Dynamics of Overqualification: Evidence from the Early Career of Graduates

Erdsiek, Daniel

doi:10.2139/ssrn.2954447

Cited by 5 publications

(3 citation statements)

References 87 publications

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“…This is justified by the fact that individuals acquire a high level of education in order to obtain the best possible job in the queue of job offers. People may be permanently employed in low-demanding jobs due to lower levels of human capital compared to people with the same level of education (Verhaest and Velden, 2012;Baert, Cockx and Verhaest, 2013;Erdsiek, 2017).…”

Section: Econometric Resultsmentioning

confidence: 99%

Dynamics Of Overqualification: Identification Of Graduates At The Beginning Of Their Careers On The Labour Market In Côte d’Ivoire

Yapo

2019

SEC

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This paper summarizes the arguments and counterarguments within the scientific discussion on the transition to adequate employment of overqualified graduates in their early career jobs. The main purpose of the research is to analyse the persistence of overqualification of early career graduates in the labour market in Côte d’Ivoire. The systematization literary sources and approaches to solving the problem using panel data and probit random effects models’ capturing unobserved individual specific effects was used as an econometric approach. The relevance of the decision of this scientific problem is that the choice of an overqualified job at the beginning of a career allows graduates to have work experience that would improve the opportunities for internal or external upward mobility in the future. Overqualification would therefore be a transitory phenomenon. Data from the survey on the sources of skills mismatch in Côte d’Ivoire were used to carry out this study. This survey covered 974 general, technical and vocational education and higher education graduates in the labour market over the period 2011-2017. The object of research is to analyse the persistence and real dependence of early career overqualification on future overqualification in the labour market in Côte d’Ivoire. The research empirically confirms and theoretically proves that overqualification persists among graduates during the first six years of their professional careers. The experience of previous overqualification and overqualification at the beginning of the period strongly explain the risk of future overqualification. The results of the research can be useful for the government to put in place or strengthen public measures to help graduates leaving the education system gain work experience and improve the quality of information on job vacancies in the labour market. Keywords: Dynamic Probit, career, underemployment, overqualification, employment, youth.

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Section: Econometric Resultsmentioning

confidence: 99%

Dynamics Of Overqualification: Identification Of Graduates At The Beginning Of Their Careers On The Labour Market In Côte d’Ivoire

Yapo

2019

SEC

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“…In addition, more and more new graduates are entering non-graduate and recently graduated jobs (i.e., clerical and administrative jobs in banks (tellers), customer services, marketing, etc. ), which are linked to wide-spread underemployment and problematic long term career development trajectories [1,11,12].…”

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

Statistical Analysis and Employability skills Equation for Graduate Students in the Bahamas

Syed,

Choudhury

2023

ASM

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A statistical analysis was carried out to systematically explain and evaluate how the possibilities of acquisition of entry-level positions are raised by aiding and improving different employability skills. The data was collected from final-year undergraduate (Accounting, Banking & Finance, Computer Information Systems, Management & Marketing) students by using a convenient sample technique through a questionnaire, floated on an online G Monkey survey instrument to collect primary source of information based on Likert scale. The study finds that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. The students’ responses data was analyzed using SPSS based techniques, ‘Cronbach’s Alpha’ , ‘backward regression’, and ‘ANOVA’ respectively to check the reliability of data, to iteratively examine the statistical significance of the employability factors, and to check whether ‘employability skills’, ‘academic skills’, ‘personal management skills’, ‘Teamwork skills and learning methods’ are the important employability factors, for the final-year undergraduate (Accounting, Banking & Finance, Computer Information Systems, Management & Marketing) students. However, based on student’s response analysis, it was investigated, the ‘employability skills’ ( F=28.45, P<0.000, α=0.05, Fc=1.39),‘personal management skills’( F=3.391, P<0.000, α=0.05, Fc=1.29) , ‘Team skills’( F=6.531, P<0.000, α=0.05, Fc=1.27) have no impacts on the possibilities of acquisition of entry-level positions, but students of all disciplines agrees with the significance of employability factors in ‘academic skills’( F=0.559, P=0.812, α=0.05, Fc=1.32). By knowing the effect and significance of employability factors/indicators it will be very beneficial and easy for graduate students to choose and acquire employability skills. The study contributes to the literature by providing the perceptions of graduate students from specific premises and respondents of a particular background in the Bahamas context. The statistical analysis of students’ responses shows, the employability factors were ‘numeracy skills (mathematical)’, ‘IT literacy skills’, ‘decision making skills’, ‘communication skills’, ‘critical-analysis skills’, ‘competence in specialized subject area’, and ‘ability to apply specialized knowledge from various field’. While the literature finds communication skills, problem-solving skills and interpersonal skills often appear among the highest ranked skills in terms of importance, the significance of this study is that ‘learning skills’ ranked as the second most important employability skill [1]. A regression model equation was developed for forecasting the probabilities of acquisition of entry-level positions based on ‘numeracy skills(mathematical)’, ‘IT literacy skills’, and ‘decision making skills’, ‘communication skills’, ‘critical-analysis skills’, ‘competence in specialized subject area’, ‘ability to apply specialized knowledge from various field’, skills [2].

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“…In addition, more and more new graduates are entering non-graduate and recently graduated jobs (i.e., clerical and administrative jobs in banks (tellers), customer services, marketing, etc. ), which are linked to wide-spread underemployment and problematic long-term career development trajectories (Osseiran 2020;Erdsiek 2017).…”

Section: Introductionmentioning

confidence: 99%

Graduate Employability of Business Students

Mainga

Murphy-Braynen

Moxey

et al. 2022

Administrative Sciences

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The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

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Dynamics of Overqualification: Evidence from the Early Career of Graduates

Cited by 5 publications

References 87 publications

Dynamics Of Overqualification: Identification Of Graduates At The Beginning Of Their Careers On The Labour Market In Côte d’Ivoire

Dynamics Of Overqualification: Identification Of Graduates At The Beginning Of Their Careers On The Labour Market In Côte d’Ivoire

Statistical Analysis and Employability skills Equation for Graduate Students in the Bahamas

Graduate Employability of Business Students

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