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In recent years, the transition from higher education to work in comparative perspective has attracted increasing attention from scholars and practitioners alike. Previous studies reveal similarities and differences in labour market outcomes across countries, but explanatory frameworks mainly refer to fields of study, whereas differences by types of institutions and types of degrees remain largely descriptive. Therefore, this paper specifically focuses on these institutional structures by arguing that the institutional stratification of higher education systems is crucial for shaping graduate employment prospects. More specifically, it is assumed that the higher the vertical differentiation of types of institutions or types of degrees, the stronger the differences of employment outcomes. This assumption is tested empirically by analysing two country cases most different in the institutional set-up of their higher education systems: Germany and Britain. By applying hazard models to the German Socio-Economic Panel and two British cohort studies (NCDS and BCS70), the paper shows that the vertical differentiation of British higher education institutions and degrees differentiates the transitions to the service class more strongly than in Germany. Thus, for understanding transition patterns from higher education to work in comparative perspective, it is necessary to take into account the institutional structure of higher education systems. [ABSTRACT FROM PUBLISHER]

In general, the 'mega-trends' represented by, for example, globalisation, the shift to a service economy coupled with high levels of technological change and a long-term shrinkage in the working population all make a more adaptable and skilled workforce in high income countries necessary. The pervasive effects of these mega-trends are often interpreted as suggesting that there is only one optimal institutional configuration to achieve good employment outcomes, which therefore needs to be adopted by all countries. As Britain seems closer to this ideal type than Germany, one would expect a better labour market performance in the former than in the latter, as well as a convergence in labour market policies and outcomes in Germany towards the British model. Taking into account the different starting positions of Germany and Britain, particularly with regard to important differences in monetary policy contexts, the paper evaluates whether and to what extent national public policy patterns are actually converging towards a higher level of flexibility. [ABSTRACT FROM AUTHOR]

This paper uses panel data from the UK and Germany to investigate the difference in the learning effect between workers who enter the labour market with a fixed term and a permanent job. Our results verify the existence of a wage penalty for entering the labour market with a fixed-term contract for the British males (7.1%) and especially for the British females (21.2%). British females also have a very strong learning effect that is especially large for temporary starters. In Germany, the initial wage penalty for temporary starters is smaller than in the UK—4.5% for the males and 3% for the females—and is persistent only for the males. Although initial wage differences are mitigated through the accumulation of skills on the job, this process differs between temporary and permanent starters. This suggests that the type of the starting contract may be a feature of labour market segmentation. [ABSTRACT FROM AUTHOR]

The article studies the development of social services in Britain, France and Germany since the 1980s. In this period services grew strongly and were extended to large population groups, although the welfare state was in crisis. Moreover, the power of the state was enhanced. The share of public service provision declined somewhat, but this was more than balanced by increased public funding and intensified state control of delivery. The paper argues that the rise of social services does not signal a 'new' welfare state. Rather, the belated expansion of social services compared to other areas is explained by the fact that services have become crucial for the economy and the labour market only recently. Since this was the case, they have followed the classical path of welfare state expansion. [ABSTRACT FROM AUTHOR]

In this paper we examine the impact of temporary work on two dimensions of social inequality: income and career mobility. Additionally, we are taking a comparative perspective on this subject by comparing Germany and the UK. To investigate the effects of temporary work we use data from the German Socio-Economic Panel and the British Household Panel Study on non-self-employed respondents. The results show that temporary work does influence the system of social inequality: we found wage penalties and an increased probability of severe negative effects on the working careers of temporarily employed persons in both countries (net of education, age, and a variety of other covariates). Thus we can conclude that temporary employment represents a substantial socio-economic risk for employees. Most importantly, this holds true for both the German and the British case, two quite distinct labour market regimes. [ABSTRACT FROM AUTHOR]

This paper reports results of an empirical study on the effectiveness of labour market policy. Data from Austria, France, Germany, Great Britain, Sweden and the United States are used to apply a simultaneous equation model with wages and employment being the endogenous variables. In order to explain employment, the amount of unemployment benefits per unemployed (passive labour market policy) and payment for wage subsidies and training per employed and unemployed person (active labour market policy) are used in addition to real wages and output. Wages and output have their expected impact on total employment. It turns out that passive labour market policy has a negative, and active labour market measures a positive, effect on the number of persons employed. [ABSTRACT FROM AUTHOR]

This study advances the analysis of cognitive skill use at work by considering another crucial factor: the motivation-to-learn (MtL). Previous research has indicated that MtL forms cognitive skills in the school setting. However, the role of MtL in the work setting is much less understood. The present study analyses the association between MtL and cognitive skill use in three major European labour markets: Germany, the Netherlands, and the United Kingdom, using the Programme for the International Assessment of Adult Competencies (PIAAC). Findings from a regression analysis of cognitive skill use on MtL and various control variables show that the independent contribution of MtL is about as important as the combined contribution of literacy/numeracy proficiency, although a decomposition analysis reveals further insights about how MtL, literacy/numeracy proficiency, and education intersect each other in the determination of cognitive skill use. The found association is remarkably stable across different samples and model specifications. Some heterogeneities are however revealed, such as a larger relative importance of MtL among the low-educated in the Netherlands. The findings are interpreted in light of contemporary theory on institutional regimes, concentrating on cross-country differences in on-the-job training prevalence. [ABSTRACT FROM AUTHOR]

Based on the results of transition studies in the UK, Germany, USA and Canada, the virtues of analysing the structural contexts, institutional arrangements and the young peoples' action orientations are presented. In the first decade of the twenty-first century, school and the labour market have become more and more decoupled and transition routes more uncertain. From a structural perspective, the sorting of school leavers into different transition pathways according to their educational achievements contributes to the reproduction of social inequality. From the actor' perspective, transition uncertainty requires that young adults develop agency (planful and adaptive competence) in order to manage meaningful decisions between alternative pathways to employment. By relating the concept of agency to intuitive rationality and biographical choice, various action strategies are presented that document how young people from different social origins actively pursue individual goals when choosing to follow or to change transition pathways. In contrast to an emphatic reading of the individualisation thesis, comparative transition studies show that only socially privileged and educationally successful youths succeed in transforming their agency into self-reflexive projects. [ABSTRACT FROM AUTHOR]