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College‐educated workers in jobs unrelated to their degree generally receive lower wages compared to well‐matched workers. Our analysis of data from the National Survey of College Graduates shows that although the rate of this mismatch declined only slightly (18%–17%), the wage penalty increased by 56% between 1993 and 2019. Changes in the composition of field of study over time, as well as declining returns to "excess" education above what is required for the occupation both help to explain the increasing penalty, especially for women. Mismatch has become more closely associated with lower‐return occupations for men but not women. [ABSTRACT FROM AUTHOR]

This article examines the relationship between working while studying and education mismatch among employed youth in Zambia. The study finds that working while studying is associated with a higher likelihood of having well-matched jobs for employed youth. However, this relationship is not significant for employed youth with higher education. The article suggests that strengthening the connection between the education system and the labor market could support a smoother transition from school to work for youth. [Extracted from the article]

Using a sample of bachelor degree holders from the Canadian Census, this paper estimates the earnings premium that a university graduate receives from working in an occupation that requires knowledge that is related to their field of study. This is accomplished by developing an alignment score which measures the similarity between the knowledge requirements of an individual's actual occupation, and the knowledge requirements of the occupations that their field of study trains individuals for. While controlling for field of study and occupation fixed effects, the results indicate that a one standard deviation improvement in the knowledge-alignment between one's occupation and field of study produces an earnings premium of approximately 4.3%. This indicates that well-aligned graduates earn more than graduates from the same field of study who work in otherwise similar paying occupations that are less closely aligned with the field of study. [ABSTRACT FROM AUTHOR]

This paper investigates whether general formal education still helps youth avoid situations of unemployment and inactivity in favour of other labour force statuses (dependent employment, self-employment, education) across EU countries over the period 2006–2010. In a second step, we analyse whether the relationship between education and the labour statuses above is affected by different degrees of country-level education mismatch. Our results show that after the outbreak of the crisis and in countries with high educational mismatch there is an additional reduction in unemployment risk for highly educated people that is accompanied by a higher probability of being an employee than of remaining in education. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to highlight the relevance of examining education and skill job-worker mismatches as two different, although simultaneous, phenomena of the labor market. Most previous literature does not take into account skill mismatch, and a number of papers deal with both kinds of mismatches as equivalent. Design/methodology/approach – Spanish data from the European Community Household Panel (ECHP) survey for the year 2001 are used to examine the degree of statistical association between both education and skill mismatches, and to estimate wage equations as well as job satisfaction equations, considering satisfaction with pay, with the type of job and overall job satisfaction, in order to analyze the consequences of both types of mismatches from the workers' viewpoint. Findings – The statistical analysis shows that education and skill mismatches are weakly related in the Spanish labor market. The econometric analysis reveals that skill mismatches appear as key determinants of workers' job satisfaction, while education mismatches have much weaker impacts, if any, on workers' job satisfaction; however, both skill and education mismatches have negative impacts on wages. Practical implications – The analysis points out that the research strategy that considers education mismatch as a proxy for the study of the effects of skill mismatch is rather weak because skill and education mismatches appear to capture different aspects of the accuracy of the job-worker pairing, and, therefore, they have separate consequences for workers, both in monetary and non-monetary terms. Skill mismatches are perceived by workers as a much more relevant problem than education mismatches. The wage and job satisfaction consequences of skill mismatches are strongly negative; to the contrary, education mismatches show much weaker effects. Originality/value – The paper emphasizes that neglecting the effects of skill mismatch along with those of education mismatch in the analysis of the monetary and non-monetary consequences of inadequate job-worker pairing can lead to erroneous interpretations of the facts. [ABSTRACT FROM AUTHOR]

Abstract: This paper studies the incidence and consequences of the mismatch between formal education and the educational requirements of jobs in Estonia during the years 1997–2003. We find large wage penalties associated with the phenomenon of educational mismatch. Moreover, the incidence and wage penalty of mismatches increase with age. This suggests that structural educational mismatches can occur after fast transition periods. Our results are robust for various methodologies, and more importantly regarding departures from the exogeneity assumptions inherent in the matching estimators used in our analysis. [Copyright &y& Elsevier]

The employability of university graduates is a concern in higher education as labour markets change more and more rapidly. This is of particular relevance for multi-faceted subjects such as geography. Studies on employability have to consider to what degree a university education helps graduates start a career. The results of a survey of 257 geography graduates of JLU (Justus Liebig University) Giessen, Germany, indicate that the traditional curricula did not necessarily prepare German geographers adequately for their jobs. The graduates possess more knowledge than required but lack important competences and transferable skills that the job market demands. This may be partly remedied by the introduction of project-oriented classes. [ABSTRACT FROM AUTHOR]

This paper asks to what extent host language proficiency can insure immigrants against the risk of ending up in mismatched jobs. Using the 2003-2016 waves of the Household, Income and Labour Dynamics in Australia (HILDA), the paper discriminates between three forms of mismatch, overqualification, underqualification and overskilling. Host language proficiency is instrumented using Bleakley and Chin (Rev Econ Stat 86:481–496, 2004) strategy, which exploits the fact that younger children learn languages more easily than older ones. To differentiate between local average treatment effects (LATE) and average treatment effects (ATE), the paper considers two alternative models, 2SLS instrumental variables and biprobit. We find that treatment effects are heterogeneous. English language proficiency among immigrants in Australia reduces the probability of ending up in overqualified jobs, by between 17.2 (LATE) and 36.7 (ATE) percentage points. The ATE of overskilling is also significant and about -8.9 percentage points. In contrast, language skills tend to raise the probability of being underqualified at the job, by approximately 8.6 percentage points according to the ATE. Local effects of overskilling and underqualification fail to be statistically significant, suggesting that host language proficiency may be innocuous for some workers. Overall, the results indicate that host language proficiency is a country-specific, valuable form of human capital. [ABSTRACT FROM AUTHOR]