Made available in DSpace on 2014-06-12T17:17:33Z (GMT). No. of bitstreams: 2 arquivo3602_1.pdf: 1017011 bytes, checksum: 222bd0d39caf031e194491fcdb30c0d6 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2008 / Este estudo fornece evidências quanto à ocorrência de dois fenômenos econômicos indicativos da incompatibilidade entre escolaridade-ocupação em Pernambuco, estado que recentemente tem recebido significativos investimentos. A partir da estratégia de mensuração proposta por Nielsen (2007) para determinação dos percentuais de trabalhadores overeducated (sobrequalificados) e undereducated (sub-qualificados), são fornecidas indicações de mismatch do mercado de trabalho do Estado. Adicionalmente, através de um modelo logit, são apontados determinantes das condições de overeducated e undereducated. Por fim, também são estimados as penalidades econômicas destes diferentes tipos de mismatch no mercado de trabalho do estado. Os resultados, obtidos a partir dos micros dados da PNAD de 2006, indicam que cerca de 15% dos ocupados no estado são categorizados como undereducated e cerca de 12,1% da população ocupada estariam na condição de overeducated. Além disto, tais situações de mismatch implicam penalidades econômicas estimadas em 2,7% e 20,6% em relação aos salários, respectivamente, para as condições de overeducated e undereducated

This creative writing thesis consists of a full-length novel, Stay Hungry, Stay Choosy. The premise of the novel is that, by 2050, Italy will be a de jure gerontocracy that cannibalises its young. This thesis contributes to research on moral panics as it brings to the fore the voices of the voiceless and further explores the locus of youth unemployment in the discussion on social deviance. Thus, the thesis explores how Erich Goode and Nachman Ben-Yehuda's (1994) moral panics theory explains the mono-narrative of young people's transition from education to employment in Italy and the United Kingdom. In my academic research, I use a critical paradigm based on the fundamental premise that creative writing should play a key role in the liminal place that bridges social research and social activism. The research is framed by a number of social theories, underpinning the public discourse on youth overeducation, unemployment and underemployment. Subsequently, an in-depth analsyis is carried out, using the lens of Goode and Ben-Yehuda's moral panics framework, in order to show how the pervasive dichotomy of the angry youth and the aboulic youth in public discourse is used to stereotype the young and to maintain the power dynamics between both generations and socio-economic classes. Thirdly, Urbanski's 'rhetorical circle' (1975) is shown to be the explanatory metaphor that allows speculative fiction writers, such as Anthony Burgess and Marco Bosonetto, to draw upon pervasive social fears about the young, creatively elaborate upon them and hold up a mirror to readers by incorporating these fears into storytelling. These theoretical concepts are then explored from the perspective of young people, through ethnographic inquiry. Finally, the research outcomes are filtered through the process of self-reflexivity in order to illustrate the choices I had to make in order to complete the present novel in a way that respects both the conventions of the speculative writing genre and draws upon research findings. This thesis thus contributes to the case that creative writing has a key role to play in linking social science findings to practice by drawing concepts and findings together in a coherent narrative. This thesis turns this literary call to action into a real-life manifesto.

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The objective of this essay is to explain if there exist a mismatch on the Swedish labour market, with a main emphasis on overeducation. We frame our empirical work according to mismatch theories the human capital theory, technological change theory and the education-occupation mismatch theory. Using panel data from the European Social Survey covering the period 2002 and 2016 were we able to define overeducation at different levels to observe which is the most suitable for the topic of this essay. Our main result will be focusing on the 20 percent level, which means: “I and 20% other workers acquire a higher education than the other 80%”. Our result indicated that immigrants experienced a higher likelihood of being overeducated in comparison to natives. When we looked at the different birth regions did we found that individuals from the Central/South American countries were the ones who experienced the highest likelihood of being overeducated. Our result indicates that the further away your home country is from Sweden the higher is the probability of being overeducated, which goes hand in hand with the theories presented.

This essay investigates the potential educational mismatch of immigrants compared to natives concerning the Swedish labor market. The data is collected from the European Social Survey between 2002-2014. Our results show that immigrants tend to be more overeducated than natives. Our results also indicate that more recent cohorts are more likely to be overeducated compared to cohorts that have lived for a longer time period in Sweden. Disparities in language and country specific skills but also if a person belong to an ethnic minority are reasons for why these mismatches occur.

Depuis longtemps, il est connu que les immigrés s'insèrent difficilement sur le marché de travail des pays développés. Cette thèse vise à clarifier ce constat, en exploitant trois différentes bases de données. Elle est organisée autour de trois questions :(1)Quel est l'impact de la diaspora et de la qualité de l'enseignement supérieur sur le choix des étudiants étrangers des pays d'accueil pour poursuivre leurs études?(2)Obtenir un diplôme dans le pays d'accueil a-t-il un impact positif ou négatif sur le déclassement des Marocains Résidant à l'Etranger?(3)Quel est l'impact du déclassement sur le salaire dans les pays de l'Union Européenne chez les autochtones vs les immigrés ?La recherche aboutit à 3 résultats essentiels :•La qualité de l'enseignement supérieur et la diaspora des immigrés dans les pays de l'OCDE ont un impact positif sur la mobilité internationale des étudiants.•Les marocains résidant à l'étranger et ayant au moins le secondaire dans les pays d'accueil, sont les moins déclassés, et leur insertion professionnelle s'avère facile.•Les immigrés déclassés dans les pays de l'Union Européenne sont moins rémunérés que les autochtones déclassés / For a long time, it is known that immigrants have significant difficulties on the labor market in developed countries. This thesis tries, to a certain degree, to clarify theses difficulties, using three different databases. The analysis relies, mainly on econometric models. It is articulated on three questions:(1)Which factors determine the international mobility of students?(2)Is the fact of obtaining a degree in host country has an impact on the probability of Moroccans living abroad to be overeducated in the European labor market?(3)What is the incidence of the overeducation situation on wages of natives versus immigrants in European Union labour market?The research conducted here leads to three main results:• The quality of higher education and the network of immigrants in OECD countries have a positive impact on international mobility of student.• Moroccans residing abroad who have at least secondary level in the host country, have more opportunities to not be overeducated, and their professional insertion is easier• Immigrants overeducated are paid less than native overeducated in the European labour market.

The main purpose of this paper is to explore how the probability of taking continuing education programs towards no degree for job or career purposes after graduation will be affected by overeducation, which can be defined as having actual education levels that exceed requirements for the job. Using the data from the National Graduates Survey – Class of 2005-Public User Microdata File (PUMF) (Statistics Canada 2007), a probit model was estimated to test the hypothesis that graduates who are already overeducated would take fewer continuing education programs for job or career purposes. Possible reasons for the negative relationship between overeducation and the likelihood of taking continuing education programs after graduation were examined based on human capital theory.

<p>This dissertation is comprised of three essays in the economics of education. In the first essay, I examine how college students' major choice and major switching behavior responds to major-specific labor market shocks. The second essay explores the incidence and persistence of overeducation for workers in the United States. The final essay examines the role that students' cognitive and non-cognitive skills play in their transition from secondary to postsecondary education, and how the effect of these skills are moderated by race, gender, and socioeconomic status.</p> / Dissertation

Philosophiae Doctor - PhD / Labour economists in South Africa have extensively researched on almost all aspects of the unemployment phenomenon, specifically, the levels and extent of unemployment as well as the causes of unemployment have received a lot of empirical attention. One category of the labour force, namely the underemployed, has mostly been ignored in empirical studies. An investigation into the prevalence and rate of underemployment is essential because unemployment alone underestimates the magnitude of a country’s available excess labour capacity. The study focuses on various conceptual and empirical issues, including the definition of underemployment, the extent of underemployment in South Africa, demographic characteristics of the underemployed, an empirical estimation of the total earnings effect of underemployment, the duration of underemployment, and the possible policy options to tackle underemployment. To achieve its research objectives, the study conducts various descriptive and econometric analyses, using the data from the 1995-2016 labour force surveys and the first four waves of NIDS conducted in 2008-2015.

La majorité des auteurs qui s’intéressent à la surqualification la comprennent et l’analysent habituellement comme une situation de suréducation ou de déclassement scolaire. Ce mémoire fait l’hypothèse que le sens qu’accordent les individus au fait d’être surqualifié est beaucoup plus large. Même s’il est raisonnable de croire que la majorité des diplômés espèrent pouvoir obtenir un emploi à la hauteur de leur diplôme, le fait de définir le sentiment de surqualification de façon substantialiste, en ne considérant que le niveau de diplôme obtenu par le travailleur et exigé par l’employeur, semble quelque peu réducteur. Le sentiment de surqualification naît d’un jugement social : il est empirique, contextualisé et dynamique. À la croisée des mesures objectives et subjectives, nous explorons ainsi les facteurs explicatifs du sentiment de surqualification chez les diplômés canadiens à partir d’une analyse statistique des déterminants de ce sentiment dans les premières années qui suivent l’obtention de leur diplôme d’études postsecondaires. Nous montrons d’abord que l’utilisation de compétences en emploi et le lien entre le diplôme obtenu et l’emploi expliquent bien plus le sentiment de surqualification que la suréducation objective. Nous montrons aussi que l’impact du niveau d’utilisation d’une compétence donnée sur le sentiment de surqualification varie substantiellement selon le domaine d’études du diplômé et la nature de cette compétence. / The majority of researchers who study occupational overqualification interpret it as mainly a matter of overeducation. This analysis shows that the issue of overqualification has a broader interpretation than these authors have shown. One assumes that a graduate hopes to obtain a position commensurate with his level of education, but we also have to consider other factors that explain overqualification. The notion of overqualification comes from a social judgment: it is empirical, contextualized and dynamic. As there are objective and subjective measures, we explore the different factors that contribute to the perception of overqualification in Canadian postsecondary graduates. Statistical analysis is used to identify such factors in these individuals during their first years after graduation. Initially, we show that work skills and the link between the diploma earned and the employment obtained explains much more about the feeling of overqualification than solely the matter of overeducation. We also demonstrate that the impact of the extent a given skill is used on the feeling of overqualification varies substantially according to the graduate’s field of study and the nature of the particular skill utilized.