Earning differences by major field of study: evidence from three cohorts of recent Canadian graduates

Finnie, Ross; Frenette, Marc

doi:10.1016/s0272-7757(02)00003-1

Cited by 92 publications

(59 citation statements)

References 7 publications

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“…In more recent times, the extent to which the university premium varies by field of study has been given increasing attention with the stylised facts from the existing research for the United Kingdom, Canada and the United States suggesting higher returns to studying in areas such as Health, Engineering, Business and Science relative to the Arts and Humanities and some components of the Social Sciences (see Daymont & Andrisani (1984), James et al (1989), Dolton & Malepeace (1990), Grubb (1992), Altonji (1993), Rumberger & Thomas (1993), Grogger & Eide (1995), Blundell et al (2000), Finnie & Frenette (2003), , Walker & Zhu (2003), Arcidiacono (2004), O'Leary & Sloane (2005)). …”

Section: The Economic Returns To Field Of Study and Competencies Amonmentioning

confidence: 99%

The economic returns to field of study and competencies among higher education graduates in Ireland

Kelly

O’Connell

Smyth

2010

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract: This paper looks at the economic returns to different fields of study in Ireland in 2004 and also the value placed on various job-related competencies, accumulated on completion of higher education, in the Irish labour market. In examining these issues the paper seeks to control for potential selection influences by ensuring through quantile regression that comparisons are made within sections of the wage distribution where ability differences are likely to be minimal. The impact that education-job mismatch, both education-level and field, has on earnings is also taken into consideration. The results derived indicate that, relative to the base case, there are higher returns to Medicine & Veterinary, Education, Engineering & Architecture, Science and Computers & IT. The quantile regression analysis reveals that the OLS estimates are not particularly affected by unobserved heterogeneity bias. Furthermore, this approach indicates that field specific returns diminish the more able the graduate. Small but significant returns were found for some of the competencies analysed, in particular technical skills. Terms of use: Documents inJEL Classification: I20, J24, J30, J31.

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Section: The Economic Returns To Field Of Study and Competencies Amonmentioning

confidence: 99%

The economic returns to field of study and competencies among higher education graduates in Ireland

Kelly

O’Connell

Smyth

2010

Economics of Education Review

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“…Table 255; U.S. Department of Education, 1997, Table 18). 2 Studies include Fiorito and Dauffenbach (1982), Berger (1988), Rumberger and Thomas (1993), Montmarquette et al (2002), Black et al (2003), Finnie and Frenette (2003), Arcidiacono (2004), and Boudarbat (forthcoming). 3 An oft-cited study is Turner and Bowen (1999).…”

Section: Previous Literaturementioning

confidence: 99%

College majors and the knowledge content of jobs

Freeman

Hirsch

2008

Economics of Education Review

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“…Embedding arts and humanities in the creative economy 427 STEM) courses (Abreu et al, 2012;Comunian et al, 2010;Finnie and Frenette, 2003). These studies highlight that A&H graduates receive lower economic rewards from their degrees and that their career patterns are precarious, with fewer full-time positions available.…”

Section: Introductionmentioning

confidence: 99%

Embedding Arts and Humanities in the Creative Economy: The Role of Graduates in the UK

Comunian

Faggian

Jewell

2014

Environ Plann C Gov Policy

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The recent change in funding structure in the UK higher education system has fuelled an animated debate about the role that arts and humanities (A&H) subjects play not only within higher education but more broadly in the society and the economy. The debate has engaged with a variety of arguments and perspectives, from the intrinsic value of A&H, to their contribution to the broader society and their economic impact, particularly in relation to the creative economy, through knowledge exchange activities. The paper argues that in the current debate very little attention has been placed on the role that A&H graduates play in the economy, through their work after graduation, and specifically in the creative economy. Using Higher Education Statistical Agency data, we analyse the performance of A&H graduates (compared with other graduates) and particularly explore how embedded they are with the creative economy and its associated industries. The results highlight a complex intersection of different subdisciplines of the A&H with the creative economy but also reveal the salary gap and unstable working conditions experienced by graduates in this field. IntroductionThe role played by arts and humanities (A&H) research and knowledge in the UK has been recently questioned in connection with the changes introduced in the funding structure of the higher education (HE) system in England. Under the new system (which was implemented starting from the academic year 2012/13), direct public funding for teaching is to be withdrawn from HE institutions (HEIs) in all subjects but the ones associated with high teaching costs (1) (such as clinical medicine, health care, and lab-based sciences). For all 'standard' subjectsincluding A&H subjects-public funding is to be replaced by increasing loan-based income paid by the students themselves when registering for their HE course. In a system such as the new one, where the costs of HE are borne in a larger proportion by individuals rather than society, students are becoming more and more aware of what kind of 'value for money' a course provides. Recent research has confirmed the popular belief that social sciences and A&H subjects are, on average, associated with lower paid jobs and hence they are economically less advantageous than science, technology, engineering, and mathematics (also known as

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Earning differences by major field of study: evidence from three cohorts of recent Canadian graduates

Cited by 92 publications

References 7 publications

The economic returns to field of study and competencies among higher education graduates in Ireland

The economic returns to field of study and competencies among higher education graduates in Ireland

College majors and the knowledge content of jobs

Embedding Arts and Humanities in the Creative Economy: The Role of Graduates in the UK

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