No abstract

Purpose -The purpose of this paper is to empirically test whether various flexible work arrangements produce different effects on alternative measures of job satisfaction in Europe. To test the existence of heterogeneity in the impact of flexibility on job satisfaction, the paper verifies whether this relation varies with workers' characteristics. Design/methodology/approach -Empirical evidence is based on a representative sample of European employees taken from a specific wave of the Eurobarometer survey. An ordered probit estimator is used to get the relevant estimates and endogeneity problems have been addressed by exploiting the richness of the data-set in terms of information on workers' attitude toward work and life (used as proxies of unobserved time-invariant factors, which are the primary source of endogeneity). Findings -A positive link was found between functional flexibility and job satisfaction and either no effect or a negative impact of quantitative flexibility. The positive impact of functional flexibility is greater when considering satisfaction for intrinsic aspects of the job. Estimates by workers' characteristics highlight interesting differences by age, skill and country of residence.Research limitations/implications -The major limitation is the cross-sectional nature of the data, but there was no awareness of any panel data containing information on all the relevant variables of this analysis. Originality/value -With respect to the existing literature, the paper simultaneously considers different types of flexibility and estimates their effect on different facets of job satisfaction, also considering the impact of flexibility on job satisfaction by workers' characteristics. This evidence may be useful to firms in designing more tailored flexibility packages.

The authors study the effect of corporate board gender quotas on firm performance in France, Italy, and Spain. The identification strategy exploits the exogenous variation in mandated gender quotas within country and over time and uses a counterfactual methodology. Using firm-level accounting data and a difference-in-difference estimator, the authors find that gender quotas had either a negative or an insignificant effect on firm performance in the countries considered with the exception of Italy, where they find a positive impact on productivity. The authors then focus on Italy. Using a novel data set containing detailed information on board members’ characteristics, they offer possible explanations for the positive effect of gender quotas. The results provide an important contribution to the policy debate about the optimal design of legislation on corporate gender quotas.

We provide evidence on whether ICT-related teaching practices affect student achievement. We use a unique student-teacher dataset containing variables on very specific uses of computer and ICT by teachers matched with data on national standardized tests for 10 th grade students. Our identification strategy relies on a within-student between-subject estimator and on a rich set of teacher's controls. We find that computer-based teaching methods increase student performance if they help the teacher to obtain material to prepare lectures, if they channel the transmission of teaching material, if they increase students' awareness in ICT use and if they enhance communication. Instead, we find a negative impact of practices requiring an active role of the students in classes using ICT. Our findings suggest that the effectiveness of ICT at school depends on the actual practice that teachers make of it and on their ability to integrate ICT into the teaching process.

We provide evidence on whether ICT-related teaching practices affect student achievement. We use a unique student-teacher dataset containing variables on very specific uses of computer and ICT by teachers matched with data on national standardized tests for 10 th grade students. Our identification strategy relies on a within-student between-subject estimator and on a rich set of teacher's controls. We find that computer-based teaching methods increase student performance if they help the teacher to obtain material to prepare lectures, if they channel the transmission of teaching material, if they increase students' awareness in ICT use and if they enhance communication. Instead, we find a negative impact of practices requiring an active role of the students in classes using ICT. Our findings suggest that the effectiveness of ICT at school depends on the actual practice that teachers make of it and on their ability to integrate ICT into the teaching process.