How Well Can We Measure Graduate Over- Education and Its Effects?
How Well Can We Measure Graduate Over- Education and Its Effects?
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我们如何衡量毕业生过度教育及其影响？
DOI：
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发表时间：
2000
影响因子：
2.1
通讯作者：
P. Sloane
中科院分区：
文献类型：
--
作者：
H. Battu;C. Belfield;P. Sloane
本文利用两组毕业生的数据，从三个方面考察了过度教育。首先，使用三个新的措施，我们提出了一个估计的研究生过度教育在英国。我们发现，过度教育的规模因测量技术而异，三种测量方法之间的相关性较弱。其次，在这三个指标中，我们估计了过度教育对收入和工作满意度的影响。过度教育对收入和工作满意度的影响是相似的，尽管不同的人被识别为过度教育的措施。一项发现是，受教育过度的影响对女性毕业生比男性毕业生更重要，尽管哪种性别更容易受到过度教育还不清楚。第三，我们研究了关于过度教育的另一个模糊性来源，即公司升级了他们分配给那些似乎受过过度教育的员工的任务。我们发现，对于毕业生来说，教育过度的工作质量并没有收敛到适当教育的工作质量。
Using data from two cohorts of graduates, this article examines three aspects of over-education. First, using three new measures, we present an estimate of graduate over-education in the UK. We find that the scale of over-education varies with measurement techniques, with weak correlations between the three measures. Second, across the three measures we estimate the effects of over-education on earnings and job satisfaction. The effects of over-education on earnings and job satisfaction are similar, not withstanding the measures identifying different individuals as being over-educated. One finding is that the effects of being over-educated are more significant for female graduates than male, although it is ambiguous which gender is more prone to over-education. Third, we examine another source of ambiguity regarding over-education, namely that firms upgrade the tasks they allocate to their employees who appear to be over-educated. We find that, for graduates, job quality for the over-educated is not converging to that of the appropriately educated.