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Using a unique pan-European dataset, we rely on two alternative measures of over-education and control stepwise for four groups of covariates in order to interpret the over-education wage penalty in light of theoretical models. Firstly, it appears that a significant fraction (i.e. between 1/5 and 1/3) of PhD holders in Europe are genuinely over-educated. Secondly, these genuinely over-educated PhD holders are found to face a substantial wage penalty (ranging from 15 to almost 30%) with respect to their well-matched counterparts. Finally, unconditional quantile regressions highlight that the over-education wage penalty among PhD holders increases greatly along the wage distribution. [ABSTRACT FROM AUTHOR]

This study examines the return to a year of schooling and the 'wage penalty' of over-education in the Israeli labour market. I used 2014–2015 PIAAC survey data to examine whether the basic assumption of the ORU wage model, i.e. that the return to a year of over-education is independent of the level of education, is plausible. I find that in Israel, M.A. graduates who are over-educated for their job suffer the highest wage penalty for every year of over-education, which is about twice the size of the wage penalty of B.A. over-educated graduates. [ABSTRACT FROM AUTHOR]

We provide first evidence of the impact of over-education, among natives and immigrants, on firm-level productivity and wages. Our results show that the over-education wage premium is higher for natives than for immigrants. However, since the differential in productivity gains associated with over-education outweighs the corresponding wage premium differential, we conclude that over-educated native workers are in fact underpaid to a greater extent than their over-educated immigrant counterparts. This conclusion is refined by sensitivity analyses, when testing the role of immigrants' background (e.g. region of birth, immigrant generation). [ABSTRACT FROM AUTHOR]

This paper extends the literature on the consequences of over-education, in particular quit outcomes. It is the first study that explicitly tests the impact of job satisfaction and on-the-job training for workers in educational mismatched jobs and on quit behaviour using a longitudinal data set. Accounting for unobserved heterogeneity and endogeneity, the dynamic analytical framework examines labour market outcomes for job-mismatched workers. We find that over-education alone, or accompanied by skill under-utilization in combination with lower job satisfaction, increases the incidences of job quitting. Opportunities for training facilitate the retention of initially job-mismatched workers. These results have implications for interpreting mismatch data, retention, and resource allocation. [ABSTRACT FROM AUTHOR]

In this study, we used 2020 data from the Panel Study of Chinese University Students to explore the impact of over-education on new graduates' job satisfaction from a gender perspective. The results indicate that first, female graduates are more likely to be over-educated from an objective standpoint, while male graduates are more likely to think subjectively that they are over-educated. Second, over-educated female graduates have higher levels of job satisfaction than not over-educated ones, but this correlation is not significant for male graduates. Third, subjective awareness of over-education reduces levels of job satisfaction for both female and male graduates. Our research shows that gender segregation remains in the current employment structure in China. Female graduates are more likely than male graduates to enter traditional industries with low requirements and are objectively more likely to be over-educated, and thus they are more competent and have higher satisfaction in their jobs. [ABSTRACT FROM AUTHOR]

Against the background of continuing gains in female education and labour market participation and rising migration, we investigate whether women work in occupations which match their educational qualifications and whether migrant women face double penalty in being overqualified for their jobs. Using the data from the European Social Survey covering 2002–2020 with detailed information about occupation and educational attainment, we show that migrant women are significantly more likely to be overqualified in their jobs relative to native women. We explore the role of individual, institutional and workplace factors, as well as attitudes, to explain the overeducation of foreign-born women compared to native-born women. While parental education, workplace and destination country characteristics are all important factors in women's overqualification, they do not explain the immigrant women's disadvantage. The overqualification of migrant women is particularly notable amongst low and medium skill groups and in middle income households. These results inform the policy efforts to mitigate the skills waste of migrant women by documenting the gaps, identifying the target groups and suggesting potential channels. [ABSTRACT FROM AUTHOR]

This paper attempts to examine the incidence of over-education in Spain and to analyse the role over-education plays on an individual's income distinguishing by gender. Following Freeman's perspective, we can confirm over-education is due to an oversupply of qualified labour. We study over-education applying different matching techniques based on propensity score methods with microdata drawn from the European Statistics on Income and Living Conditions (EU-SILC, 2009–2019). Our results show that the incidence of over-education has increased over time and there exist huge differences by gender. Findings also demonstrate that over-education presents a negative effect on income. In fact, the real annual average earnings from over-educated women (men) can be approximately 7,000 (5,000) euros less than the average earnings of women (men) who were not over-educated. Policy implications are discussed in the light of the empirical results of our analysis. [ABSTRACT FROM AUTHOR]

Much research has been made in recent years on the effect of over and under education on earnings. In this paper, I examine the validity of the assumption that the return to over (under) education is independent of the level of education. I use data from the PIAAC survey to estimate the return to education. The findings show that while this assumption might be valid for the return to under-education, it seems to be wrong for estimating the return to over-education. I offer an alternative model where the return to over-education or under-education is not linear and depends on the level of education. [ABSTRACT FROM AUTHOR]

This paper studies the effect of occupational licensing on the education-occupation mismatches and the logarithm of hourly wages of natives and immigrants in the United States using longitudinal data from the 2014 sample of the Survey of Income and Program Participation (SIPP). On average, licensing reduces the skills mismatch and raises hourly wages among natives but not among immigrants. Over time there is only minimal convergence between the outcomes experienced by licensed natives and immigrants, highlighting that licensing does not produce uniform benefits, by immigrant status. Rather, it appears to institutionalize substantive differences in the quality of the skill matches and hourly pay of native and immigrant licensed workers and professionals. [ABSTRACT FROM AUTHOR]

Copyright of Palermo Business Review is the property of Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study extends the previous literature on the wage effects of over-education, focusing on young doctorate holders (DHs). It also contributes to the conventional over-education literature on a causal relationship between over-education and wages by implementing techniques of propensity score matching (PSM). By tackling potential bias as a consequence of omitted variable bias via the PSM strategy, this study provides evidence of the negative influence of over-education on wages (i.e., the over-education wage penalty) once potential sources of bias are adequately considered. While the current analysis is focused on one country, South Korea, its results might be relevant for many other countries that have experienced a rapid expansion in the supply of DHs over recent years. [ABSTRACT FROM AUTHOR]

This study aims to analyze the determinants of job satisfaction among doctorate holders in South Korea, with a particular focus on the relationship between over-education and job satisfaction. Unlike most previous studies, this paper considers overall job satisfaction as well as six different domains of job satisfaction (promotion opportunities, intellectual challenge, level of responsibility, level of autonomy, contribution to society, and social status) using data from the Korean Survey on Careers and Mobility of Doctorate Holders of 2017. This multi-dimensional approach to job satisfaction is important since the nature of job satisfaction is a complex concept in general. The main result of an ordered probit model reveals that perceived over-education is found to be a significant negative determinant of overall job satisfaction as well as all six aspects of job satisfaction, suggesting that over-educated doctorate holders are more dissatisfied with various aspects of their job compared to their well-matched counterparts. [ABSTRACT FROM AUTHOR]

Based on the nationally representative micro-level dataset, the present paper investigates the prevalence of education-job mismatches and their effects on individual and aggregate earnings in Kazakhstan. The analysis shows that the incidence of education-job mismatches varies across both individual and employment characteristics, and, in particular, across industries. We find that relative to being well-matched, vertical and horizontal mismatches have negative effects on individual earnings, while the penalty for being both vertically and horizontally mismatched is the greatest. Importantly, the study develops a theoretical model explaining the link between productivity and mismatch and quantifies the aggregate productivity gains that would result from reducing the levels of education-job mismatches in the labor market. The counterfactual analysis suggests that the country's output will increase on average by 11.3% if the level of education-job mismatch is reduced across all industries. [ABSTRACT FROM AUTHOR]

In this paper we systematically evaluate the impact of using the alternative methods conventionally used in the international literature on the measured incidence of educational mismatch and its earnings effects. We use a rich Australian longitudinal data set for a controlled group of full-time employed workers. Using panel data estimation, we address individual heterogeneity and measurement error, which are important in educational mismatch analysis. We show that alternative methods of measurement result in a range of estimates, with the Mode measure providing the most stable results across instrumental variables (IV) selections in panel fixed effects instrumental variables (FEIV) estimations. Based on the Mode measure, the incidence rate of over-education is 32.3%. The earnings penalty for each year of over-education is 2.5%, which is larger than 0.6% in fixed effect estimation and also larger than 1.9% in OLS estimations. [ABSTRACT FROM AUTHOR]

This study revisits the question of whether the effect of education on occupational position declines in affluent societies. Based on the European Social Survey datasets 2002–2016 we investigate, first, to what extent this relationship really declines. Second, we examine the effect of education and occupational position in cross-national settings, which have their own history and specific labor-market organization. Third, we test the hypothesis that the connection between education and occupational position for women has been stronger as compared to men. Using log-linear models we find scarce support for the prediction of a long-term decline in the market value of educational levels. As regards country-specific settings, the study shows that education had a higher impact on occupational position in Eastern and Mediterranean countries and especially appeared to have a lower impact in countries with liberal regimes. Our analyses demonstrate a consistently higher effect of education on occupational position among women. [ABSTRACT FROM AUTHOR]

In France and Italy – like all the countries of the European Union – the proportion of higher education graduates in the working population has continued to increase. At the same time, the number of jobs requiring this level of education has not grown as quickly. In France and Italy, this has meant a decrease in the proportion of tertiary graduates who occupy managerial positions, and a growing share of these graduates hold jobs as middle and low ranking employees. Several studies have investigated the phenomenon of professional downgrading, focusing on its structural determinants and socio-economic implications at the national level and examining international differences. Nevertheless, only a few studies explore disparities in over-education and compare nations at the regional level. By addressing the need for a spatial approach to this subject, which is so far lacking in the scientific literature, this paper examines the downgrading of higher education graduates in Italy and France at the regional level and discusses the real occupational returns for high levels of education. Using data from the Italian and French censuses, the findings of this analysis show significant sub-regional heterogeneities regarding access to managerial positions for graduates according to the territorial unit observed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we explore whether education–occupation mismatch in the form of over-education and under-education affects the risk of long-term sickness absence. We use register data covering the Norwegian population in the period 2003–2013, containing 13,628,079 person-year observations (2,059,989 persons). To account for selection, we controlled for unobserved occupational and individual heterogeneity. This has been lacking in previous studies of mismatch and health outcomes. Our results show that over-education increases, and under-education reduces, the probability of long-term sickness absence. Controlling for selection reduces the associations substantially. The associations also diminish with experience. These results hold across two different measures of mismatch. Furthermore, both time spent in a mismatched status and specifications of mismatch alter the probability of LTSA. We conclude that education–occupation mismatch is associated with long-term sickness absence but underscore the need for adequate controls for selection. [ABSTRACT FROM AUTHOR]

Despite evidence that immigrants experience a higher incidence of over-education, relatively few studies have considered the labour market outcomes of over-education for immigrants. Using longitudinal data and penalized quantile panel regression, we inspect the earnings effects of job mismatches for immigrants in Australia. This first application of the method to this question addresses both individual and distributional heterogeneity. Results confirm divergent effects across the earnings distribution. Immigrants from non-English speaking countries experience lower earnings returns and a substantial earnings penalty of up to 25% from educational mismatched employment. However, in contrast to conventional findings of a penalty based on regression at the mean, at the highest earnings quantile, both Australian-born and immigrants from non-English speaking countries with a host country qualification receive earnings premiums of 2.7 and 11%, respectively, from years of over-education. We discuss the policy implications of this new result. [ABSTRACT FROM AUTHOR]

Using panel estimation on longitudinal data from the Panel Survey of Employment for the Disabled (PSED), this study examines the relationship between wages and job mismatch among disabled people in Korea. This paper uses a more detailed definition of job mismatch than utilized in earlier literature. This definition recognizes three forms of over-qualifications: over-educated only, over-skilled only, and a combination of both over-educated and over-skilled. Because earlier studies have only analyzed both over-education and over-skilling together for workers with disabilities they were thus subject to potential omitted variable problems. This analysis finds that there is a strong negative association between wages and all three kinds of over-qualification. In particular, workers with disabilities face a severe wage penalty when they are both over-educated and over-skilled. However, a causal relationship between wages and over-qualification is not evident after accounting for potential endogeneity problems and/or unobserved individual characteristics. This suggests that unobserved systematic differences play a substantial role in the determination of over-qualification effects on the wages of the disabled. [ABSTRACT FROM AUTHOR]

We use longitudinal panel data from the EU‐SILC for the period 2005–2011 to examine the micro and macro determinants, persistence and dynamics of over‐education. The key contribution in terms of the determinants of over‐education is the inclusion of macro‐level explanatory variables to control for both aggregate supply and aggregate demand labor market conditions. Their effects are found to be strongly significant and to have the expected sign. The article also disentangles the effect of past over‐education experience on the likelihood of current over‐education. Results demonstrate that over‐education is not only a long‐run phenomenon for many workers but also that current over‐education is largely due to past circumstances of the individual with this state dependence present at all career stages. [ABSTRACT FROM AUTHOR]

Even though the doctoral degree was originally designed for an academic career, there is an increasingly important labour market for doctorate holders outside academia, mainly because of a shortage of job opportunities within it. Doctoral degrees are granted only by universities; thus, universities are the only suppliers of the doctoral workforce to the labour market. Understanding the needs of non-academic employers is thus crucial if universities are to adapt their doctoral education curriculum. Many studies have analyzed labour markets for doctorate holders at national and transnational scales, but few studies focus on the regional scale. The present study explores regional data for Catalonia in Spain on the employment situation of doctorate holders in order to define the characteristics of the regional, non-academic labour market for doctorate holders. Descriptive statistics suggest a high retention rate of doctorate holders within the region and a large part of doctorate holders (two-thirds) having a job that does not require a doctoral degree. This study highlights the existence of a skills mismatch that might be linked to the preference for a better paid or more stable job, or to the lack of development of skills that represent added value in the eyes of employers. These characteristics can be formulated as hypotheses to be tested in further qualitative or quantitative studies. They have several implications for universities, non-academic employers and regional policy-makers, such as the need to work on the valorization of the doctoral degree in the non-academic labour market.

This article examines the labour market outcomes of immigrants in Spain, a country that has become a migration destination only since the end of the 1990s. Differentiating between first and second generation of immigrant descent, we compare the labour market involvement of the main ethnic groups with the majority group. One particular focus is to understand which minorities have been hit the hardest by the Great Recession. To this end, we use data from the European Union Labour Force Survey for the years 2008 and 2014, and more specifically the two ad-hoc modules on the labour market situation of migrants. Analysing men and women separately, we run a set of multivariate logistic regression models to control for compositional differences. In this way, we examine ethnic gaps not only in labour force participation but also in the degree of underutilisation of human capital, measured as workers’ level of over-education as well as the incidence of involuntary part-time employment. Our results show that while most origin groups do not show significantly lower employment participation than the majority group, the employment quality of immigrants in terms of involuntary part-time work and over-education is substantially worse, especially since the crisis.

This paper puts the nexus between immigration and over-education to an updated test, capitalizing on the authors' access to rich Belgian matched employer-employee data for the period 1999–2010. These data enable the authors to i) measure over-education with higher precision, ii) examine the heterogeneous effects of workers' birth countries, and iii) test the role of key moderators. Using ordered probit estimates, the authors highlight that workers born in developing countries (especially in Asia and North Africa) are much more likely to be over-educated than their opposite numbers born in developed countries. However, the results also show that this gap in over-education is entirely driven by tertiary-educated workers. Gender-based differences in immigrants' penalties, in contrast, are found to be quite modest overall. In line with statistical discrimination, results further show that tenure has a moderating effect on the likelihood for immigrants born in developing countries to be over-educated and that citizenship acquisition is also associated with improved job matches for those immigrants. Finally, regarding the role of firm characteristics, the authors find that the likelihood for immigrants from developing countries to be over-educated is significantly smaller in bigger firms and when working conditions are collectively renegotiated at the firm level. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Applied Economics / Economía Aplicada is the property of FEA-RP, Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational mismatch has become a growing concern in many countries. Using the 2014 China Labor force Dynamic Survey (CLDS), this paper examines the effect of educational mismatch on labor market outcomes such as wage level and workers' subjective job satisfaction. Moreover, this study explores the effective determinants of overor under-education in China. Three major findings are reported in this paper. First, it provides empirical evidence for educational mismatch in China. The data shows that 13 and 17 percent of Chinese workers are over- and under-educated, respectively, for current jobs. Second, empirical analyses of this study show some evidence of the effect of educational mismatch on labor market outcomes. While educational mismatch has no statistically significant impact on wage level, there exists a negative effect of over-education on workers' subjective job satisfaction. Third, workers' individual characteristics and job characteristics influences the occurrence of educational mismatch. The empirical results of this study show that gender, language skills, firm size and employment status are major sources of educational mismatch. This study contributes to the literature by providing new empirical evidence on the effect of educational mismatch in China. It sheds more light on the issue of educational mismatch and provides important insights regarding labor market and educational policies. [ABSTRACT FROM AUTHOR]

Skills shortages in the developed world are being addressed through selective immigration programs. Immigrant skills wastage signifies costly inefficiencies at both the micro and macro level. In addition to impacts on individual's job satisfaction, work effort, and wellbeing, skills wastage reduces the intended productivity gain from highly skilled immigrants. This study examines the mismatch between immigrants' education and the occupations they attain in Australia. Using a sample of 73,649 females and 120,602 males from the 2016 Australian census, we extend the Realized Matches method of measuring over-education, disaggregating over-education into "moderate over-education" and "severe over-education." Multinomial logistic regression results show that the likelihood of severe over-education is considerably higher for Asian immigrants, and most of all the China-born, Indonesia-born, and India-born, than the Australia-born, and is also higher than for immigrants born in other countries, even after controlling for a range of other characteristics. Almost all overseas birthplace groups are also significantly more likely to be moderately over-educated than the Australia-born, especially those groups in which higher percentages gained permanent residence through skilled migration. The results highlight the heterogeneity of immigrant education–occupation mismatches and demonstrate that the real extent of immigrant over-education may have been disguised in previous studies by assuming that all incidences of over-education are equally consequential. In view of the considerable skills wastage indicated by the severe over-education of the Asia-born, the selection criteria by which skilled immigrants are admitted may need rethinking. [ABSTRACT FROM AUTHOR]

This article examines the effects of discrimination based on race, ethnic background, nationality, religion, sex, age, disability and sexual orientation on skill underutilization and under-skilling in 30 European countries. People who experienced a variety of forms of workplace discrimination were more likely to report over-skilling, defined as having skills for more demanding roles than required for their job. Paradoxically, some forms of labour market discrimination were also linked to under-skilling, where people report requiring more training to fulfil their job role. The findings are explained in terms of how discrimination in the labour market can have differential impacts on access to career progression and training opportunities across organizations. Differences between self-report and statistical estimates of discrimination are observed. Broader implications for the interpretation of statistical models in discrimination research are discussed. [ABSTRACT FROM AUTHOR]

Using data from the 2010 Graduates Occupational Mobility Survey, this paper examines the wage effects of over-education (OE) among graduates in science, technology, engineering, and mathematics (STEM) disciplines at the early stage of their careers. In the pooled OLS analysis, the negative correlation between OE and wages remains even if we were to estimate an augmented specification where OE is disaggregated according to perceived skill mismatch. However, the pooled OLS estimates are changed dramatically when we control for unobserved individual heterogeneity (i.e., ability) using the panel FE estimation procedure; namely, reduced coefficients in the wage equation compared to pooled OLS estimation. [ABSTRACT FROM AUTHOR]

Even though the doctoral degree was originally designed for an academic career, there is an increasingly important labour market for doctorate holders outside academia, mainly because of a shortage of job opportunities within it. Doctoral degrees are granted only by universities; thus, universities are the only suppliers of the doctoral workforce to the labour market. Understanding the needs of non-academic employers is thus crucial if universities are to adapt their doctoral education curriculum. Many studies have analyzed labour markets for doctorate holders at national and transnational scales, but few studies focus on the regional scale. The present study explores regional data for Catalonia in Spain on the employment situation of doctorate holders in order to define the characteristics of the regional, non-academic labour market for doctorate holders. Descriptive statistics suggest a high retention rate of doctorate holders within the region and a large part of doctorate holders (two-thirds) having a job that does not require a doctoral degree. This study highlights the existence of a skills mismatch that might be linked to the preference for a better paid or more stable job, or to the lack of development of skills that represent added value in the eyes of employers. These characteristics can be formulated as hypotheses to be tested in further qualitative or quantitative studies. They have several implications for universities, non-academic employers and regional policy-makers, such as the need to work on the valorization of the doctoral degree in the non-academic labour market. [ABSTRACT FROM AUTHOR]

It is more difficult for migrants than natives to find a job in their host country, so many of them have to accept, at least temporarily, a job that is below their level of qualification. This represents a waste of human capital for society and can undermine social cohesion. Relying on social relationships might help them to bypass some of the obstacles that prevent them from finding a job that matches their skillset. We focus on migrants who arrived in France before the age of 18 years, who were educated entirely or partially in France. We use the rich French Trajectories and Origins dataset for 2009 to study the impact of personal contacts on the quality of the current employment. We measure the job quality using an indicator based on the educational requirement for a given occupation. To address the endogeneity between our dependent variable (holding a suitable job or not) and the variable of interest (employment found through a personal contact or not), we use the variable 'sibling(s) in France' as an instrument: this variable influences an individual's probability of finding a job through contacts but does not influence directly the quality of the employment. Our results indicate that for these migrants, finding a job through personal contacts strongly and positively impacts the occupational status attained: it raises both women's and men's probability of holding a suitable job by more than 0.40 points. [ABSTRACT FROM AUTHOR]

Over-education has been demonstrated to be frequent and persistent across countries. It often goes together with working in a job not related to the field of study (horizontal mismatch) or in a job that requires lower skills than acquired (skill mismatch). We study which program characteristics help university graduates to obtain a good job match. We do the analysis for Spain since the presence of over-education is strong in this country. We analyze the three types of mismatch: over-education, horizontal mismatch, and over-skills. We focus on the role of program characteristics in avoiding over-education in the first job after graduation, and in exiting over-education in the early career. We find that those programs that are academically prestigious and those that promote entrepreneurial skills help avoid being mismatched in the first job and, in case of being mismatched in the first job, they help exit this situation. Overall, our results give support to policies promoting the development of entrepreneurial skills in the Spanish education system. [ABSTRACT FROM AUTHOR]

With the expansion of distance education, the problem of over-education in the system of distance education has emerged, but it seems that none of the existing empirical studies have addressed this issue. This study conducts an empirical and comparative analysis of the problem of over-education between distance education and face-to-face education by analyzing nationwide adult data in China. The empirical results show that distance-education learners are more likely to experience over-education compared to face-to-face education learners; however, over-education does not have a significantly negative relationship with distance-education learners' income. [ABSTRACT FROM AUTHOR]

This paper investigates the effect of educational levels on wages across different occupational groups. The existing literature relating to this topic concludes that returns to surplus schooling are less than that of ideal level of schooling required for a job. This observation is not in accordance with the theory of human capital. Many authors observe that workers who are over-educated for a job are paid less than their counterparts (with ideal education level) who are in a job for which they are adequately educated. However, such observations are limited to developed countries and have not been empirically validated in the case of developing countries. Thus, this is an attempt towards analysing the effect of education, especially over-education as regards its bearing on wages in the Indian labour market. This study delves deeper into unfolding the education-wage nexus within each of the seven occupational groups defined for this study. Realised Matches method is used for calculating the over and under-educated for each occupational group. It is found that there is an agreement with human capital theory among all occupational categories in India. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many previous studies in the literature concerning qualification-job mismatch have focused primarily on the effect of over-education on labor market outcomes such as wages, whereas the topic of over-skilling has received relatively little attention in the literature primarily due to the unavailability of data. Moreover, some previous studies in the literature have also been constrained by the absence of panel data providing controls for unmeasured heterogeneity that might otherwise bias results. In an attempt to resolve these issues, this paper places emphasis on the wage effect of being over-skilled and extends the analysis by making use of the panel element of the Youth Panel 2007 survey. The major findings confirm and support the findings of other studies as follows: For the whole sample, significant wage penalties exist when over-skilled college graduate workers are compared with their well-matched counterparts. The wage penalties associated with overskilling are stronger for women than for men when the data is disaggregated by gender. It indicates that the problem of being over-skilled is generally more severe in the case of women. For both genders, the wage effects of being over-skilled are greatly reduced when accounting for unobserved individual-specific characteristics such as lower abilities. The results mentioned indicate that the use of appropriate panel methodology considerably reduces the size of the relevant coefficients and suggest that cross-section results should be viewed with caution, particularly in the Korean setting. [ABSTRACT FROM AUTHOR]

El marcado incremento en el acceso de la población peruana a distintas formas de educación superior en la última década ha ido de la mano con una caída en los ingresos reales del grupo de trabajadores que accedió a educación universitaria. Por ello se explora aquellas características que comparten los trabajadores cuyo nivel educativo es superior al requerido por su ocupación (trabajadores sobreeducados) y en qué medida esta condición se asocia a la obtención de menores ingresos en el mercado laboral. Se analiza un pool de datos de la Encuesta Nacional de Hogares de 2001 a 2011, y de un panel de la misma encuesta para los años 2007 a 2011. La estimación de modelos logit mostró evidencia de que vivir en zonas rurales, trabajar en empresas de menos de diez trabajadores, ser asalariado, entre otras, son características que se asocian positivamente con la probabilidad de estar sobreeducado. Los resultados sobre los ingresos se estimaron a partir de los modelos de Verdugo y Verdugo, y de Duncan y Hoffman, tanto con datos de corte transversal como con datos de panel (mediante efectos fijos y mediante variables instrumentales). Entre los trabajadores con educación superior, se encontró que la sobreeducación puede asociarse a salarios menores en más de 13 puntos porcentuales. Se realizó el análisis para cuatro metodologías distintas de identificación de la sobreeducación.