatch in emerging market economies. Design/methodology/approach – Two dependent variables are constructed: working in a non-graduate occupation as defined by the ISCO job title depicts vertical mismatch; assessment of the job from the perspective of the fields of study describes horizontal mismatch. Since the dependent variables are dichotomous ones, binary logistic regression models are fitted to the data predicting the incidence of mismatch. Explanatory variables cover mechanisms affecting job mismatch: variation by fields of studies, accumulated work experience during studies, labour market uncertainties during early career, trade off between job safety and job mismatch, persistence of “bad” labour market entry during early career, influence of parental background on school-to-work transition. Findings – The analysis reveals significant differences for study fields in association with occupational specificity of the disciplines. Only study-related work experience seems to be advantageous to find a matching job. Labour market uncertainties increase the probability of job mismatch. Job safety is more important than a matching job. Originality/value – Mismatch in first occupation has strong and long-lasting effect on the job match even five years after the graduation. The effect of parental background on job mismatch is curvilinear.
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Di Paolo, Antonio, Anna Matas, and Josep Lluís Raymond. "Job accessibility and job-education mismatch in the metropolitan area of Barcelona." Papers in Regional Science 96 (January 1, 2016): S91—S112. http://dx.doi.org/10.1111/pirs.12179.
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Parellada, Martí, Néstor Duch, and Montserrat Álvarez. "A (Relative) Mismatch Perspective." Industry and Higher Education 23, no. 1 (February 2009): 29–38. http://dx.doi.org/10.5367/000000009787641323.
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This article provides an analysis of job supply by Spanish firms and the demand for work, and the mismatch that occurs between these two variables. Data are taken for the year 2006, with particular attention to jobs offered by firms that require people with university degrees or other higher education qualifications. Demand and supply are broken down into several characteristics for the purposes of analysis: the level of studies; the professional category; the type of job contract; and the working day and salary.
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Zamfir, Ana-Maria, Monica Mihaela Matei, and Eliza Olivia Lungu. "Influence of Education-job Mismatch on Wages among Higher Education Graduates." Procedia - Social and Behavioral Sciences 89 (October 2013): 293–97. http://dx.doi.org/10.1016/j.sbspro.2013.08.849.
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Baah Boateng, William, and Prince Adjei. "Determinants of Education-Job Vertical Mismatch in Urban Ghana." International Journal of Education Economics and Development 1, no. 1 (2023): 1. http://dx.doi.org/10.1504/ijeed.2023.10042296.
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Adjei, Prince, and William Baah Boateng. "Determinants of education-job vertical mismatch in urban Ghana." International Journal of Education Economics and Development 14, no. 1 (2023): 56. http://dx.doi.org/10.1504/ijeed.2023.127632.
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الزبیدی, محمد بن علی. "Education–Job Mismatch in Saudi Arabia: An Analysis of Horizontal Mismatch among Tertiary Graduates." التربیة (الأزهر): مجلة علمیة محکمة للبحوث التربویة والنفسیة والاجتماعیة) 41, no. 193 (January 1, 2022): 549–82. http://dx.doi.org/10.21608/jsrep.2022.243674.
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Quang, Huy Le, and Binh Tran-Nam. "Qualification mismatch in the labor market and the impact on earnings: evidence from Vietnam." Journal of Economics and Development 21, no. 2 (October 7, 2019): 223–33. http://dx.doi.org/10.1108/jed-09-2019-0032.
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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.
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Premji, Stephanie, and Peter M. Smith. "Education-to-job mismatch and the risk of work injury." Injury Prevention 19, no. 2 (July 9, 2012): 106–11. http://dx.doi.org/10.1136/injuryprev-2011-040314.
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Velciu, Magdalena. "Matching skills and jobs: Experience of employees in Romania." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 200–204. http://dx.doi.org/10.18844/prosoc.v4i8.3032.
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In the actual challenging environment, progress and growth are more than an economic issue involving human capital, i.e., development of resources with knowledge, skills and competences. The offer and demand of the workforce are not sufficient to make progress; hence a concept is needed to bring together skills, competencies, jobs and productivity that drive economic growth. In this article, job mismatch has been dealt as a qualitative imbalance that occurs when the characteristics of the workers do not directly correlate with the work requirements. The results of a survey among higher educated adult employees in Romania are presented. Considering the self-evaluation of having a job, it is found that 79.2% match well with educational qualification and 20.8% do not match. It is important to improve this mismatch and set a equilibrium between the education offered to develop the resources and occupational requirements, emerging with changing business needs. Keywords: Job–education mismatch, higher education employees, work performance
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Shahidan, Asnida, Russayani Ismail, and Siti Norliza Jumali. "Job Mismatch and Overeducation among Graduates in Malaysia." Indian-Pacific Journal of Accounting and Finance 3, no. 4 (October 1, 2019): 14–24. http://dx.doi.org/10.52962/ipjaf.2019.3.4.87.
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The supply of young graduates entering Malaysia labour market due to the expansion in higher education undergone a sharp increase. A consequence of this is an increase in the number of individuals who are unemployed and doing jobs with low income and depressing job environment. In other words, they are doing jobs that do not commensurate to their level of educational qualifications or referred to as overeducation. By using a Job Analyst Method, which is one of the frequent methods used to measure overeducation and data from Graduate Tracer Study (GTS) published by the Ministry of Education Malaysia from 2012 - 2017, this paper provides a descriptive analysis on the extent of overeducation among graduates. The result highlights that the percentage of overeducated graduates keep on increasing, and the majority of them engaged in the labour market as clerks and sales workers.
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Pecoraro, Marco. "The incidence and wage effects of overeducation using the vertical and horizontal mismatch in skills." International Journal of Manpower 37, no. 3 (June 6, 2016): 536–55. http://dx.doi.org/10.1108/ijm-10-2014-0207.
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Purpose – The purpose of this paper is to propose an improved concept of educational mismatch that combines a statistical measure of over- and undereducation with the worker’s self-assessment of skill utilization. The novelty of this measurement approach consists in identifying the vertical and horizontal nature of skills mismatch, that is, a mismatch in which skills are either over/underutilized or not utilized. Design/methodology/approach – Cross-sectional data from the Swiss Household Panel survey for the years 1999 and 2004 are used to determine the true extent of educational mismatch among workers. Moroever, different versions of the Duncan and Hoffman wage equation are estimated depending on whether basic or alternative measures of educational mismatch are included. Findings – The empirical analyses provide the following results: first, at least two-third of the statistically defined overeducated workers perceive their skills as adequate for the job they hold and are then apparently overeducated; second, overeducated workers whose skills are not related to the job do not receive any payoff to years of surplus education; and third, apparently overeducated workers have similar wage returns compared to others with the same schooling level but who are statistically matched. All in all, these findings confirm that most of those overeducated according to the statistical measure have unobserved skills that allow them to work in a job for which they are well-matched. Originality/value – The paper indicates the need to consider both vertical and horizontal skill mismatches when measuring educational mismatch in the labour market. In that way, it is possible to account for worker heterogeneity in skills whose omission may generate biased estimates of the incidence and wage effects of over- and undereducation.
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Xie, Donghong. "Hukou System, Horizontal, Vertical, and Full Job-Education Mismatch and Wage Progression among College Floating Population in Beijing, China." Migration Letters 17, no. 5 (September 28, 2020): 609–20. http://dx.doi.org/10.33182/ml.v17i5.949.
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This article investigates college graduates in Beijing, China, and asks, First: Whether college graduates without local hukou are prone to educational mismatch? Second: What role does the hukou system play in the educational mismatch? And third: Whether college graduates without local hukou are willing to lower their wages in order to get a hukou? I use the Beijing College Students Panel Survey (BCSPS), and multinomial logit models and the linear regression analyses are conducted. I find that college graduates with (without) local hukou through job are more likely to be vertical and full mismatch than locals, and those who obtain a hukou through job have a higher full mismatch. After considering the educational mismatch, there is no significant difference in monthly wages between college graduates (not) having a hukou by work and locals.
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Jamalludin, Jamalludin. "PEKERJA MISMATCH ANTARGENERASI : PENDEKATAN AGE-PERIOD-COHORT." Jurnal Ekonomi dan Kebijakan Publik Indonesia 8, no. 2 (October 28, 2021): 161–77. http://dx.doi.org/10.24815/ekapi.v8i2.26569.
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Abstract.A massive expansion of education reduces the incidence of undereducation but on the other hand, can trigger overeducation in the job market. Educational achievements, cultural, political, and economic developments also shape the preferences and work ethic of a generation. This study analyzes intergenerational mismatch workers by comparing them at the same age point. Using Sakernas 2000-2015 data, this studysucceeded in capturing mismatched workers in the warrior generation, the old order generation, the new order generation, and the reform generation.This study use unadjusted odds ratio for descriptive analysis and multinominal logit for inference analysis. Multinomial logit findingsshow that the generation of the old order and the generation of fighters tend to have a higher mismatch in their work compared to the generation of the new order. The reformation generation has a lower tendency to mismatch than the new order generation. The difference in the proportion of mismatched workers between generations is getting smaller as they enter the age of 60 and over .
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Qi, Yunlei, Yingling Fan, Tieshan Sun, and Lingqian (Ivy) Hu. "Decade-long changes in spatial mismatch in Beijing, China: Are disadvantaged populations better or worse off?" Environment and Planning A: Economy and Space 50, no. 4 (February 5, 2018): 848–68. http://dx.doi.org/10.1177/0308518x18755747.
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Although recent studies have extended the U.S.-centered spatial mismatch hypothesis to Chinese cities, few have examined spatial mismatch conditions over time in Chinese Cities. This research responds to the knowledge gap by using longitudinal data to examine changes in the patterns and magnitudes of spatial mismatch between the 2000s and 2010s in Beijing, China. The longitudinal examination uniquely focuses on spatial mismatch between population and transit-accessible jobs, as opposed to spatial mismatch between population and any jobs. Results show that spatial mismatch conditions worsened among all population groups in the past decade in Beijing, China. When comparing across population groups, spatial mismatch worsened to a much higher degree among disadvantaged groups including the migrant population without local hukou and the low-educated population without college education. Further analyses show that changes in population distribution were primarily responsible for the worsened spatial mismatch conditions. Changes in job distribution and transit networks had limited impacts. Policy recommendations to mitigate spatial mismatch in Beijing include reconfiguration of transit networks and promotion of affordable housing development in transit- and/or job-rich areas.
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Karymshakov, Kamalbek, and Burulcha Sulaimanova. "The school-to-work transition, overeducation and wages of youth in Kyrgyzstan." International Journal of Manpower 40, no. 8 (November 4, 2019): 1458–81. http://dx.doi.org/10.1108/ijm-02-2018-0054.
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Purpose 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. Design/methodology/approach 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. Findings 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. Originality/value 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.
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Pholphirul, Piriya. "Educational mismatches and labor market outcomes." Education + Training 59, no. 5 (June 12, 2017): 534–46. http://dx.doi.org/10.1108/et-11-2016-0173.
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Purpose Educational mismatches constitute negative impacts on labor markets in most countries, Thailand is no exception. The purpose of this paper is to quantify the degree of educational mismatch in Thailand and its impacts on labor market outcomes. Design/methodology/approach This study analyzes data obtained from Thailand’s Labor Force Survey to estimate the likelihood of horizontal and vertical mismatches and their impacts on labor market outcomes. Findings Estimation results reveal the existence of a high level of both vertical and horizontal mismatches in the labor market. The vertical mismatch tends to be most prevalent in the case of graduates with degrees in the social sciences, while the existence of the horizontal mismatch is mostly found in the case of graduates with backgrounds in the physical sciences. Samples with a degree in health science seem to be least impacted by both types of mismatch. Education-job mismatches, either vertical or horizontal mismatches, are found to cause negative impacts on workers’ employment. Findings indicate that workers who encountered either horizontal or vertical educational mismatches tended to have lower monthly incomes than did those without such mismatches. Vertical mismatches seemed to result in lower incomes than did the horizontal mismatches. Furthermore, both types of mismatch are found to not have any significant impact on workers’ employability. Research limitations/implications Nevertheless, due to different types of mismatches such as skill mismatch or personality mismatch, this paper only quantifies degree mismatch on the context of Thailand only. Nevertheless, different structure of labor market can show different findings. Practical implications Both horizontal mismatch and vertical mismatch can be mitigated with strong collaboration system between colleges/universities and employers. Therefore, the government should further promote better cooperation between universities and the private sector (industry-university linkages) by encouraging more exchanges between high-level executives and students of the private sector and higher-education institutes. More opportunities for students to practice their skills in real workplace settings should be provided, and students should also be able to gain credits from participating in such training. In Thailand, at present there are only a few degree programs that require students to complete an internship. Social implications As for social policy recommendations, to reduce both horizontal and vertical mismatches in practices, it is essential that the education sector promote a life-long learning framework that allows workers whose jobs do not match their educational background (or with their educational attainment) to receive the training and develop the skills required by employers. Originality/value Comparing to other literature in these areas in which survey data from the authors are relied, this paper, however, uses the Thai Labor Force Survey, which is the national representative sample data set. The results found from this paper are therefore useful to be reliable on implying appropriated policy recommendations.
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Velciu, Magdalena. "Job matching as a new challenge for work performance." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 14–19. http://dx.doi.org/10.1515/cplbu-2017-0003.
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Abstract In actual challenging environment, progress and growth is more than an economic issue and it involve human capital, development of human resources in terms of knowledge, skills, and competences. The workforce offer and demand is not sufficient to make progress but we need a concept that bring together skills, competency, jobs and productivity that drive economic growth. From the perspective of this paper, we deal with job mismatch as a qualitative imbalance that occurs when the characteristics of workers (level of education, qualification, skills) are not in direct relation with the work requirements, with accent on education requirements. I present some analytical highlights on education-job mismatch at European level and in Romania. Education requirements of jobs vary across countries. In Romania, almost 60% of adult employees, consider medium level of qualification is sufficient to do the job. Remarcable is that the procent is the highest amoung all responders from European countries. The subject have great importance to improve the matching as equilibrium between educational offer for developing skills, competences, knowledge with occupational requirements coming from changing business environment.
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Robst, John. "Education, College Major, and Job Match: Gender Differences in Reasons for Mismatch." Education Economics 15, no. 2 (June 2007): 159–75. http://dx.doi.org/10.1080/09645290701263070.
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Lee, Eun-Soo. "Job-Education Mismatch Possibility Resolved in the Hospitality Industry: Which Is More Applicable, Job Mobility Theory or Job Competitiveness Theory?" Journal of Tourism Sciences 41, no. 10 (November 1, 2017): 87–103. http://dx.doi.org/10.17086/jts.2017.41.10.87.103.
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Gaeta, Giuseppe Lucio. "Was it worth it? An empirical analysis of over-education among PhD recipients in Italy." International Journal of Social Economics 42, no. 3 (March 2, 2015): 222–38. http://dx.doi.org/10.1108/ijse-08-2013-0186.
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Purpose – The purpose of this paper is to provide an empirical examination of factors associated with over-education among PhD graduates in Italy. Design/methodology/approach – The investigation is based on recently released data collected by the Italian National Institute of Statistics by means of interviews with a large sample of PhD recipients, carried out a few years after they obtained their PhD degree. The author measured the mismatch between the current job and previous PhD studies using two direct subjective evaluations of over-education, which distinguish between the usefulness of the PhD title to get the current job position and to perform the current work activities. Even if the incidence of over-education varies according to the measurement applied, the author found that it is highly widespread among PhD recipients. The econometric analyses are aimed at identifying factors associated with over-education and are based on the standard probit model and the bivariate probit model with sample selection which allows to control for self selection into employment. Findings – The results show that over-education is significantly correlated with: first, a number of PhD-related variables, such as the scientific field of study, having attended courses or visiting periods abroad; second, some job-related characteristics, such as working in the academia or being mainly involved in research-related activities; third, the channel of access to the job; and fourth, residential location. Originality/value – This paper contributes to the literature focusing on job-education mismatch by providing, to the best of the author’s knowledge, the first empirical analysis of over-education among PhD recipients in Italy; moreover, it provides some useful insights to evaluate the professional doctoral graduates in Italy.
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Neycheva, Mariya. "Qualification (Mis)Match for Upper Secondary and Higher Education." Social Sciences 10, no. 9 (August 30, 2021): 327. http://dx.doi.org/10.3390/socsci10090327.
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The expansion of education all over the world is expected to improve economic and social development. However, the oversupply of educated labor force might bring unfavorable consequences for the labor market and long-run growth prospects. In this regard the purpose of this paper is two-fold. First, it aims at summarizing the main channels and mechanisms through which education–job mismatch could impact the changes of per capita income. Second, the study presents empirical evidence on that impact by differentiating between qualification mismatch among workers having completed tertiary education and those with upper secondary education. The sample comprises the EU member countries between 2000 and 2019. The results suggest that whereas the higher percentage of the properly matched labor force increases the steady-state level of per capita output for both educational levels being considered, the effect of qualification mismatch is either negative or insignificant. There is some evidence that overeducation among higher education graduates exhibits a stronger negative effect on economic activity in comparison with overeducation among workers with upper secondary education.
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Choi, Mun Seok, and Il Ho Shong. "The Effects of Youth’s Education and Subject mismatch on Wages and Job satisfaction." JOURNAL OF SOCIAL SCIENCE 26, no. 2 (June 30, 2019): 85–102. http://dx.doi.org/10.46415/jss.2019.06.26.2.85.
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Sharaf, Mesbah Fathy. "Job-Education Mismatch and Its Impact on the Earnings of Immigrants: Evidence from Recent Arrivals to Canada." ISRN Economics 2013 (January 17, 2013): 1–14. http://dx.doi.org/10.1155/2013/452358.
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Using the most recent Longitudinal Survey of Immigrants to Canada, this paper measures the incidence of job-education mismatch, particularly over-education, examines its determinants, and estimates its impact on the earnings of immigrants. Job-education mismatch is measured using the realized match method, and the corresponding earnings impact is estimated using an over-required-under education technique. Determinants of over-education are examined using a bivariate probit model to account for selectivity into employment. Panel data estimation methods are used to estimate earnings equations and the analysis is stratified by gender. Results show that recent immigrants to Canada have a persistent high incidence and intensity of over-education with a substantial negative impact on their earnings. In particular, two-thirds of recent immigrants to Canada are over-educated with a wage loss of 8%, while an under-educated immigrant loses around 2% on average. Results also show that proficiency in English or French and post-immigration investment in education and training significantly reduce the likelihood of being over-educated. The findings of this study could benefit policies directed to help immigrants integrate in the labour market.
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Rahona-López, Marta, and Carmen Pérez-Esparrells. "Educational Attainment and Educational Mismatch in the First Employment in Spain." ISRN Education 2013 (April 18, 2013): 1–7. http://dx.doi.org/10.1155/2013/850827.
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This paper analyses the labour market entry of Spanish school leavers and the match between education and work at the early stages of working life, using a specific data set drawn from the Spanish Module Education to Labour Market Transitions (2000). Special attention is paid to university graduates, because Spain experienced a strong growth in the demand for higher education during the last decades of the 20th century. The empirical evidence shows that although over-education is a common phenomenon in the Spanish youth labour market, being a graduate seems to be associated with a lower likelihood of over-education in the first job. Our results indicate that over-education affects more women than men and foreigners than Spaniards.
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Li, Fengliang, and Liang Wang. "An Empirical Study on Distance Education and Job Match." Sustainability 12, no. 2 (January 15, 2020): 619. http://dx.doi.org/10.3390/su12020619.
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Job match has always been the focus of educational research. However, current empirical studies are limited to the analysis of face-to-face education, and there’s no empirical study focusing on the job match of distance education. To fill the gap in this research field, this study analyzes the distance learners in China to demonstrate the relationship between distance education and job match by using the data from a nationwide household survey. The empirical results involve two significant findings. Firstly, distance learners and face-to-face learners have no significant difference in job match. This study attempts to explain this with the human capital theory, that is, distance learners and face-to-face learners have no difference in obtaining their specific human capital, so they both prefer to work on a position characterized by job match. Secondly, job mismatch has no significant negative effect on the income of distance learners. This study attempts to explain this with the screening theory, that is, though distance education would improve the learners’ specific human capital, it still acts as a diploma signal, to some extent, in China, thus making it impossible for the specific human capital obtained by distance learners to transform into a superiority in income.
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Zych, Magdalena. "Education for business analysts in Poland." Education for Information 36, no. 4 (December 16, 2020): 347–70. http://dx.doi.org/10.3233/efi-200391.
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The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.
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Mavromaras, Kostas, Peter Sloane, and Zhang Wei. "The role of education pathways in the relationship between job mismatch, wages and job satisfaction: a panel estimation approach." Education Economics 20, no. 3 (July 2012): 303–21. http://dx.doi.org/10.1080/09645292.2012.672556.
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Park, Kihong. "Education-Job Mismatch and Gender Wage Gap: Evidence from Recent College Graduates in Korea." Asian Women 37, no. 1 (March 31, 2021): 1–24. http://dx.doi.org/10.14431/aw.2021.3.37.1.1.
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Veselinović, Ljiljan, Jasmina Mangafić, and Lejla Turulja. "The effect of education-job mismatch on net income: evidence from a developing country." Economic Research-Ekonomska Istraživanja 33, no. 1 (January 1, 2020): 2648–69. http://dx.doi.org/10.1080/1331677x.2020.1723427.
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Palekhova, Viktoriya. "MISMATCH BETWEEN EDUCATION AND LABOR MARKET DEMAND (CASE OF TRADE AND RELATED FIELDS)." Economic Discourse, no. 3 (September 30, 2020): 117–26. http://dx.doi.org/10.36742/2410-0919-2020-3-12.
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Introduction. The mismatch between the needs of the labor market and the education and skill structure of the labor force is a well-recognized urgent problem that is inherent not only in the economy of Ukraine. The current economic crisis caused by the coronavirus pandemic inevitably exacerbates existing imbalances. Methods. The study used methods of analysis and systematization (to determine the basic requirements for potential employees); and methods of synthesis and generalization (to formulate the conclusions of the study). Results. The paper analyzes the job descriptions posted on the job search site Work.ua in the categories: sales and procurement, service, logistics, retail, and marketing. The choice of these categories was determined by their popularity and prevalence in the sphere of trade. The analysis of the requirements shows that the experience of applicants is valued much more than their educational attainment. Meanwhile, the requirements for potential employees contain a wide range of hard and soft skills, the provision of which is the content of higher education, in particular the competency-based approach, but this is not specified in the requirement for a diploma. The task of education, along with a prompt response to development trends (so-called "Amazon effect") remains to fill the learning process with real content. Discussion. Further research should consider not only the existing requirements of the modern labor market, to which education should be adjusted, but combine the objectives of education with the structural reorganization of the domestic economy, which is designed to increase the demand for human capital. Keywords: labor market, requirements for employees, trade, education, knowledge, skills, hard & soft skills.
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More, Sharon, and Tova Rosenbloom. "Job-Field Underemployment and Career Satisfaction: A Relationship of Cause and Effect." International Journal of Business and Management 15, no. 10 (September 24, 2020): 82. http://dx.doi.org/10.5539/ijbm.v15n10p82.
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The current article deals with the interesting phenomenon of mismatch between an academic graduate's field of education and their field of occupation (a phenomenon known in the literature as horizontal-mismatch or job-field underemployment), and its impact on the individual's career satisfaction. Some studies regarding the broader phenomenon of underemployment suggest that graduates might temporarily accept an underemployed job in order to avoid unemployment and obtain some work experience, but even though most of the relatively scarce articles on the subject suggest it is usually an involuntary phenomenon, almost none of them specifically focus on the case of job-field underemployment.
310 Israeli academics with almost-equal gender representation participated in this study. A statistically significant negative correlation has been found, according to which, the greater an individuals’ level of job-field underemployment, the lower their career satisfaction level. The main conclusion of the present study is that the individuals’ quality of job-field fit appears to be a very significant component in their career perception: The individual, being rational, will invest in a specific field of education in order to integrate into the labor market accordingly. Therefore, this phenomenon is not desirable for the individual, and it requires more informed career planning by the individual in order to avoid experiencing this phenomenon in the first place. At the macro-economic level, this requires better labor-market adjustments between the supply of labor and the demand for jobs.
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Kupets, Olga. "Education-job mismatch in Ukraine: Too many people with tertiary education or too many jobs for low-skilled?" Journal of Comparative Economics 44, no. 1 (February 2016): 125–47. http://dx.doi.org/10.1016/j.jce.2015.10.005.
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Hur, Hyungjo, and Kwang Bin Bae. "Publisher Correction: Does Discrepancy Between Job Choice Motivation and Satisfaction and Education–Job Mismatch Affect Turnover Intention of Nonprofit Employees?" Public Organization Review 22, no. 1 (March 29, 2021): 213. http://dx.doi.org/10.1007/s11115-021-00518-4.
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Qadeer, Amna, and Khadija Fatima. "EDUCATION-JOB MISMATCH AMONG GRADUATES OF ADMINISTRATIVE STAFF: A CASE STUDY OF UNIVERSITY OF GUJRAT." Matrix Science Mathematic 1, no. 1 (January 20, 2017): 40–44. http://dx.doi.org/10.26480/msmk.01.2017.40.44.
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