In this article, the authors ask how the institutional design of vocational education and training (VET) affects worker adaptability to changing skill demands over the life cycle. They compare two types of VET systems. Collectivist systems have high employer involvement and focus on specific skills, whereas Statist systems have lower employer involvement and focus more on general skills. Based on prior research demonstrating the importance of general skills in learning new skills, the authors hypothesize that worker adaptability will be higher in Statist VET systems than in Collectivist VET systems. Using a triple-difference model on data from the Program for the International Assessment of Adult Competencies, they find that as age increases, a significantly steeper decline in worker adaptability occurs within Collectivist systems compared to Statist systems. Results provide an explanation behind the diminishing employment returns to employer-dominated VET systems found in prior studies.

SignificanceReciprocity motivates a wide range of cooperative behaviors (e.g., tipping, exchange of favors, customer loyalty, etc.). It is typically assumed that, after a reciprocal relationship is triggered, reciprocal motives remain stable over time. Using a large-scale field study, we show that this is not the case. Instead, we find that reciprocity decays rapidly over time. We analyze donation solicitations sent from a university hospital system to its patients and show that patients are less likely to donate when more time has elapsed since they were treated. In addition to informing our understanding of reciprocity, our results have considerable practical importance, as many charitable organizations raise funds from those who they previously served (e.g., schools, hospitals, religious organizations, humane societies, etc.).

We conducted a field experiment with a charitable group to investigate whether giving the donor an option to write a personalized holiday card to the recipient influences giving behavior. Over 1500 households were approached in a door-to-door campaign and randomized to either a treatment group, in which donors were presented with the option to write their own card for the recipient, or a control group, in which donors were not given the option to write their own card for the recipient. We predict that treatment should increase contributions through making the gift more meaningful, but may also decrease contributions by increasing the transaction and social costs of donating. We find evidence in favor of the negative effects of costs from treatment, and no evidence of increased giving. We also observe that our treatment crowds out small donors (donors giving $5 or less). October 22, 2013 AbstractWe conducted a field experiment with a charitable group to investigate whether giving the donor an option to write a personal message to the recipient influences giving behavior. Over 1,500 households were approached in a door-to-door campaign and randomized to either a control or a treatment in which donors could include a card for the recipient. We predict that treatment should increase contributions through making the gift more meaningful, but may also decrease contribution rate by increasing the social or other cost of donating. We find evidence in favor of the cost effect, and no evidence of increased giving.JEL Classifications: C93, H41, D64

Parental investments shape children's educational specializations. Using a longitudinal study, we find that parents invest more in daughters than sons at ages three through five. We find that early parental investment can explain persistently higher English scores for girls than boys four to six years later. However, there is no gender gap in math. Parental investments at ages three through five appear to contribute to girls' advantage in English but have little impact on math. Our results suggest that parental investments at early ages contributes to girls' comparative advantage in English.

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