Horizontal Mismatch Between Employment and Field of Education: Evidence From a Systematic Literature Review

Somers, Melline; Cabus, Sofie; Groot, Wim; Brink, H. Maassen van den

doi:10.1111/joes.12271

Cited by 84 publications

(93 citation statements)

References 60 publications

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“…They find partial support for this hypothesis: compared to the US, they find higher wage penalties for men, but similar penalties for women. In an overview article, Somers et al (2018) confirm the argument of higher wage penalties for horizontal mismatch with more occupation-specific educations.…”

Section: Introductionmentioning

confidence: 60%

Horizontal mismatch and vocational education

Schweri

Eymann²,

Aepli

2020

Applied Economics

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Recent literature suggests that vocational education provides individuals with smoother transitions into the labor market but lower wages over the lifecycle. A possible mechanism explaining lower wages is horizontal mismatch, defined as a mismatch between qualifications acquired by individuals and those required for their current job. Some studies have found higher mismatch wage penalties when individuals' education is more specific. Therefore, we analyze horizontal mismatch in Switzerland, the country with the highest proportion of firm-based vocational education and training in the OECD. We use subjective and objective measures of mismatch from the Swiss Household Panel. While we find sizeable mismatch wage penalties in OLS estimations, e↵ects are small or insignificant in fixed-e↵ects regressions. This holds for workers with vocational and general education background alike. We conclude that vocational education is more transferable than often assumed. We finish with recommendations on concept and methods for future analyses of horizontal mismatch.JEL classification: I21, J24, J31, J62

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Section: Introductionmentioning

confidence: 60%

Horizontal mismatch and vocational education

Schweri

Eymann²,

Aepli

2020

Applied Economics

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“…As described by the signalling theory of Spence (1973), employers pay a wage premium to employees with a high school diploma over employees without a high school diploma. This may lead to high satisfaction of employees with their jobs, subsequent higher productivity and higher earnings (Somers et al, 2019). Through partial certification obtained after the completion of each module, even the dropout students without a complete high school diploma can signal their obtained competences.…”

Section: Modular Education May Influence Labour Market Outcomesmentioning

confidence: 99%

“…Finally, signalling through partial certification under a modular system may also provide a better match between Effect of modular education on school dropout 101 the employer and the employee. This may lead to high satisfaction of employees with their jobs, subsequent higher productivity and higher earnings (Somers et al, 2019).…”

Section: Modular Education May Influence Labour Market Outcomesmentioning

confidence: 99%

“…Second, as stated previously, students may choose poorly compatible modules either inadvertently or on purpose and therefore fragment their knowledge by acquiring occupation-specific skills which are unrelated. This fragmentation may lead to a larger mismatch between the employee and the employer, subsequent lower productivity and lower earnings (Somers et al, 2019). In sum, the influence of modular education on students' labour market outcomes depends mainly on its influence on high school dropout and on the match between employee and employer.…”

Section: Modular Education May Influence Labour Market Outcomesmentioning

confidence: 99%

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The effect of modular education on school dropout

Mazrekaj

Witte

2019

British Educational Res J

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Modular education refers to the division of conventional courses into smaller components or modules. Each module enables students to obtain a partial certificate that can be combined into a qualification. This article evaluates whether modular education, which is widely used in secondary and tertiary education, has been effective in reducing school dropout. For this purpose, the study exploits a policy change in the Flemish Community of Belgium, which recently introduced modular education for some programmes. Using a difference-in-differences framework with diverse adoption dates per school, the results indicate that modular education may significantly reduce school dropout by 2.5 percentage points, with the largest effects on foreign origin students. Therefore, modular education is likely to be an effective policy to tackle school dropout and reduce the ethnic attainment gap. Additionally, students enrolled in modular education are more likely to be employed and to incur higher earnings on the labour market.

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“…Mounting evidence on skill mismatch also indicates the skills and knowledge associated with HE may not be essential to work in most graduate sectors. In particular, studies on horizontal mismatch (the match between employees' field of education and the job profile) indicate that there are many graduate workers who are working in jobs in which they were not formally trained (see Somers et al, 2016, for a review of studies).…”

Section: The Role Of Higher Education As a Site Of Skill Developmentmentioning

confidence: 99%

The limits of higher education institutions as sites of work skill development, the cases of software engineers, laboratory scientists, financial analysts and press officers

Tholen

2018

Studies in Higher Education

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/19934/ Link to published version: http://dx. The limits of higher education institutions as sites of work skilldevelopment, the cases of software engineers, laboratory scientists, financial analysts and press officers. AbstractWhere do workers with Higher Education (HE) degrees develop their work skills? Although few would expect these to be developed in HE exclusively, there exists an assumption that the core skills of those working in graduate occupations are predominantly formed at HE. This article examines how within four graduate occupations, employers and workers assess the extent HE is thought to develop the skills and knowledge used within the work process. It draws on occupational case studies on the work of laboratory-based scientists, software engineers, financial analysts and press officers, using interview data with workers, employers and stakeholders. The study shows that structural barriers prevent HE to take a significant part in work-skill and knowledge development, but also that HE is not necessarily heavily relied upon for skill formation. More precaution is required for those who would like to directly link the skills demands for graduate work with the skills that are developed or associated at university.

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Horizontal Mismatch Between Employment and Field of Education: Evidence From a Systematic Literature Review

Cited by 84 publications

References 60 publications

Horizontal mismatch and vocational education

Horizontal mismatch and vocational education

The effect of modular education on school dropout

The limits of higher education institutions as sites of work skill development, the cases of software engineers, laboratory scientists, financial analysts and press officers

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