How wrong were we? Dependent interviewing, self-reports and measurement error in occupational mobility in panel surveys

Perales, Francisco

doi:10.14301/llcs.v5i3.295

Cited by 18 publications

(16 citation statements)

References 36 publications

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“…With education, these results are in keeping with the current picture of teacher turn-over (Laming & Horne, 2013;Pinnington-Wilson, 2004;Williams, 2005). Teaching is seen as an occupationally-specific change option for older changers, and as an accepted occupational change pathway where maturity and experience could be seen as strengths (Anthony & Ord, 2008;Lee, 2011;Williams & Forgasz, 2009).…”

Section: Factors Relating To the Decision To Change And The Change Prsupporting

confidence: 77%

“…Previous studies examining rates of mobility used self-reported job/occupation titles in conjunction with various occupational-classification scales to distinguish occupations and locate occupational change, but such research has various limitations as discussed in chapter 1 (Kambourov & Manovskii, 2008;Parrado et al, 2007;Perales, 2014). Names of occupations are inconsistent indicators of requisite skills-and-knowledge sets, and so poor measures of actual skillsand-knowledge set changes as Parrado et al (2014) reported.…”

Section: Methodological Contributionsmentioning

confidence: 99%

“…As an example, comparing an individual's occupations over time was based on self-reported descriptions of his/her occupations which tended to inadvertently vary over time resulting in misclassifications and thus overestimations of the amount of change, as can happen when selfreport data is used (Perales, 2014).…”

Section: Assessing Occupational Mobilitymentioning

confidence: 99%

“…Predicted levels of future mobility, whereby individuals will choose and move between a succession of jobs across different industry sectors in their working lives (Jarvis, 2002), have been quantified. Jarvis and Keeley (2003) However, survey responses about occupation may lead to an overestimation of job mobility and can be problematic (Perales, 2014), so it is difficult to rely on these estimates.…”

Section: 26mentioning

confidence: 99%

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Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

Eggins¹

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Because of the social, personal and financial benefits of paid work activities, occupational choices, and lifelong career options warrant careful consideration. Rapid social, technological and organisational change is theorised to produce changes in the world of work where future, or 'new careers' will be characterised by high levels of mobility; and the demand for knowledge workers (with a university qualification) in a 'knowledge economy' with be high. Paradoxically there is some agreement that the level of mobility varies between levels of occupations, and is inversely related to education level, so that mobility would be lowest in knowledge occupations. However, from inadequate definitional precision, the type of workforce mobility referred to in these predictions and observations is unclear. In the 'new careers', individuals are increasingly seen to have the freedom and opportunity to construct and manage their own careers lifelong by adding skills and knowledge to an existing set, changing sets, or changing mode of practice, for example to self-employment, or relocating. However knowledge occupations tend to be bounded by mandatory qualifications and other controls, which could make the option of mobility by changing skills and knowledge sets at level, costly in time and money. Factors such as age and gender have also been found to affect choices of field of study and employability on graduation.Information about the level and nature of future mobility options is important for individuals contemplating high initial investments of time and money in their education for labour market entry and lifelong career development. The populist current and future mobility discourse propagated politically and in the media, has the potential to misinform university aspirants about the type and level of their lifelong career pathway options, and warrants clarification.The present study examined the current situation regarding skills and knowledge-set adjustments and changes in knowledge occupations by Australian university graduates, by focusing on skillsand-knowledge-based mobility and change among knowledge occupations. Fields of qualifications, rather than self-reported names of occupations were used as more accurate indicators of actual skills and knowledge sets. The fields of past and recent qualifications of individuals who had undertaken further credentialing were compared to determine the extent to which people with qualifications in a particular field actually chose further study in a different field, as an indication of future occupational intent and of perceived change options. This research also explored the motivations for studying a different skills and knowledge-set, and the influence of demographic, contextual and social factors. A mixed method design was employed and undertaken in two phases. Phase 1, a quantitative study, sourced the Australian Graduate Survey responses as a large secondary data base iii from which patterns of change between educational fields were examined together with their as...

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Section: Factors Relating To the Decision To Change And The Change Prsupporting

confidence: 77%

Section: Methodological Contributionsmentioning

confidence: 99%

Section: Assessing Occupational Mobilitymentioning

confidence: 99%

Section: 26mentioning

confidence: 99%

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Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

Eggins¹

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“…A transition matrix for the German SOEP tells us that only a small share of all workers is mobile across classes: on average, 12% in the low-skilled working class and 8% in the upper-middle class change class from one year to the next over our period of observation. Moreover, there is ample evidence that occupational changes are overestimated in panel surveys due to measurement errors (Perales 2014).…”

Section: Methods and Modelmentioning

confidence: 99%

The working class left behind? The class gap in life satisfaction in Germany and Switzerland over the last decades

Lipps

Oesch

2018

European Societies

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The 1990s and 2000s were a gloomy period for Germany's working class, hit by mass unemployment, welfare retrenchment and wage stagnation. We examine whether the growing economic disparity between the top and the bottom of Germany's class structure was accompanied by a widening class gap in life satisfaction. We analyse whether there is a social class gradient in life satisfaction and whether, over the last decades, this class gradient increased in Germany, relative to the comparison case of Switzerland. We use panel data for Germany (1984-2014) and Switzerland (2000-2015) and check the robustness of our results by replicating our analysis with the pooled German and Swiss samples of the European Social Survey (2002-2014). In both countries, respondents in higher classes report substantially higher life satisfaction than those in lower classes. The class gap is twice as large in Germany than in Switzerland. In Germany, the class gap in life satisfaction narrowed between 1984 and 1990, strongly widened between 1990 and 2005 and then decreased again after 2010. In Switzerland, the class gap did not follow a clear time trend, but remained basically constant. In Germany, differences in unemployment risks and household income account for half of the class gap and its evolution over time.

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How to Pop the Question? Interviewer and Respondent Behaviours When Measuring Change with Proactive Dependent Interviewing

Jäckle¹,

Baghal²,

Eckman³

et al. 2021

Advances in Longitudinal Survey Methodology

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How wrong were we? Dependent interviewing, self-reports and measurement error in occupational mobility in panel surveys

Abstract: Occupation is a central concept in sociology and economics, and individual

Cited by 18 publications

References 36 publications

Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

The working class left behind? The class gap in life satisfaction in Germany and Switzerland over the last decades

How to Pop the Question? Interviewer and Respondent Behaviours When Measuring Change with Proactive Dependent Interviewing

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