Thesis (M. Soc. Sc.)--University of Hong Kong, 1991.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1991. / Also available in print.

It is generally accepted that a more educated workforce can provide more economic growth. However, the extent to which personal benefits outweigh the social benefits of higher education has become not only an economic issue, but also a political issue. Voicing screening sympathies, Chancellor Kenneth Clarke asked 'why should bus drivers pay for the education of lawyers?' when cutting student grants in 1993 [The Economist 22/4/95]. The screening theories of the 1970's posited that, in some circumstances, if higher education was only signalling and not improving a person's ability, then society may be better off without higher education. A less extreme view is that some component of education acts solely as a signal and is socially worthless. There has been relatively little attention paid to testing the role of education in the labour market of the United Kingdom and Italy. One reason may be the shortage of suitable data sets available for such tests. This Thesis utilises UK and Italian data sets and aims to redress some of the imbalance in empirical work which tends to centre on data from United States. It is important to test the educational screening hypothesis in the context both of revisions in UK government policy towards the funding of higher education and the aim of convergence of labour market conditions within the European Union. The key objective of this Thesis is to investigate the role of education in the determination of wage rates for full-time work in the UK and Italy. The empirical analysis generally supports the hypothesis that education has both a screening and a productivity augmenting role.

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Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (p. 147-164). Also available via the World Wide Web.

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Includes bibliographical references (p. 37-41).

I examine the role of human capital in shaping entrepreneurial activity by studying the entrepreneurial careers of scientists and engineers from entry to exit. I analyze how the development of human capital through education and employment affects entrepreneurial entry, performance, and exit. Empirically I utilize the restricted-use National Science Foundation (NSF) Scientists and Engineers Statistical Data System (SESTAT) which is a large data set focused on scientists and engineers to identify possible drivers of transitions to entrepreneurship amongst knowledge workers. Additionally, I am able to analyze the extent to which transitioning to entrepreneurship allows scientists and engineers to increase their financial and non-financial work outcomes and finally, what mechanisms are associated with their exit from entrepreneurship and subsequent return to wage work.

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