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Academic literature on the topic 'Returns to Education'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Returns to Education"

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Carneiro, Pedro, James J. Heckman, and Edward J. Vytlacil. "Estimating Marginal Returns to Education." American Economic Review 101, no. 6 (October 1, 2011): 2754–81. http://dx.doi.org/10.1257/aer.101.6.2754.

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This paper estimates marginal returns to college for individuals induced to enroll in college by different marginal policy changes. The recent instrumental variables literature seeks to estimate this parameter, but in general it does so only under strong assumptions that are tested and found wanting. We show how to utilize economic theory and local instrumental variables estimators to estimate the effect of marginal policy changes. Our empirical analysis shows that returns are higher for individuals with values of unobservables that make them more likely to attend college. We contrast our estimates with IV estimates of the return to schooling. JEL: I23, J24, J31
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Henderson, Daniel J., Anne-Charlotte Souto, and Le Wang. "Higher-Order Risk–Returns to Education." Journal of Risk and Financial Management 13, no. 11 (October 28, 2020): 253. http://dx.doi.org/10.3390/jrfm13110253.

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In the traditional human capital framework, education is often considered as an investment, rather than consumption, while consumption is not necessarily precluded. Whether education is an investment is empirically unclear and relatively under-explored. We shed light on this issue by estimating the risk–return trade-off in the context of education. If education is indeed an investment, risk could play an important role in individual educational decisions just as with risky assets. As portfolio theory predicts, there could be a trade-off between returns to education and risks concerning those returns: higher risks are generally associated with higher returns. We contribute to the literature by proposing various measures of risk based on the entire distribution of returns to education recovered by our nonparametric models. Our results confirm a trade-off between returns and variance. We also found statistically significant impacts for the higher moments: skewness and kurtosis. Interestingly, we found the relationship between mean returns and variance to be linear, and the relationship between expected returns and higher-moments (skewness and kurtosis) is non-linear.
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Poudel, Min Raj. "Survey on Rate of Return on Investment in Education." Interdisciplinary Research in Education 7, no. 1 (September 5, 2022): 129–46. http://dx.doi.org/10.3126/ire.v7i1.47505.

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The rate of return to education is the sum of discounted benefits and costs. It shows the relatively profitable sector for a secure investment. The main objective of this study is to review and analyze the volume of the rate of return to education. The literature review, survey design was used, and the materials were collected using purposive sampling. The analysis concludes that the rate of return on education can be analyzed based on the additional year of schooling, sex, levels of education, occupations, geographical regions, countries, and sectors. Different studies conducted in different countries reveal that the size of the rate of return differs according to the categories mentioned above. It means that overall returns to education seem highly heterogeneous. Likewise, most studies show that the private rate of returns for females is higher than that of males; the tertiary level's returns are higher than the other levels, and the urban sector's returns are higher than that of the rural sector.
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Li, Fengliang, and Liang Wang. "Empirical Analysis of Return to Distance Higher Education in Different Disciplines." International Review of Research in Open and Distributed Learning 22, no. 1 (March 11, 2021): 148–65. http://dx.doi.org/10.19173/irrodl.v22i1.5029.

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Few empirical studies have analyzed the return to distance higher education in different academic disciplines. This study used quantitative methods, data from a nationwide survey, and Mincerian earnings function to analyze the return to distance higher education among different disciplines in China’s labor market. Results were compared with the return to face-to-face higher education and showed that the returns to face-to-face higher education were higher than those to distance higher education. Returns to the disciplines of economics and management were at a high level in both face-to-face and distance education; returns to the disciplines of literature, as well as education and law, were at a low level in both face-to-face and distance education. The returns to the disciplines of science and engineering were higher in face-to-face education than in distance education. This paper proposes several recommendations. Adults who do not have higher education degrees should invest in distance higher education to obtain considerable monetary returns, particularly in the disciplines with higher returns such as management and economics. China’s distance education institutions should improve the quality of teaching in science and engineering education and find ways to provide high-quality experimental teaching practices. At the same time, they should scale back on instruction of literature, as well as education and law.
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Stager, David A. A. "Returns to Investment in Ontario University Education, 1960-1990, and Implications for Tuition Fee Policy." Canadian Journal of Higher Education 26, no. 2 (August 31, 1996): 1–21. http://dx.doi.org/10.47678/cjhe.v26i2.183235.

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Because students' university enrolment decisions are influenced by expected returns to their educational investment, policy decisions should be informed by calculations of such returns. Private rates of return, by field of study, for Ontario university graduates in 1990 ranged from 7% (humanities) to 21% (medicine). Returns were generally higher for women than for men. The 1990 results were virtually unchanged from 1985 when there was a sharp reversal of the long-run decline in rates of return that occurred from 1960 to 1980. Alternative assumptions about tuition fee levels show that doubling tuition fees from 1990 levels, or abolishing fees, would change the rates of return by only about two percentage points in either direction. Doubling fees in the major professional faculties would leave rates of return still in excess of returns to arts and science at current fee levels.
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Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (April 11, 2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.

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Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India is one among the countries where fervent around vocational education and training (henceforth VET) is quite discernible at present. The paper aims to discuss these issues. Design/methodology/approach – Standard Minerian, extended Mincerian and Heckman two-stage methods are used to measure returns to VET vis-à-vis returns to general education in Indian context while taking care of selection bias problem. It is measured at different levels of education since the characteristics of VET changes significantly at different levels of education. This work also considers different classifications of VET (Formal, Hereditary, On the Job). National Sample Survey (NSS) data which recently has included data on VET is used for this measurement. Findings – It shows that the returns to formal VET and On the Job training (OJT) are quite high in the primary level. There is a gradual decline in these returns when compared with general education at higher levels, namely, secondary and tertiary level. At tertiary level effect of formal VET or OJT on income becomes almost insignificant. On the other hand, hereditary training and other category of VET have significantly negative impact and insignificant impact on income, respectively. Research limitations/implications – This work suggests that the investment in VET in present context is justified however there is a requirement to focus on specific area within the VET for this investment. Investment in higher level of formal VET as well as in the OJT set up can provide better return to the individuals. However, NSS data does not provide income data for the self-employed persons. Hence, self-employed category remains outside the purview of this study. Practical implications – In general, formal VET and OJT are profitable for individual in wage employment. However, this profitability declines when the effect of the training is measured at a higher level of general education. Formal vocational training/OJT for the primary and secondary school dropouts are clearly profitable. However, OTJ seems to be providing a return similar to what is provided by formal training. A poor performance of formal VET indicates an institutional gap and reflects present cry from industry for “quality” manpower. Originality/value – To author’s knowledge there is no study on return evidence from various types of VET in Indian context. This study is a deviance from the existing literature on VET in following ways. First, this study suggests that investment in VET can be profitable. Second, many earlier works missed out to consider different types of VET and compare them with general education at different levels. Putting all types of VET into one basket and then analyzing returns has the risk to misleading the policies. Different VETs have completely different dynamics and hence it is required to treat them separately.
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O'Leary, Nigel C., and Peter J. Sloane. "The Return to a University Education in Great Britain." National Institute Economic Review 193 (July 2005): 75–89. http://dx.doi.org/10.1177/0027950105058559.

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In this paper, we estimate the rate of return to first degrees, Masters degrees and PhDs in Britain using data from the Labour Force Survey. We estimate returns to broad subject groups and more narrowly defined disciplines, distinguishing returns by gender and controlling for variations in student quality across disciplines. The results reveal considerable heterogeneity in returns to particular degree programmes and by gender, which have important policy implications for charging students for the costs of their education.
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Tansel, Aysit, and Yousef Daoud. "Returns to Education in Palestine and Turkey: A Comparative Analysis." Perspectives on Global Development and Technology 13, no. 3 (April 15, 2014): 347–78. http://dx.doi.org/10.1163/15691497-12341306.

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AbstractThis study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The results suggest that returns to schooling are higher for Turkey at the various levels of education for females and males and for both years 2004 and 2008. In 2008, returns are lower than 2004 levels for all stages of education. Returns to education are higher for women than men in both countries. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school). Finally, it was found that the selectivity corrected return estimates are lower than theolsestimates in Palestine while they are higher than theolsestimates in Turkey.
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Asravor, Richard Kofi. "Estimating the economic return to education in Ghana: a gender-based perspective." International Journal of Social Economics 48, no. 6 (March 17, 2021): 843–61. http://dx.doi.org/10.1108/ijse-09-2020-0602.

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PurposeThe increasing rate at which individuals, especially, females in Ghana are seeking higher education calls for an estimation of the returns to schooling and education in Ghana.Design/methodology/approachThe study employs the Mincer equation to a representative cross-sectional micro-data from Ghana using OLS and instrumental variable (IV) methodologies. The paper uses spouse's education as instruments in the IV estimation.FindingsReturn to schooling was found to be higher for females than males, likewise, membership of an old student associations and location of the household. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Research limitations/implicationsReturn to schooling was found to be higher for females than males. Likewise, individuals who are members of an old student association and are in urban areas were found to have a higher return to schooling than individuals who are not members of an old student association and are in rural areas. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Practical implicationsWage determination process is different for males and females, across religion and residency. The higher returns to schooling for females imply education is a good investment for women and girls and should be a development priority.Social implicationsThe higher returns to schooling for females imply an investment in girl's education should be a development priority.Originality/valueThe paper extends the existing literature by focussing on the role of religion, old student's association (alma mater) and gender on the differential earning returns to schooling.
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Rosen, Gerald H. "Declining Returns." Academe 78, no. 1 (1992): 8. http://dx.doi.org/10.2307/40251210.

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Dissertations / Theses on the topic "Returns to Education"

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Jepbarova, Dilyara. "Returns to education in rural America /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131527708.pdf.

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Broomfield, Christina. "Mature students : the returns to education." Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323709.

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Oliveira, Sofia Carina dos Santos. "Returns to vocational education in Portugal." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11534.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics
In a context of increasing investment in vocational education, it is highly relevant to investigate the impact of this type of education over labor market outcomes. Following a panel of individuals with upper secondary attainment born between January 1974 and December 1990, this study assesses the wage returns to vocational education and general education, between 1993 and 2009. Estimates from a random effects model revealed a wage advantage for workers with vocational education vis-à-vis workers with general education, in the beginning of the career. However, the earnings of the former group grow at a slower rate and are surpassed by the earnings of the latter group at around eight years of experience.
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Guimarães, Guido Couto Penino. "On impatience, education, returns, and inequality." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/13785.

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In this paper we investiga te the impact of initial wealth anel impatience heterogeneities, as wcll as differential access to financia! markets on povcrty anel inequality, anel cvaluate some mechanisms that could be used to alleviate situations in which these two issues are alarming. To address our qucstion we develop a dynamic stochastic general cquilibrium modo! of educational anel savings choicc with heterogeneous agents, where individuais differ in their initial wealth anel in their discount factor. We find that, in the long run, more patient households tend to be wealthier anel more educated. However, our baseline model is not able to give as much skewness to our income distribution as it is rcquircd. We then propose a novel returns structure based on empírica! observation of heterogeneous returns to different portfolios. This modification solves our previous problem, evidencing the importance of the changes made in explaining the existing levels of inequality. Finally, we introducc two kinds of cash transfers programs- one in which receiving thc benefit is conditional on educating the household's youngster (CCTS) anel one frec of conditionalities (CTS) - in order to evaluate the impact of these programs on the variables of concern1 Wc fine! that both policies have similar qualitativo rcsults. Quantitatively, howcvcr, the CCTS outperforms its unconclitional version in all fielcls analyzecl, revealing itself to be a preferable policy.
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Lalley, Christopher Patrick. "Essays on the returns to higher education." Thesis, Glasgow Caledonian University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726780.

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Liu, Chau-wing, and 廖秋榮. "Investment returns to education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976621.

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Xu, Lei. "Returns to education : evidence from the UK." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/3df62523-d6b5-47e7-90fa-ab824e60abee.

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This thesis consists of three independent chapters which address separate questions in relation to labor economics and economics of education. Wage Penalty of Vocational Education: Evidence from the UK (Chapter 3): In this chapter, I examine the difference in wages between academic and vocational education in the UK based on Quarterly Labor Force Survey (QLFS) from 2001 to 2013. First I examine the crude wage differences between vocational and academic education. To further test the differences between two types of education, I examine the effect of the education expansion on the returns to higher levels of vocational qualification, based on the difference-in-difference (DID) methodology. The results suggest that the reform has negative effects on the wage of holders of higher levels of vocational education. The penalties vary considerably, depending on the type of vocational qualification. Does age-dependent minimum wage affect employment? evidence from UK (Chapter 4): The chapter studies the age-dependent minimum wage in the UK, which is used to regulate the flow of young workers into the labor market. In this chapter, I examine the employment effect of becoming eligible for higher minimum wage rate by applying Regression Discontinuity (RD). The results suggest that an increase in the minimum wage has a positive effect on employment probability for higher skilled worker covered by the minimum wage but not for lower skilled workers, and it may also lead to crowding out effect coming from higher skilled workers. Moreover, higher skilled workers tend to transfer from a temporary job into a formal job more easily after becoming eligible for higher minimum wage rate and this pattern is the opposite for lower skilled workers. The evidence suggests that the labor market in which the minimum wage prevails is very competitive during the recession and lower skilled workers may bear the cost of competition due to the discontinuity caused by age-related increases in minimum wage. Quantitative effects of higher education expansion on the returns to education: Evidence from the UK (Chapter 5): This chapter studies the effect of the education expansion on the returns to education based on Quarterly Labour Force Survey (QLFS) and Understanding Society. After examining the heterogeneous returns, I apply the difference-in-difference (DID) methodology to examine the effect of the education reform on the returns and the matching Difference-in-Difference (MDID) methodology to account for the compositional change across cohorts since those newly recruited university graduates after the reform might be different from the previous graduate cohorts. Newly recruited university graduates consist of “fresh students” who entered universities as school leavers typically with A-level and workers with several years of work experience called “mature students”. The MDID results show that the expansion of higher education mostly reduces the returns for fresh students and it mostly appears in the post-expansion period. The mature students have more stable returns compared with fresh students.
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Aly, Ashraf El-Sayed El-Araby. "Returns to education of U.S. Arab immigrants /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Reilich, Julia. "Returns to education and smoking : evidence from Germany." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5388/.

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Looking at smoking-behavior it can be shown that there are differences concerning the time-preference-rate. Therefore this has an effect on the optimal schooling decision in the way that we appear a lower average human capital level for smokers. According to a higher time-preference-rate additionally we suppose a higher return to education for smokers who go further on education. With our empirical findings we can confirm the presumptions. We use interactions-terms to regress the average rate of return with IV. Therefore we obtain that smokers have a significantly higher average return to education than non-smokers.
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Ismail, Ramlee. "The returns to education in Malaysia, 1995-2004." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/10057.

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Human capital development is a prerequisite for a knowledge-based economy and for sustaining economic growth. Capability and capacity in the management of new knowledge and technology is determined by the quality of human capital. With globalization, Malaysia faces ever increasing competition in trade and investment. Therefore, the workforce will have to be equipped with a strong base in education and training. Efforts should, therefore, be made to ensure that the education and training system has the capacity to enhance the quality of intellectual capital as well as expanding the human resource base. In mainstream human capital theory, the basic principle is to measure the quality of human capital through some measure of educational achievement, such as years of schooling. It is generally assumed that more years in schooling improves the quality of human capital. Thus it is assumed by policy makers that an increased level of education will impact directly on labour market productivity. Concomitantly, policy makers argue that increasing the level of schooling will give an impact on wages. One of the obvious methods to assess the impact of investment in education is to calculate the rate of return to education. The overall impact of education on wages for society is described as the social rate of return and for the individual as the private rate of return. The major concern of this thesis is to assess the impact of investment in education on individuals. Thus I use a household income survey to estimate the private rate of return to Malaysian education from 1995 to 2004. A recent important strand in human capital literature is concerned with the role of education in emerging economies. This study is not as well established as in developed economies. Malaysia, as one of the High-Performing Asian Economies (HPAEs) over the past two decades, has experienced a steady growth with continuous improvement in the education system. Data and infonnation collected on Malaysian education and earnings serve to provide an important indicator of the benefits from investment in education for this important economy. Previous data and analysis on returns were hampered by relatively few observations and other data inadequacies. This thesis offers estimates based on a consistent set of household income surveys from 1995 to 2004. Thus, the estimation is more consistent compared with previous fmdings. Moreover, this thesis estimates the returns using both a standard and an alternative approach, i.e. Instrumental Variable (IV) that has never been applied to the Malaysian data. This is important because the latter estimation not only reduces the potential bias but also shows the impact of school reform on the returns. Additionally, returns to education using IV estimation are rarely compared between emerging economies and the developed countries. Such an analysis provides an indication of how important the human capital investment and educational reform have been at the current stage of development. Our results also provide new methodology for developing economies in estimating returns to education. The standard approach to estimating returns is based on homogenous returns to education - everyone gets the same return to the same qualification. Our results from this homogenous returns model shows the private rate of return to education in Malaysia is about the world average. However, endogeneity in schooling, omitted variables and other factors, such as ability will produce potential bias in estimation. The heterogeneous returns model allows for varying returns across individuals. This thesis clarifies differences in returns to different individuals. The exogenous impact in the Malaysian education system. i.e. the schooling reform is used as an instrument. The results reveal that the returns from IV estimation were higher than the standard approach. This result adds to literature by showing that OLS may underestimate the returns to education in the context of a developing country. The literature on rates of return paints a complex picture of the theoretical frameworks, methods and even results of such studies. Many of the benefits of education are not easily measured and are often not even recognized by rate of return studies. It is important for rate of return studies to acknowledge the methodological limitations and explain that rates of return are only an imperfect proxy to education benefits, which should ideally be used in conjunction with other measures of educational results.
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Books on the topic "Returns to Education"

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Carneiro, Pedro. Estimating marginal returns to education. Cambridge, MA: National Bureau of Economic Research, 2010.

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Carneiro, Pedro. Estimating marginal returns to education. Cambridge, MA: National Bureau of Economic Research, 2010.

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Dee, Thomas S. Are there civic returns to education? Cambridge, Mass: National Bureau of Economic Research, 2003.

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Cost and returns of university education. Trivandrum, India: CBH Publications, 1990.

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Mphuka, Chrispin. Estimating returns to education in Zambia. Lusaka: Zambia Institute for Policy Analysis & Research, 2013.

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Martins, Pedro S. Firm-level social returns to education. Bonn, Germany: IZA, 2004.

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Jamal, Haroon. Returns to education: The case of fertility. [Karachi]: Social Policy and Development Centre, 2003.

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Jamal, Haroon. Private returns to education: Evidence for Pakistan. Karachi: Social Policy and Development Centre, 2003.

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Okuwa, O. B. Private returns to higher education in Nigeria. Nairobi: African Economic Research Consortium, 2004.

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Private returns to higher education in Nigeria. Nairobi: African Economic Research Consortium, 2004.

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Book chapters on the topic "Returns to Education"

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Hamilton, Arran, and John Hattie. "Returns from education technology." In The Lean Education Manifesto, 169–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166313-12.

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Desalegn, Yonatan. "Returns to Education in Ethiopia." In Economic Growth and Development in Ethiopia, 199–226. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8126-2_9.

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Hamilton, Arran, and John Hattie. "Returns from teacher selection and training." In The Lean Education Manifesto, 89–103. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166313-8.

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Hossain, Mahabub. "Returns from Education in Rural Bangladesh." In Trade, Planning and Rural Development, 199–219. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11415-3_14.

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Figueiredo, Hugo. "Returns to Higher Education and Gender." In Encyclopedia of International Higher Education Systems and Institutions, 1–10. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-9553-1_112-1.

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McMahon, Walter W. "Nonmonetary Private Returns of Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_117-1.

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Flannery, Darragh, and Cathal O’Donoghue. "The Returns to Third Level Education." In Economic Insights on Higher Education Policy in Ireland, 221–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48553-9_9.

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Figueiredo, Hugo. "Returns to Higher Education and Gender." In The International Encyclopedia of Higher Education Systems and Institutions, 2474–83. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_112.

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McMahon, Walter W. "Nonmonetary Private Returns of Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2103–8. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_117.

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McNally, Sandra, Guglielmo Ventura, and Hanna Virtanen. "Returns to Vocational Education and Training." In Handbook of Labor, Human Resources and Population Economics, 1–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-57365-6_349-1.

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Conference papers on the topic "Returns to Education"

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Fan, Min, Zhujun Fan, and Xiaojian Yu. "Returns to College Education in China." In 2008 International Symposium on Intelligent Information Technology Application Workshops. IEEE, 2008. http://dx.doi.org/10.1109/iita.workshops.2008.249.

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Parekh, D., V. Kibens, C. Rogers, A. Glezer, and A. Krothapalli. "Education returns from joint industry-university research investments." In Advanced Measurement and Ground Testing Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1996. http://dx.doi.org/10.2514/6.1996-2244.

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Fan, Min, Jiaping Zhang, and Xiaoyong Chen. "Propensity Score Techniques to Evaluate Returns of College Education." In 2009 International Joint Conference on Computational Sciences and Optimization, CSO. IEEE, 2009. http://dx.doi.org/10.1109/cso.2009.105.

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Giat, Yahel, and Dan Bouhnik. "A Decision Support System for Pricing and Minimizing Product Returns." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4522.

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Aim/Purpose: The first goal is to develop a decision support system for pricing and production amounts for a firm facing high levels of product returns. The second goal is to improve the management of the product returns process. Background: A food importer and manufacturer in Israel with a significant product returns rate. Methodology: A decision support module was added to the plant’s information system. The module is based on a supply chain pricing model and uses the sales data to infer future demand’s distribution. Ergonomic models were used to improve the design of the returns warehouse and the handling of the returns. Contribution: The decision support system allows to improve the plant’s pricing and quantity planning. Consequently, it reduced the number of product returns. The new design of the returns process improves worker’s productivity, reduces losses and results in safer outcomes. Findings: The results show the promise of incorporating pricing supply chain models into informing systems to achieve a practical business goal. Recommendations for Practitioners: This work can be replicated for different suppliers, manufacturers and retailers that suffer from product returns. They will benefit from the reduction in returns, as well as the decrease in the losses associated with these returns. Recommendation for Researchers: It is worthwhile to research whether decision support systems can be applied to other aspects of the organizations’ operations. Impact on Society: Product returns is a lose-lose situation for producers, retailers and customers. Moreover, mismanagement of these returns is harmful for the environment and may result in the case of foods, in health hazards. Reducing returns and improving the handling improves sustainability and is beneficial for society. Future Research: The DSS’s underlying pricing model assumes a specific business setting. This can be extended using other pricing models and applying them in a similar fashion to the current application.
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Ciolfi, Alberto, and Annalisa Di Benedetto. "Competencies and higher education: evidences and returns. The TECO project." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9308.

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The aim of this work is to present the state of progress and the main features of the TECO (TEst of COmpetence) project, promoted by the (Italian) National Agency for the Evaluation of Universities and Research Institutes with the aim to assess students’ learning outcomes in the higher education contest. The results of the 2017-2018 TECO survey (which involved voluntarily over 12,500 nursing, physiotherapy and medical radiology students), showed that attending a university programme makes a difference in development of some competencies, especially for the disciplinary sphere. The analysis will focus on the connections between the characteristics of the students at the beginning of their study career and the achieved level of tested competences. The return of the test results to the students and study programmes’ coordinators will be presented and discussed, considering their possible uses in a self-assessment perspective. TECO results and the new indicators that will be originated from this project could prove to be reliable tools for university programmes self-assessment, encouraging the use of evidence-based strategies for higher education improvement.
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Schmidt, Patrick. "Diminishing Returns: Policy, Labor, and the Curtailing of Music Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574345.

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Leonova, E. "Returns Of Adolescents From Adoptive Families: Problems And Pedagogical Solutions." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.50.

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Li, Wei, Weiyi Qian, and Mingqiang Yin. "Mean-risk model for portfolio selection with uncertain returns." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.79.

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Yurtsever, Bengi. "PANDEMIC PROCESS RETURNS: FACE-TO-FACE AND REMOTE GAINS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0120.

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Wang, Jing, and Hui Zhang. "Wage Returns to Education under Different Levels of Higher Education based on Big Data Analysis." In The International Conference on Big Data Economy and Digital Management. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011360600003440.

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Reports on the topic "Returns to Education"

1

Carneiro, Pedro, James Heckman, and Edward Vytlacil. Estimating Marginal Returns to Education. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16474.

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Brown, Jeffrey, Chichun Fang, and Francisco Gomes. Risk and Returns to Education. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18300.

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Carneiro, Pedro, James Heckman, and Edward Vytlacil. Estimating marginal returns to education. Institute for Fiscal Studies, October 2010. http://dx.doi.org/10.1920/wp.cem.2010.2910.

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Dee, Thomas. Are There Civic Returns to Education? Cambridge, MA: National Bureau of Economic Research, March 2003. http://dx.doi.org/10.3386/w9588.

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Hogan, Vincent, and Roberto Rigobon. Using Heteroscedasticity to Estimate the Returns to Education. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9145.

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Heckman, James, John Eric Humphries, and Gregory Veramendi. Returns to Education: The Causal Effects of Education on Earnings, Health and Smoking. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22291.

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Fang, Hai, Karen Eggleston, John Rizzo, Scott Rozelle, and Richard Zeckhauser. The Returns to Education in China: Evidence from the 1986 Compulsory Education Law. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18189.

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Heckman, James, and Xuesong Li. Selection Bias, Comparative Advantage and Heterogeneous Returns to Education. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9877.

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Moffitt, Robert. Estimating Marginal Returns to Higher Education in the UK. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13534.

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Levy, Santiago, and Luis Felipe López-Calva. Labor Earnings, Misallocation, and the Returns to Education in Mexico. Inter-American Development Bank, February 2016. http://dx.doi.org/10.18235/0000251.

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