A Methodological Contribution to Measuring Skill (Mis)match*

Sgobbi, Francesca; Suleman, Fátima

doi:10.1111/j.1467-9957.2012.02294.x

Cited by 25 publications

(18 citation statements)

References 33 publications

(54 reference statements)

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“…According to Wald and Fang (2008), this type of measures has the advantage of being job-specific. However, being subjective, it may be biased by the individual's attitudes, for instance when the graduate wishes to increase the standing of the job (Hartog, 2000;Sgobbi and Suleman, 2013).…”

Section: Education-job (Mis)match: Indicatorsmentioning

confidence: 99%

Education–Job (Mis)Match and Interregional Migration: Italian University Graduates' Transition to Work

Iammarino

Marinelli

2014

Regional Studies

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This paper analyses the micro-level determinants of the education-job (mis)matches of recent university graduates in Italy. As the Italian graduate population has experienced increasing internal migration, we focus in particular on the role of interregional migration in driving education-job match. The methodology takes into account both the endogenous relationship between migration and employment, and the self-selection bias between employment and education-job (mis)match. Using a survey on Italian graduates' entry into the labour market, we find that whilst migration at the national level is confirmed to have a positive role in both finding a job and decreasing the probability of overeducation, robust differences emerge when looking at the subnational dimension. Indeed, the Northern regions by receiving inflows of Southern graduates that manage to attain a good education-job match in the recipient labour markets, are apparently reaping part of the return to the investment in university education bore in the South.

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Section: Education-job (Mis)match: Indicatorsmentioning

confidence: 99%

Education–Job (Mis)Match and Interregional Migration: Italian University Graduates' Transition to Work

Iammarino

Marinelli

2014

Regional Studies

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“…The present study uses this definition of competency. In addition, competency has domain-specific and region-specific characteristics (Lucena et al 2008;OECD 2002;Sgobbi and Suleman 2013). That is, the competencies of MEng graduates, as required by the Chinese industry, are different from other domains in other regions and countries.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Three approaches have been often used in existing literature to collect data in assessing competency mismatch; these approaches are job analysis (Groot and Maassen van den Brink 2000;Kiker, Santos, and De Oliveira 1997), testing (Green, McIntosh, and Vignoles 2002), and survey (Allen and van der Velden 2001; Ashman et al 2008;Bodmer et al 2002; Garcia-Aracil and van der Velden 2008; Green and McIntosh 2007;Green, McIntosh, and Vignoles 2002;Heijke and Ramaekers 1998;Paul 2006;Sgobbi and Suleman 2013). These approaches have their respective benefits and costs.…”

Section: Studies In Higher Educationmentioning

confidence: 99%

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

Peng

Zhang

2014

Studies in Higher Education

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This study investigates the mismatch between the educational attainment of a graduate with a Master of Engineering (MEng) degree and the industry needs in China. A competency list for MEng graduates from the perspective of industry needs was constructed. And a survey was conducted among MEng graduate students, alumni, and employers to assess the listed items. The analysis of the survey data yielded five competencies. Mismatches were found for all five factors. Each discrepancy is discussed in detail in this paper.

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“…1993;Weiss, 2005;Pięta-Cândido, 2013], they share many problems such as high unemployment rate, especially among young people. Apart from general economic conditions, the reason for this phenomenon is that professional competencies are not suited to the needs of the labour market [Handel, 2003;Taylor, 2005;Sgobbi and Suleman, 2013] and, as it was emphasized by Suleman [2012], "the relevance of skills in the contemporary workplace is unquestionable" [p. 2205]. One of the manifestations of the common educational and labor market policy in the EU is the unification of educational systems.…”

Section: Introductionmentioning

confidence: 99%

The Chinese-perspective of Intercultural Competence Models Revisited

Chong

Grzymała-Moszczyńska

2015

Journal of Intercultural Management

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Most intercultural competence models have been developed by Western experts based on Western theory and Western cultural values, and they are not culturally specific models. The lack of non-Chinese researchers to study and contribute to the construction of intercultural competence from a Chinese-perspective is a serious shortcoming, and most of the models developed by Chinese scholars are a replica of the Western models. A Chinese-perspective of intercultural competence model is indeed needed to reinterpret concepts and theories that are coined in the West, which are then widely used and generalized without any concrete-solid bases of their universality. This paper deployed empirical study methods to analyze the content of the literature to understand the construct of Chinese-perspective intercultural competence models. Eight Chinese-perspectives of intercultural competence models formulated by Chinese scholars between 1998 and 2013 have been identified, two of them are researched in English, while six others are in Chinese. As a result, there are no significant differences in the components of those eight models, as most Chinese scholars agree that cognitive ability, emotional management and communication skills are three of the major components which constitute the Chinese version of intercultural competence models. This research is timely, and is worth conducting, due to increased Chinese investments throughout the world, and the power and influence of China as the world’s largest economy. The results could be used as a guiding operational scheme to prepare business partners from both sides for successful cooperation. However, one should recommend, in future research, that there be a comparison of Chinese-perspective models with Western-perspective models in order to delve deeper into the construct of the models to examine the degree to which the Chinese and Western-perspective of intercultural competence are complementary and compatible with each other.

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A Methodological Contribution to Measuring Skill (Mis)match*

Cited by 25 publications

References 33 publications

Education–Job (Mis)Match and Interregional Migration: Italian University Graduates' Transition to Work

Education–Job (Mis)Match and Interregional Migration: Italian University Graduates' Transition to Work

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

The Chinese-perspective of Intercultural Competence Models Revisited

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