No abstract

The massive transition to higher education and the large number of university graduates taking school-leavers' jobs has led many to question the widely held view that a university education is a good investment and a guarantee of economic success. This paper using data from one large civic university in the UK to consider the determinants and consequences of over-education. Approximately one in five graduates genuinely have more education than their jobs require. This study tests and rejects the hypothesis of non-random selection into over-education among graduates who have been in the labour market for sometime. In addition, the evidence strongly suggests that ordinary least squares systematically underestimate the magnitude of the negative effect of overeducation on earnings.

This paper considers what factors determine the migration of overseas students, when students cross borders for higher education. We utilise a gravity model for international student mobility and derive estimates for a sample of 18 countries of destination and 38 countries of origin over the period 2005–11. Our results confirm that geographical distance and the presence of a common language are powerful in explaining bilateral student flows. Our most interesting finding is that time zone differences have a statistically significant and economically large effect in determining international student flows.

In opportunistic programmes, differences in participation across socio-economic groups are evident in respect of both breast and cervical cancer screening. These differences may have implications for treatment and outcomes across socio-economic groups. Such differences were not evident in population-based programmes.

Education, Childbearing, Endogeneity bias, I21,