The Impact of Overeducation and its Measurement

Verhaest, Dieter; Omey, Eddy

doi:10.1007/s11205-005-4276-6

Cited by 201 publications

(236 citation statements)

References 37 publications

Supporting

Mentioning

203

Contrasting

Unclassified

Order By: Relevance

“…The meta-analysis of Groot et al (2000) Each of these methods has limitations. These limitations are discussed in Groot et al's (2000) meta-analysis, the meta analysis of Rubb (2003) as well as Verhaest and Omey (2006 Rubb 2003;Kucel 2011) find significant differences in the both the incidence of overeducation, and, where also investigated, the results of subsequent analysis (e.g. returns to education, job satisfaction).…”

Section: Theoretical Discussion and Literature Reviewmentioning

confidence: 99%

Heaven knows I'm miserable now: overeducation and reduced life satisfaction

Piper

2014

Education Economics

View full text Add to dashboard Cite

This study is an investigation into relative overeducation and life satisfaction using British longitudinal data. The focus is on young people rather than the whole of the life cycle, an arguably more homogenous group. Such a focus means that the overeducation variable does not simply capture the increased participation in Higher Education of the young. The hypothesis is that there is a negative relationship between being overeducated and life satisfaction. Overeducation is measured using the realised matches approach, a statistical measurement comparing an individual's years of schooling with the average for one of two employment based reference groups. Using dynamic panel analysis, to account for the presence of serial correlation, such an association is found: the relatively overeducated seem to be relatively less happy.

show abstract

Section: Theoretical Discussion and Literature Reviewmentioning

confidence: 99%

Heaven knows I'm miserable now: overeducation and reduced life satisfaction

Piper

2014

Education Economics

View full text Add to dashboard Cite

show abstract

“…This is confirmed by Tsang et al (1991), except for the relationship estimated for over-educated female workers. Verhaest and Omey (2006), using Belgian data on Flanders covering the period 1999-2002, find that overeducated workers have a higher turnover, but they cannot validate the hypothetic impact of over-education on job satisfaction. However, using the same (but extended) dataset on Flanders, they find, in 2009, a significant negative impact of over-education on job satisfaction but also find that the negative consequence of over-education on job satisfaction decreases with the number of years of experience.…”

mentioning

confidence: 92%

Educational Mismatch and Firm Productivity: Do Skills, Technology and Uncertainty Matter?

2015

View full text Add to dashboard Cite

The authors provide first evidence on whether the direct relationship between educational mismatch and firm productivity varies across working environments. Using detailed Belgian linked employer-employee panel data for 1999-2010, they find the existence of a significant, positive (negative) impact of over-(under-)education on firm productivity. Moreover, their results show that the effect of over-education on productivity is stronger among firms: (i) with a higher share of high-skilled jobs, (ii) belonging to high-tech/knowledge-intensive industries, and (iii) evolving in a more uncertain economic environment. Interaction effects between under-education and working environments are less clear-cut. However, economic uncertainty is systematically found to accentuate the detrimental effect of under-education on productivity.Keywords: Educational mismatch, productivity, linked employer-employee panel data, working environments. AbstractThe authors provide first evidence on whether the direct relationship between educational mismatch and firm productivity varies across working environments. Using detailed Belgian linked employer-employee panel data for 1999-2010, they find the existence of a significant, positive (negative) impact of over-(under-)education on firm productivity. Moreover, their results show that the effect of over-education on productivity is stronger among firms: (i) with a higher share of high-skilled jobs, (ii) belonging to high-tech/knowledge-intensive industries, and (iii) evolving in a more uncertain economic environment. Interaction effects between under-education and working environments are less clear-cut. However, economic uncertainty is systematically found to accentuate the detrimental effect of under-education on productivity.

show abstract

“…They generally indicate that over-educated workers have a lower level of job satisfaction, receive less training and are more likely to quit their jobs than their adequately educated former classmates, i.e. individuals with the same attained education (Ahn et al, 2001, Allen and van der Velden, 2001, Battu et al, 2000, Büchel and Mertens, 2004, Feldman and Turnley, 1995, Sicherman, 1991, Tsang, 1987, van Smoorenburg and van der Velden, 2000, Verhaest and Omey, 2006, Vieira, 2005. These results suggest that over-education is likely to induce negative productivity costs for firms (due to higher turnover rates) and the overall economy (due to a lower level of job satisfaction and less training participation).…”

Section: Introductionmentioning

confidence: 99%

“…Judge et al, 2001), ii) the literature regarding the impact of ORU on job satisfaction provides mixed results (e.g. Büchel, 2002, Hersch, 1991, Tsang et al, 1991, Verhaest and Omey, 2006, and iii) educational mismatch is likely to affect productivity through other channels than job satisfaction (and correlated workers' attitudes and behaviours), e.g. following human capital or assignment theories (Becker, 1964, Sattinger, 1993, it could be argued that a lower degree of job satisfaction might be compensated by additional skills and capabilities acquired in school so that the net effect of over-education on productivity might be positive (as suggested by our results).…”

mentioning

confidence: 99%

The impact of educational mismatch on firm productivity: Evidence from linked panel data

Kampelmann

Rycx

2012

Economics of Education Review

118

View full text Add to dashboard Cite

We provide first evidence regarding the direct impact of educational mismatch on firm productivity. To do so, we rely on representative linked employer-employee panel data for Belgium covering the period 1999-2006. Controlling for simultaneity issues, time-invariant unobserved workplace characteristics, cohort effects and dynamics in the adjustment process of productivity, we find that: i) a higher level of required education exerts a significantly positive influence on firm productivity, ii) additional years of over-education (both among young and older workers) are beneficial for firm productivity, and iii) additional years of undereducation (among young workers) are detrimental for firm productivity. AbstractWe provide first evidence regarding the direct impact of educational mismatch on firm productivity. To do so, we rely on representative linked employer-employee panel data for Belgium covering the period 1999-2006. Controlling for simultaneity issues, time-invariant unobserved workplace characteristics, cohort effects and dynamics in the adjustment process of productivity, we find that: i) a higher level of required education exerts a significantly positive influence on firm productivity, ii) additional years of over-education (both among young and older workers) are beneficial for firm productivity, and iii) additional years of under-education (among young workers) are detrimental for firm productivity. JEL Classification: I21; J24

show abstract

The Impact of Overeducation and its Measurement

Abstract: job satisfaction, measurement, mobility, overeducation, training, wages,

Cited by 201 publications

References 37 publications

Heaven knows I'm miserable now: overeducation and reduced life satisfaction

Heaven knows I'm miserable now: overeducation and reduced life satisfaction

Educational Mismatch and Firm Productivity: Do Skills, Technology and Uncertainty Matter?

The impact of educational mismatch on firm productivity: Evidence from linked panel data

Contact Info

Product

Resources

About