The determinants of overeducation: different measures, different outcomes?

Abstract

Purpose -The purpose of this paper is to assess the measurement sensitivity of the estimated determinants of overeducation. Design/methodology/approach -The paper analyses the determinants of overeducation among Flemish school leavers in their first job by means of probit regression analysis. Overeducation is measured on the basis of job analysis ( JA), self-assessments and realised matches. Findings -The results demonstrate that the application of different overeducation measures sometimes leads to different outcomes. Only a few variables -for instance the student's academic grade in the final year -are consistently found to be important for the explanation of overeducation. Some outcomes are consistent with the supposition that several indicators actually measure other concepts. Research limitations/implications -Further research using JA measures that are based on alternative and more recent occupational classifications would be useful. Originality/value -The application of different measures provides further insight into the overeducation measurement problem.

Imbalanced Job Polarization and Skills Mismatch in Europe

“…Personality traits also affect the risk of overeducation and frequently are more important than ability (Blázquez and Budría 2012;Tarvid 2013). Empirical evidence about gender effects has been mixed, with roughly equal number of studies concluding that women have a higher skills mismatch risk than men (Aleksynska and Tritah 2013;Baert et al 2013;Betti et al 2011;Karakaya et al 2007;Ramos and Sanromá 2013;Tani 2012;Verhaest and Omey 2010;Verhaest and Van der Velden 2013) as those finding no difference across sex (Blázquez and Budría 2012;Büchel and van Ham 2003;Chevalier 2003;Chevalier and Lindley 2009;Frei and Sousa-Poza 2012;Frenette 2004;Støslashren and Wiers-Jenssen 2010;Wirz and Atukeren 2005); a few studies result in men being at a relative disadvantage (European Commission 2012;Kiersztyn 2013).…”

“…Although an individual's ability or academic performance has proven to be difficult to capture in empirical work, research, using various approximations, suggests that graduates with lower ability face a higher risk of overeducation (Barone and Ortiz 2011;Chevalier 2003;Lianos et al 2004;Tarvid 2012;Verhaest and Omey 2010). Personality traits also affect the risk of overeducation and frequently are more important than ability (Blázquez and Budría 2012;Tarvid 2013).…”

Overeducation at the start of the career: Stepping stone or trap?

“…However, since the SBC-classification is rather built upon tasks to be executed than on occupational titles, this problem should be less severe for our measure. Furthermore, in a number of validation studies (van der Meer, 2006;Verhaest and Omey, 2010), the CBS measure performed at least equally well as other measures. Nevertheless, we also execute a sensitivity analysis relying on a modified self-assessment approach.…”

Job search as a determinant of graduate over-education: evidence from Australia

“…Dolton and Silles, 2001). Major field of study and final grade achieved emerge as consistent determinants of over-education (Verhaest and Omey, 2010), along with general economic conditions as proxied by the unemployment rate (Gottschalk and Hansen, 2003; Cardoso, 2007;Grazier, O'Leary & Sloane, 2008).Three studies have investigated the relationship between job search and graduate over- advertisements, applying through a private employment agency and using some other method not listed on the survey reduced the probability of over-education compared with finding a job using personal contacts. The only search method in their study that was associated with an increased probability of over-education relative to the use of personal contacts was the state employment office.…”