The Use of Instrumental Variables in Higher Education Research

Orosz, Kata; Proteasa, Viorel; Crăciun, Daniela

doi:10.1108/s2056-375220200000006005

Cited by 7 publications

(4 citation statements)

References 69 publications

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“…Please refer toOrosz et al (2020) for a detailed discussion on a variety of instrumental variables being used in studies related to higher education.…”

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confidence: 99%

Heterogeneity among migrants, education–occupation mismatch and returns to education

Bahl

Sharma

2022

Regional Studies

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Section A1Sensitivity check: Effect of changing the threshold for measurement of required education for an occupationWe have measured the sensitivity of EOM by using different thresholds over and below required years of education (measured by mean years of education). Please refer to Table A11 for detailed numbers.Using the threshold of one standard deviation over and below the mean years of education for the occupation categories, it is found that among the migrants, the match (adequate) was around 70 percent and the incidence of over and under educated individuals is 15 percent each.A change of threshold to 0.9 standard deviation reduces the adequately educated (match) to 63 percent for migrants. Also, the under and overeducated proportion increases to 17 and 20 percent, respectively. Now, changing the threshold to 1.1 standard deviation increases the incidence of adequately educated (match) to 78 percent, the undereducated to 11 percent, and the overeducated to 11 percent of the migrants.Lastly, using one standard deviation from median, we have found that the incidence of adequately educated (match) is 67 percent of migrants, the undereducated are 19 percent, and the overeducated are 14 percent.

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“…Please refer toOrosz et al (2020) for a detailed discussion on a variety of instrumental variables being used in studies related to higher education.…”

mentioning

confidence: 99%

Heterogeneity among migrants, education–occupation mismatch and returns to education

Bahl

Sharma

2022

Regional Studies

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“…This has helped to drive the widespread use of standardised performance indicators to compare and rank individual staff members (Kallio, Kallio and Grossi, 2017 [184]). Such performance systems may incentivise individuals to meet goals rather than pursue creativity and innovation (Ter Bogt and Scapens, 2012 [185]), and there is widespread concern about academics gaming the indicators, either because of pragmatism or desperation (Ashwin, 2020[186]; Oravec, 2017 [183]; Teelken, 2018 [166]). The use of performance metrics in career progression at a time when few permanent positions are available has promoted a competitive environment, undermining the notions of collegiality and collaboration in academia (Spence, 2018[187]).…”

Section: Efforts To Raise the Prominence Of Teaching In Policy And Ap...mentioning

confidence: 99%

The state of academic careers in OECD countries

2024

OECD Education Policy Perspectives

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The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. The variety of academic career models in place across OECD countries makes international comparison challenging, but certain prevalent trends nevertheless emerge.Key concerns for academics and policy makers include the working conditions of academics, an increasing reliance on precarious and casual contracts, high workloads and negative impacts on worklife balance. Career incentives currently tend to focus on -and favour -research output, often sidelining teaching, engagement, and other duties. Initial academic training generally fails to prepare academics comprehensively for their roles, and more continuous professional learning will likely be needed to support academics to exploit the potential of increasingly digitalised learning environments. Although flexibility in academic career paths has been promoted in some higher education systems, academics tend to remain in academia, with limited inter-sectoral mobility. The review highlights the persistent under-representation of -and challenges confronting -women and marginalised groups in academia. Despite the growth of international mobility and collaboration, the participation of academics in internalisation activities varies considerably within and between institutions and across higher education systems. Furthermore, a troubling decline in academic freedom over the past decade raises substantial concerns.

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“…holding education away from a "control" group in order to estimate the effect of receiving tertiary education by another group, termed 'treated', would be unethical (Crato and Paruolo 2018)? We also approached (with different authorships) this matter in more technical terms elsewhere (Crȃciun et al 2020;Orosz et al 2020). Here, we will use an example to illustrate its stakes: a boy is raised in a family in which the father earns enough to pay not only for the basic needs, but also for private classes.…”

Section: Employability Employment and Personal Data Protection: A Con...mentioning

confidence: 99%

How to Cope with GDPR for Graduate Tracking: A Discussion at the Intersection of Law and Policy and Two Solutions

Proteasa

2022

Higher Education in Romania: Overcoming Challenges and Embracing Opportunities

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Research on higher education, and not only, has used data collected for administrative purposes—register data, to answer various policy-relevant questions. The employability of university graduates is one of such questions, which have been pending, especially in those countries whose higher education massified in the last decades. The promise of register data relies on its objective nature and apparent low cost: researchers are basically processing data that is collected for administrative purposes. In spite of these advantages, register data is still underused. Data protection restrictions, especially the alignment to the General Data Protection Regulation, are reported to temper the thrust towards making administrative data available as micro-data for secondary use. We consider that the policy dialogue would benefit from a transdisciplinary exploration of the solutions found in the EU to counter such reservations to the use of register for research. We propose an analysis at the intersection of policy studies and law of two solutions found in the EU to make register data available to researchers. We attempt to address two related questions: how are the processes designed? How is the GDPR compliance put into practice? We used structured observations of primary and secondary literature to collect our data. Our aim is to enrich the debate surrounding register data as a basis for policy-relevant research and, pragmatically, to indicate policy solutions that can be easily adjusted to national contexts in the EU and put on the table of decision-makers.

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The Use of Instrumental Variables in Higher Education Research

Cited by 7 publications

References 69 publications

Heterogeneity among migrants, education–occupation mismatch and returns to education

Heterogeneity among migrants, education–occupation mismatch and returns to education

The state of academic careers in OECD countries

How to Cope with GDPR for Graduate Tracking: A Discussion at the Intersection of Law and Policy and Two Solutions

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