The impact of undergraduate degrees on lifetime earnings

Britton, Jack; Dearden, Lorraine; Erve, Laura van der; Waltmann, Ben

doi:10.1920/re.ifs.2020.0167

Cited by 5 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Patients with a degree qualification preferred F2F over VC care. A report 23 concluded that both women and men with a degree are likely to have higher lifetime earnings than women and men without a degree (£252,000 more and £168,000 more respectively). The type of job an individual has may be dependent on employment status and those with lower education (up to A-Level in the United Kingdom) are over-represented in ‘zero hours’ contracts 24 and therefore unable to take paid leave for medical appointments.…”

Section: Discussionmentioning

confidence: 99%

Patient preferences for use of virtual consultations in an orthopaedic rehabilitation setting: Results from a discrete choice experiment

Gilbert

Mentzakis

May

et al. 2021

J Health Serv Res Policy

View full text Add to dashboard Cite

Objective Virtual Consultations may reduce the need for face-to-face outpatient appointments, thereby potentially reducing the cost and time involved in delivering health care. This study reports a discrete choice experiment (DCE) that identifies factors that influence patient preferences for virtual consultations in an orthopaedic rehabilitation setting. Methods Previous research from the CONNECT (Care in Orthopaedics, burdeN of treatmeNt and the Effect of Communication Technology) Project and best practice guidance informed the development of our DCE. An efficient fractional factorial design with 16 choice scenarios was created that identified all main effects and partial two-way interactions. The design was divided into two blocks of eight scenarios each, to reduce the impact of cognitive fatigue. Data analysis were conducted using binary logit regression models. Results Sixty-one paired response sets (122 subjects) were available for analysis. DCE factors (whether the therapist is known to the patient, duration of appointment, time of day) and demographic factors (patient qualifications, access to equipment, difficulty with activities, multiple health issues, travel costs) were significant predictors of preference. We estimate that a patient is less than 1% likely to prefer a virtual consultation if the patient has a degree, is without access to the equipment and software to undertake a virtual consultation, does not have difficulties with day-to-day activities, is undergoing rehabilitation for one problem area, has to pay less than £5 to travel, is having a consultation with a therapist not known to them, in 1 weeks’ time, lasting 60 minutes, at 2 pm. We have developed a simple conceptual model to explain how these factors interact to inform preference, including patients’ access to resources, context for the consultation and the requirements of the consultation. Conclusions This conceptual model provides the framework to focus attention towards factors that might influence patient preference for virtual consultations. Our model can inform the development of future technologies, trials, and qualitative work to further explore the mechanisms that influence preference.

show abstract

Section: Discussionmentioning

confidence: 99%

Patient preferences for use of virtual consultations in an orthopaedic rehabilitation setting: Results from a discrete choice experiment

Gilbert

Mentzakis

May

et al. 2021

J Health Serv Res Policy

View full text Add to dashboard Cite

show abstract

“…Obtaining a university degree is linked with advanced career trajectories and high earnings across the lifespan (OECD, 2020), as well as with better health outcomes and longer life expectancy (Olshanky et al, 2012). Higher degree performance (Jones & Jackson, 1990) and university prestige (e.g., university league table ranking) are also related to increased earnings (Britton et al, 2020;Hoekstra, 2009). Obtaining higher-level vocational qualifications, such as advanced apprenticeships, support direct entry to the labour market in skills-based economies, facilitating advantageous employment opportunities (Hanushek et al, 2017;Kirby, 2015).…”

Section: Educational Outcomesmentioning

confidence: 99%

Predicting Educational and Social-Emotional Outcomes in Emerging Adulthood from Intelligence, Personality and Socio-Economic Status

Haider¹,

Stumm²

2022

Preprint

View full text Add to dashboard Cite

Emerging adulthood describes the developmental life stage between adolescence and adulthood, when young people gain important educational and social–emotional skills. Here, we tested to what extent intelligence and personality traits in adolescence, family socioeconomic status (SES), and their interplay predict educational (e.g., educational attainment, degree classification) and social–emotional outcomes (e.g., well-being, volunteering, substance use) in emerging adulthood in a U.K.-representative sample (N = 2,277). Intelligence, personality traits, and family SES accounted together for up to 23.5% (M = 9.7%) of the variance in emerging adulthood outcomes. Personality traits, including the Big Five, grit, curiosity, and ambition, were the most consistent and strongest predictors across outcomes, although intelligence was a better predictor of educational attainment. Intelligence, but not personality, accounted for a significant proportion of the associations between family SES with educational attainment, degree classification, behavior problems, aggression, and volunteering (16.4%–29.1%). Finally, intelligence, ambition, conscientiousness, curiosity, and openness were all stronger predictors of educational attainment at low compared to high SES levels. These significant interactions suggest that these traits may help compensate for family background disadvantage, although the corresponding effect sizes were small (R² 0.4%–3%). Overall, our analyses suggested that there is moderate developmental continuity from adolescence to emerging adulthood. Our findings contribute to understanding the psychological characteristics and structural factors that help emerging adults to become resilient and productive members of society.

show abstract

“…Girls tend to outperform boys on average throughout compulsory education and beyond (Voyer & Voyer, 2014). However, women are less likely than men to enter competitive professions with high salaries, and generally, they earn less than men (Britton et al, 2020;Shauman, 2006). Systematic gender differences have also been observed in social-emotional development during emerging adulthood (Conley et al, 2020;Galambos et al, 2006), but the evidence for gender as a moderator of the effects of school performance is fragmentary and inconsistent (Bücker et al, 2018;French et al, 2015;Huang, 2015).…”

mentioning

confidence: 99%

Do school grades matter for growing up? Testing the predictive validity of school performance for outcomes in emerging adulthood.

Starr,

Haider,

von Stumm

2024

Developmental Psychology

View full text Add to dashboard Cite

In putatively meritocratic societies, doing well in school is a pivotal precondition for accessing further and higher education, which, in turn, has a pervasive, long-term influence on adulthood development. Yet, doing well in school may also predict "real-life success" outside formal education settings and independent of the educational qualifications that a person attains. Such predictions are likely to become salient during emerging adulthood, a life period characterized by career explorations and social-emotional adjustment. Here, we tested the predictive validity of end-of-compulsory school grades at age 16 years in a U.K.-representative population cohort sample of up to N = 6,488, who were born between 1994 and 1996, for a broad range of occupational, financial, and social-emotional outcomes at age 23. End-of-compulsory school performance accounted for 1%-20% of the variance across occupational, financial, and social-emotional outcomes in emerging adulthood. Educational attainment attenuated these associations only slightly, with school grades at age 16 accounting for variance in emerging adulthood outcomes independent of later educational attainment. We found that school grades were equally predictive for boys' and girls' outcomes. In children from lower family socioeconomic status (SES) backgrounds, school grades were more predictive of their educational attainment, financial attitudes, and anxiety compared to higher SES children, with varying effect sizes (i.e., 0.3%-4.2%). Our findings suggest that school-leaving grades facilitate the successful transition from adolescence to adulthood, independent of educational attainment, and that they might enable children from low-SES families to compensate for some of their background disadvantages. Public Significance StatementThe findings from this study indicate that school grades are important predictors for a wide range of financial, occupational, and social-emotional development in emerging adulthood, independent of an individual's highest educational qualification. In particular, school performance is more predictive of educational attainment for students from under-resourced backgrounds, suggesting that good grades may be a key factor in compensating for family background disadvantages.

show abstract

The impact of undergraduate degrees on lifetime earnings

Abstract: Conclusion 67 Bibliography 70 A More on the HESA data 72 B Lifetime exchequer receipts 76 C Median net lifetime returns 81 D Full subject results by age 84 E Average net lifetime returns with different discount rates 85

Cited by 5 publications

References 10 publications

Patient preferences for use of virtual consultations in an orthopaedic rehabilitation setting: Results from a discrete choice experiment

Patient preferences for use of virtual consultations in an orthopaedic rehabilitation setting: Results from a discrete choice experiment

Predicting Educational and Social-Emotional Outcomes in Emerging Adulthood from Intelligence, Personality and Socio-Economic Status

Do school grades matter for growing up? Testing the predictive validity of school performance for outcomes in emerging adulthood.

Contact Info

Product

Resources

About