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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 EconomicsIn 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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Fessler, Pirmin, and Alyssa Schneebaum. "The Returns to Preschool Attendance." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5176/1/wp233.pdf.
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Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature in all mentioned dimensions. In particular, we investigate the effect of preschool attendance on an individual's later educational attainment, the probability that they work full time and their hourly wages, the likelihood of the mother working when the child is 14 years old, and on the overall distribution of wages. We find strong and positive effects of preschool attendance on educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution tend to benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second migration migrants; people with less educated parents) also often benefit more in terms of education and work. (authors' abstract)Series: Department of Economics Working Paper Series
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Guzzo, Silano. "Downward mobility and unequal returns to education in Britain." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543674.
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Qiu, Tian. "Private returns to education : earnings, health and well-being." Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512269.
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This thesis is focused on economic returns to education in China. It takes education as a key point to develop three aspects: earnings returns to education, the influence of education as one of the social-economic factors associated with the Body Mass Index (BMI) related to health, and the determinants of subjective well-being. A panel databased analysis including continuous and discrete dependent variables (ordered probit/probit) is used in this research. The first part examines the earnings returns to education in urban China for four years covering the period 1989 to 2000. We find, in common, with others that such returns were small in 1989, but have increased steadily since then. We also find that the returns for women exceed those for men and go some way to reducing the gender earnings gap. Crucially, however the returns to education decline with the length of time since the individual left school which is consistent with the hypothesis that education enhances ability and skills which in turn enhances earnings, but that the value of such skills deteriorates over time. Finally we find evidence for gravity effects by which earnings decline as distance from Beijing, and more noticeable, Shanghai increases. The aim of the second part is to examine the impact of socio-economic status (SES) on the BMI, a formula based on the ratio of height to weight, linked to health, using a fouryear (1991, 1993, 1997 and 2000) panel data set. To an extent we confirm the results with respect to the linkage between SES and health found for other countries. However, instead of using the existing specification of BMI, we explore the healthy BMI range based on a self-reported measure of health in China. This leads to a slightly different formulation for the BMI and a substantially different healthy range. We also find that this healthy BMI has a significant impact on health together with SES. Because of potential simultaneity between education and health we estimate a relationship between SES and health change. We find a significant relationship between education and changes in health status. The final part studies both happiness and life satisfaction in mainland China. We explore the extent to which SES and social capital influence subjective well-being. The results for happiness and life satisfaction are similar, but not identical. To an extent we confirm the results of others with respect to other countries. Hence we find a U-shaped relationship with respect to age and positive influences of income and health on well-being. We also include a variable which reflects the degree of choice/control over their lives people feel they have. Crucially, for social capital variables, we find that individuals who are involved in more voluntary organizations have higher levels of happiness, and those who are a member of Communist party are also more satisfied with their lives. Finally, education has a limited positive impact on subjective well-being, however, it is also the most significant determinant of social capital variables across individuals. In the thesis we specifically discuss the problem of endogeneity which is traditionally tackled by the use of some instrumental variable method. Recently much of the work in this genre including work relating to education, has been criticised from the perspective of weak instruments. Throughout we suggest alternative approaches and each is specific to the context in which it is used. Each of these alternatives is in itself based on certain assumptions which can in turn be questioned. Their value lies more in that they present extra evidence on the impact of education, rather than they unambiguously provide a solution to the endogeneity problem. Economics is not an exact science and it is the accumulation of evidence which is important. In our case our evidence is that education matters, and it matters not just with respect to earnings, and by implication productivity, but also with respect to health and subjective well-being.
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Sanmukhiya, Chintamanee. "Social returns to education in the Republic of Mauritius." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006684/.
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This is the first attempt to estimate social returns, by which is meant pre-tax wage gains, to education in the Republic of Mauritius. Social returns are estimated for both sexes, by gender, by private and public sectors, and by rural and urban areas. This study uses cross sectional data from a sample of the 2000 Population Census. Although Psacharopoulos along with other researchers have estimated returns to education for many countries, the Republic of Mauritius had not so far been included due to lack of data prior to 2000. The Mincerian approach is used to estimate social returns for the Republic of Mauritius, using the Ordinary Least Squares (OLS) method. All wage equations are adjusted for selectivity bias. Findings are similar to those reported in the literature. First, there is evidence of diminishing marginal returns to education when the social return to a year of education is estimated. Second, when highest academic qualifications are considered, tertiary education yields the highest social return relative to no schooling at all or to primary schooling only. Third, social returns to academic and vocational qualifications are higher for women than for men, a finding consistent with those reported for other countries and attributed to women's lower foregone earnings. Fourth, social returns to high level academic qualifications (' A' level and above) and vocational qualifications are higher in the private sector than in the public sector. Fifth, social returns are higher for those who reside in urban areas. Sixth, selectivity bias is minimal in most cases. This study also uses the instrumental variable (IV) approach to deal with the omitted variable bias, endogeneity of schooling and measurement error. The 1976 free secondary education law is used as an instrument. This instrument only predicts the schooling of women for the Republic of Mauritius. IV estimates are consistently higher than OLS estimates. Implications of these results are discussed.
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Poswell, Laura. "Convexities and the returns to education in South Africa." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6079.
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Bibliography: leaves 49-54.This paper explores the rate of return to education in South Africa with special focus on the pattern of returns to different levels of schooling. Although a basic assumption of neoclassical human capital theory is that returns to education diminish, past analysis for South Africa suggests that returns are more likely to be convex. Estimates, however, are based on widely differing data and estimation methods so that only tentative conclusions can be drawn. In this paper we undertake a rigorous econometric exercise in which the same parametric and semi-parametric techniques are applied to a number of nationally representative datasets so that the results can be effectively compared.
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Nilsson, Johanna, and Freja Sahrblom. "Returns to education : En analys av de nordiska länderna." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58516.
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Correia, Rosa Cláudio. "Returns to Education in Germany : An updated assessment of the earnings-education relationship." Thesis, Jönköping University, IHH, Nationalekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53041.
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This work aims at answering the following questions: what is the gain in future earnings from spending one more year in schooling? Do all years in education increase one’s wages by the same amount? Will obtaining a diploma positively affect one’s future wage? By running a Mincer equation enhanced with factors such as sector of employment or gender and using the educational attainment of the parents as an instrumental variable on the 2017 wave of the German Socio-economic Panel, I am able to estimate that in Germany, returns to education are around 10%. To circumvent endogeneity and omitted variable bias, 2SLS is favoured against OLS. Despite this, the results are similar to previous literature which employed a simple OLS on a Mincer equation though it is also found that OLS underestimates returns to education by 1.2%. Returns to the school years themselves are estimated to be more or less stable and fluctuate between 6 and 12% with the exception of the 9th year of schooling which is more impactful at 24% and the 14th at zero. Finally, due to the complex nature of the German educational system, it was not possible to ascertain the existence of diploma effects.
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Shah, Vyoma. "Inter-industry wage differentials and returns to education in Pakistan." Thesis, University of Portsmouth, 2010. https://researchportal.port.ac.uk/portal/en/theses/interindustry-wage-differentials-and-returns-to-education-in-pakistan(4896c426-fc38-4d56-a2bb-827966dffe7f).html.
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Few studies deal with the Pakistan labour market and most of them have paid little attention to wage structures and differentials. This study is concerned with the existence and determinants of wage differentials in Pakistan. Therefore, the aim of this study is to fill a research gap and contribute to the empirical work on the Pakistan economy. Previous empirical studies have revealed that there are several theories and approaches, which have been used to explain wage determinants and wage differentials. This study involves identification of some of these theories and approaches, which are believed to be helpful in explaining the determinants of wage differentials in the developing economy. These include i) efficiency wage theory; ii) human capital theory; iii) the segmented labour market and iv) other factors that are theoretically relevant to the determinants of wage differentials. These theories are explained and tested by using different econometric techniques. To do so, this study investigates the wage differential at three different points; the wage differential within the industries, the wage differentials between the public and private sectors, and the role of education in explaining the wage differential. In light of these theories and approaches, the aim of this study is to provide theoretical and empirical analysis, focusing on the role of observable characteristics, which directly and indirectly influence wage determination and wage differentials in the study area. In order to accomplish the objective models are selected based on the above theories and evidence provided by previous empirical studies. The main estimations are based on the calculation of the wage equation with individual, household and job characteristics. To do this the study has employed nine different cross-sectional Labour Force Surveys for the time period between 1990-91 and 2006-07. Estimation suggests the existence of wage differentials across Pakistan, and these wage differentials have grown significantly over time. Results on inter-industry wage differentials shows that even after controlling for individual, household and job characteristics, substantial wage differentials do exist and none of these wage differentials are explained by employer or industry effects. The results on public and private wage differentials found that overall the public sector tends to pay higher wages compared to the private sector and these differentials have widened over the time. On average in 2006-07, private sector employees earned 35 percent less wages compared to their public sector counterparts. The analysis of sector selection models reveal that much of the educated population wish to get employment in the public sector. The same is true for most occupations and industries. Over time, the rate of return to education has increased but there is hardly any change in the return at low levels of education. In other words, a person having completed the primary or middle level of education earns only 3 to 5 percent more compared to the person having little or no education. An assessment of wage inequality based on the level of education also shows that wage inequality spread between people who have acquired higher levels of education are larger compared to the lower level of education across the wage distribution. Decomposition of the wage differential over time shows that much of the wage differentials are explained by observable characteristics. It explains almost 50 percent of the total wage inequality increase between 1990-91 and 2006-07 but when split in two time periods, the observable characteristics have actually helped to narrow down the wage inequality between 1999-00 and 2006-07. It also reveals that in the beginning years, 1990-91 to 1999-00, education has helped to narrow that gap. But still half of the wage differentials are due to unobserved abilities and characteristics. The results provided by the study should prove valuable in explaining the existing system of employment and wage differentials in Pakistan. In addition, it should be of considerable assistance in rationalising the labour market‟s wage policies and narrowing the wage gap across industries and public-private sector. The rate of return to education and wage inequality estimates should help in designing the education policy as much of the population of Pakistan still have little or no education. Overall, the results should prove of major importance to the Pakistan government, in assisting their Education Sector Reforms programme.
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Wang, Jin. "Essays on family investments, education policy and returns in China." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/842627/.
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This thesis conducts an empirical analysis which explores the impact of parental investment, birth control policy and higher education expansion reform on individuals’ education attainments and labour market outcomes in China. The thesis includes three substantive chapters. Firstly, Chapter 3 presents new evidence on the child quantity-quality (Q-Q) trade-off in China. The primary contribution is the use of a new instrumental variable (IV) for fertility, i.e., local policy relaxation regarding Chinese birth control, in order to establish the causal effect of family size on child educational attainments and health outcomes. The aim is to examine whether having more children in a family has a negative impact on child quality and if the higher education of parents and a larger household income have a positive impact on child outcomes. Additionally, this estimation can check the effectiveness of the one-child policy. The findings indicate that there is a negative effect of fertility on education outcome, and support the prediction made by the Becker and Lewis’ model regarding the Q-Q trade-off for children. However, there is no evidence for health outcome. Secondly, Chapter 4 studies the role of higher education expansion policy in increasing the equality of higher education opportunities. In 1999, government rapidly expanded the number of higher education places available. The goal of this chapter is to explore the impact of family background and gender on access to higher education, prior to and following the higher education expansion policy. The analysis is based on nationally representative data from the Chinese Family Panel Studies (CFPS), collected in 2010. Cohort-level analysis and a difference-in-difference model were used to estimate how the benefits of the education expansion were distributed. The results show that higher education expansion has not been equally distributed among people from richer and poorer backgrounds. The education of parents remains a strong determinant of educational outcomes among children following education reform. Despite the benefits brought on by the expansion system, such as more opportunities for accessing tertiary education, these benefits have not been distributed evenly among families, geographies or gender. The equality of higher education opportunities remains a difficult task. Finally, Chapter 5 examines the causal impact of higher education expansion policy on labour market outcomes for young college graduates. Large pooled cross-sectional datasets were used from the Chinese Household Income Project (CHIP) between 1995 and 2013. First, the Mincer-style of returns to education for young cohorts were estimated in the 1995, 2002, 2007 and 2013 survey years. The aim was to compare the extent of returns to education among the pre-expansion cohort and the post-expansion cohort, and evidence is found a significant decrease in the returns to higher education of young cohorts. Second, another approach quantifies the effects of educational expansion on labour market outcomes and identifies the distribution of returns to education by exploring a natural experiment. This study exploited variation in the intensity of expansion in college numbers across provinces and applied a difference-in-difference model to estimate the effect of the education reform. The results of the study also illustrate expansion has a negative effect on college graduates’ returns and labour market outcomes.
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Votava, Tomáš. "Wage Inequality and Returns to Education: Evidence from Visegrad Countries." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-96357.
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Wage inequality is a well-established phenomenon of contemporary labour markets both in the United States and Europe, frequently discussed in the contemporary labour economics literature. In the following paper, based on harmonised data of the EU-SILC database, a semi parametric technique of quantile regression has been applied together with the traditional OLS method in order to estimate the impact of returns to education on wages in the Visegrad Group countries, namely the Czech Republic, Poland, Hungary and Slovakia. The main aim of the analysis is to examine the returns to education in these countries in order to observe differences appearing across them as well as within selected groups formed according to both the highest level of education attained and a number of years spent in a paid work (experience).
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Jones, DeShauna D. "Educational Parity, Health Disparities: Differential Health Returns to Education by Race/Ethnicity in Young Adulthood." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354653136.
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Kline, James Jeffrey. "Star Academics: Do They Garner Increasing Returns?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2713.
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This study examines the criteria which help academics receive National Institute of Health funds (NIH). The study covers 3,092 NIH recipients and non-recipients in the same department or institute at twenty-four universities. The universities are drawn from those below the top twenty in terms of receipt of NIH funds. With regards to performance, non- recipients have lower performance than recipients. A key determinant of the receipt of NIH funds is individual performance, as measured by the number of articles published and average citations per article in the two years immediately prior to the grant application. Professors receive more NIH money than do associates and assistant professors. Other positive contributors are the field of study, whether the academic has both a PhD. and Medical degree, and has licensed an innovation, been involved in the start of a new business and patented an invention through the university. To the extent that individual performance criteria represent the quality of the research proposal, allocation of NIH funds is based on merit.
A Tobit model indicates that being highly cited does not guarantee increasing returns. Likewise, career citations have only a small statistically significant impact. In addition, a negative coefficient associated with the second derivatives of both articles published in 2006-07 and their associated citations indicate diminishing marginal returns.
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Obregon, Misael. "Wage and prestige returns for mexican american workers based on education." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2600.
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Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.
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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.
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Bullen-McKenzie, Maude Agnes Eudora. "Investment and returns in relation to additional education and training overseas." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327264.
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Gunawan, Eddy. "Differences in returns to education : an analysis of gender in Indonesia." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11207/.
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This thesis aims to investigate the earnings differential between males and females in Indonesia. This research also seeks to determine whether the female work force obtains extra benefit in terms of wage earnings on the basis of better education, marital status, working experience, residential location and region. The data used in this study come from the 1989, 1999 and 2009 Indonesian National Labour Force Surveys (Sakernas) on households. In order to investigate the gender earnings differential, Oaxaca’s (1973) decomposition method is employed. The result shows that the estimated coefficients of education variables are generally higher for females than for males. These results highlight that the effect of education on earnings increases as educational level advances. The return to university education is higher than all other levels of education, whereas sub-primary education has the lowest rate of return to education for male and female workers. The gender gap decomposition results suggest that favouritism towards men exists in the Indonesian labour market. The discrimination component is quite high, which clearly indicates the existence of discrimination in the Indonesian labour market. The results reveal that the degree of discrimination is still quite significant against females in all regions in Indonesia. Among factors that influence gender wage gap and discrimination in the country, education was found to be more important in influencing the earnings of females than males. The returns from education were relatively higher for females in all regions.
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Purnastuti, Losina. "Returns to Education and Human Capital Externalities: Empirical Evidence from Indonesia." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/70523.
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This thesis investigates the return to schooling and human capital externalities in Indonesia. It is found that estimated returns to schooling in Indonesia are substantially non-linear and considerably lower than in other Asian countries and developing countries. Furthermore, the findings provide evidence that human capital spillovers exist in Indonesia and support the view that investing in education is even more important for aggregate economic performance than it is for the individuals who do so.
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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16579/1/Christopher_Jae_Van_Der_Linde_Thesis.pdf.
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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training
By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16579/.
Full textAbstract:
This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
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Thiel, Peter Ram Rati. "Gender differences in returns to schooling an international cross-country study /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603525.
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Thesis (D.A.)--Illinois State University, 1995.Title from title page screen, viewed May 8, 2006. Dissertation Committee: Rati Ram (chair), Anthony L. Ostrosky, Mark S. Walbert. Includes bibliographical references (leaves 63-65) and abstract. Also available in print.
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Aldrich, Matthew Kevin. "Returns to education and skills in the UK for the 1970 cohort." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/34232/.
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Eno, Gail Marie Carleton University Dissertation Sociology. "Class position and gender; differences in income returns to education in Canada." Ottawa, 1985.
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Crespo, Cuaresma Jesus, and Anna Raggl. "The dynamics of returns to education in Uganda: National and subnational Trends." WU Vienna University of Economics and Business, 2014. http://epub.wu.ac.at/4095/1/wp169.pdf.
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We assess empirically the changes in returns to education at the subnational level in Uganda using the Uganda National Household Surveys for 2002/2003 and 2005/2006. Our results indicate that average returns to schooling tended to converge across regions in the last decade. The overall trend in convergence of returns to schooling took place at all levels of educational attainment and this behaviour in returns to education is mostly driven by the dynamics of returns to schooling in urban areas. We analyse subnational convergence in returns to education and unveil deviant dynamics in Northern Uganda. We discuss the potential challenges to inclusive economic growth in Uganda which are implied by our results. (authors' abstract)Series: Department of Economics Working Paper Series
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Griffith, Andrew Scott. "A Test of Human Capital Theory in the Education and Training Services Industry." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/39.
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The objective of this research is to test human capital theory via the earnings announcements through the returns within the for-profit education and training services industry. This theory posits that enrollment levels would rise during recessionary periods and this should be reflected in better earnings announcements of the education firms.
Data was retrieved from the Compustat, CRSP, Thompson IBES, Google Finance, and Yahoo! Finance databases spanning the recessionary years of 2008 through 2010. The first hypothesis utilized a price index weighted by the education firms' market capitalization and the Russell 3000 Index as a proxy for the market to assess the daily returns of the education industry relative to the market. The second and third hypotheses involved assessing the quality of the earnings announcements within the education industry on a Friday vs. non-Friday report basis. The fourth hypothesis explored the actual EPS vs. forecasted EPS in consecutive quarters to test for differences in the earnings of that are better-than and those that are the same-or-worse than expected. The final hypothesis utilized the cumulative abnormal returns and cumulative excessive returns methodologies to compare the performance of the periods before and after the announcements.
No support for the first four hypotheses was found. Consistent with expectations established by other research using CAR and CER methodologies, the fifth hypothesis was supported. Support for human capital theory was not found because four hypotheses were unsupported.
This study was limited to U.S. education firms that were publicly traded on major U.S. exchanges. No private for-profit or non-profit firms were included in this study.
Knowledge was gained by exploring the earnings announcements of the education industry for evidence of human capital theory. The absence of support for the theory within the industry during a recession could be an indicator of other issues affecting the industry that need to be researched further before any conclusions can be reached.
This study extends the research in earnings announcements by examining the relationship the education industry has with the market. It also contributes to the work in human capital theory by testing the education industry's performance during recessionary years.
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Fessler, Pirmin, and Alyssa Schneebaum. "The educational and labor market returns to preschool attendance in Austria." Taylor & Francis Group, 2019. http://dx.doi.org/10.1080/00036846.2019.1584368.
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Preschool attendance is widely recognized as a key ingredient for later socioeconomic success,
mothers' labor market participation, and leveling the playing field for children from disadvantaged
backgrounds. However, the empirical evidence for these claims is still relatively scarce,
particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income
and Living Conditions (EU-SILC), we contribute to this literature by studying the effects of having
attended preschool for the adult Austrian population. We find strong and positive effects of
preschool attendance on later educational attainment, the probability of working full time, hourly
wages, and the probability that the mother is in the labor market. Full time workers at the bottom
and the top of the distribution benefit less than those in the middle. Women in particular benefit
more in terms of years of schooling and the probability of working full time. Other disadvantaged
groups (second generation migrants; people with less educated parents) also often benefit more
in terms of education and work.
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Oh, Eunjin. "Wage returns for post-secondary education : a comparison for selected programs by levels of education and industry type /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988688.
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Ozer, Mustafa. "Essays on non-market returns to education : evidence from a natural experiment in Turkey." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/essays-on-nonmarket-returns-to-education(49236716-db9c-4e49-b341-e935753518e3).html.
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As a result of the political events in the mid-1990s, the compulsory schooling in Turkey was extended to 8 from 5 years. Cohorts who were at the fourth grade or lower had to continue 8 years of compulsory education. This reform generated a natural experiment, and therefore, enables researchers to obtain endogeneity-robust estimates of market and non-market returns of education. In this thesis, I used this reform to investigate some nonmarket returns of education. Chapter 2 is the first study to investigate the causal impact of maternal schooling on childhood immunisation rates. I used the exposure to the Compulsory Education Law (CEL), enacted in Turkey in 1997, by date of birth and the differentiation in its implementation across regions as an instrument for the schooling of young mothers. CEL generated an exogenous change in compulsory education from 5 to 8 years for women born after 1986. Using the CEL as an instrument, this chapter finds that an increase in the education of mothers significantly increases the coverage of the third (full) dose of DPT and Hepatitis B for their children. Furthermore, the chapter investigates the causality between maternal education and a range of channels affecting immunisation rates suggested in the literature. I find that education increases the age of first marriage and birth, changes women`s and their spouse`s labour market status and significantly effects women`s attitude towards spousal violence against women and gender discrimination in a manner that empowers women. Chapter 3 provides empirical evidence regarding the causality between education and mental health in the context of a large emerging economy, Turkey. I exploit differentiation in the exposure to the Compulsory Education Law (CEL) change by the date of birth as an instrument for schooling of young women. When the CEL is used as an instrument for schooling of women, I find that schooling increases the incidence of some mental health disorders. These findings seem quite robust to alterations in the regression definitions and to the inclusion of additional individual-level control variables such as having one`s own income, employment status, marital status, occupation, domestic abuse history in the family, and rural/urban status. I also find a heterogeneous effect of the CEL on educational attainment of women depending on residence status and whether their birth mother had been abused by her partner. Moreover, heterogeneous effect tests also indicate that the effect of education differs by personal income and labour market status of women. Chapter 4 is the first study to investigate the causal effect of the husband`s education on violent and abusive behaviour against their wife. To do this, I use a natural experiment, an education reform increasing compulsory schooling from five to eight years in Turkey, as an instrument to obtain endogeneity-robust estimates. I find that the husband`s education lowers the probability of suffering physical, emotional and economic violence as well as experiencing socially unacceptable behaviour. The only aspect of violence not affected by the spouse`s education is sexual violence. I also find that women whose mothers or whose husbands’ mothers experienced domestic violence are more likely to suffer violence themselves.
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Barakat, Bilal, and Cuaresma Jesus Crespo. "Credit Where Credit Is Due: An Approach to Education Returns Based on Shapley Values." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5086/1/wp228.pdf.
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We propose the use of methods based on the Shapley value to assess the fact that private returns to lower levels of educational attainment should incorporate prospective returns from higher attainment levels, since achieving primary education is a necessary condition to enter secondary and tertiary educational levels. We apply the proposed adjustment to a global dataset of private returns to different educational attainment levels and find that the corrected returns to education imply a large shift of returns from tertiary to primary schooling in countries at all income levels. (authors' abstract)Series: Department of Economics Working Paper Series
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Chankrajang, Thanyaporn, and Raya Muttarak. "Green Returns to Education: Does Schooling Contribute to Pro-Environmental Behaviours? Evidence from Thailand." Elsevier, 2017. http://dx.doi.org/10.1016/j.ecolecon.2016.09.015.
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We investigate whether there are green returns to education, where formal education encourages pro-environmental behaviours using nationally representative surveys on environmental issues in Thailand. To establish the causal relationship between education and green behaviours, we exploit the instrumental variables strategy using the supply of state primary schooling i.e. the corresponding number of teachers per 1000 children, which varies over time and across regions as the instrument, while controlling for regional, cohort and income effects. We find that more years of schooling lead to a greater probability of taking knowledge-based environmentally-friendly actions a great deal, but not cost-saving pro-environmental actions. In addition, the paper finds no significant impact of formal education on concern about global warming nor the willingness to pay for environmental tax.
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Ghosh, Joydeep. "The Role of Virginia Tech in Human Capital Formation." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/34075.
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Virginia Tech contributes significantly to social and economic progress at the regional, state and national levels through its teaching, research and public service activities. The study is motivated by the current debate on the appropriate level of support for higher education in Virginia's largest university. This study measures the benefits of the university's undergraduate teaching mission. The results suggest that a VT undergraduate degree significantly increases the lifetime earnings of the graduates and also leads to several other benefits to the graduate, to his/her family, and to society. This study can help policy-makers to better understand the important contribution of Virginia Tech's teaching mission to society, and thus make more-informed decisions regarding the appropriate level of support for higher education.Master of Science
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Fuglsang, Anette Hove. "Does your education payoff? : a matching study on the private economic returns to human capital investments in higher educations in Denmark /." Aarhus : Institut for Økonomi, Aarhus Universitet, 2007. http://mit.econ.au.dk/Library/Specialer/19993037.pdf.
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Xiang, Jifa [Verfasser]. "Returns to Education in Market Transition during the Reform Period 1988 - 2002, China / Jifa Xiang." Berlin : Freie Universität Berlin, 2014. http://d-nb.info/1058858386/34.
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Mustafa, Shoumi. "Three essays on college enrollment, completion and labor market returns." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056376339.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains ix, 98 p. Includes bibliographical references (p. 94-98). Available online via OhioLINK's ETD Center
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Bradfield, Anthony J. "Differential Returns to Ability and College Major 5, 10, and 15 Years after Graduation." University of Toledo Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1345568869.
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Speakman, Robert B. Jr. "School quality and wages." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4883.
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This dissertation examines the literature that attempts to measure the relationship
between school quality and earnings. I begin by developing a simple economic model
that predicts that, everything else being equal and with comparisons being made within a
market, workers from higher quality schools will have higher earnings among those with
the same level of schooling and they will have steeper schooling-earnings gradients.
The remainder of this dissertation explores problems that exist in this literature for
which no solutions have been presented. These problems include: 1) there doesnâÂÂt have
to be a direct and positive relationship between school quality and earnings; 2) the data
suggest that school quality measures are frequently mismatched to workers; 3) most
school quality studies include college-trained labor while completely ignoring the
quality of the college attended; 4) the omission of college quality from the estimation is
especially problematic for studies that attempt to measure the school quality-earnings
relationship through differences in schooling-earnings gradients for those educated in
different systems; 5) state of birth wage rankings thought to capture a school quality
effect are not invariant to the market (state of residence) in which they are evaluated;
and 6) the evidence presented herein suggests that interstate migration is selective.
These problems undermine the credibility of existing estimates of a school qualityearnings
relationship.
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Cheung, Stephen L. "Credentials and Learning in the Labour Market for Young Australians." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1695.
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This thesis reports two tests of information-based theories of the returns to education, in the labour market for young Australians. The first is a test of whether these returns increase discontinuously with credentials such as high school graduation and university degrees. The second is a test of employer learning based upon how the returns to education, and to measures of ability not initially observed by employers, evolve with experience. These tests are conducted using a new data source which tracks individuals during the years in which they are entering and establishing themselves in the labour market, the period during which such credential and learning effects are most likely to be important. It is found that there are large and highly significant credential returns to completion of bachelor’s degrees, of 14% for males and 10% for females. For males, around 39% of the returns to 15 years of education (relative to 9 or fewer years) are attributable to credential effects, while the corresponding figure for females is 36%. These effects are stronger among workers who were recruited through hiring channels that convey less initial information to employers. There is also evidence that post-secondary admission or attendance without completion of a credential may itself have a sorting effect in the labour market. In the employer learning estimates, when parental education is used as a measure of ability observed by the researcher but not initially by employers, it is found to become increasingly correlated with wages as experience accumulates. However, no such result is found when a standardised test score is used as the ability variable – apparently because the information captured by this score is already observed by employers at the time of labour market entry. When the model is estimated separately by occupational class, the finding of employer learning holds only among white-collar workers. This may be due to the types of attributes that are reflected in parental education as a measure of initially unobserved ability.
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Teguim, Kamdjou Herve Donald [Verfasser], and Andreas [Akademischer Betreuer] Behr. "Application of machine learning algorithms for analysing higher education dropouts and estimating returns to education / Herve Donald Teguim Kamdjou ; Betreuer: Andreas Behr." Duisburg, 2021. http://d-nb.info/1239048696/34.
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Berlingieri, Francesco [Verfasser], and Christina [Akademischer Betreuer] Gathmann. "Individual and Regional Returns to Higher Education: Empirical Evidence for Germany / Francesco Berlingieri ; Betreuer: Christina Gathmann." Heidelberg : Universitätsbibliothek Heidelberg, 2017. http://d-nb.info/1177690454/34.
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Lungu, RoxanaMaria. "Regional Differences in Returns to Education : An Analysis of the Italian Case from 1995 to 2014." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Nationalekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35991.
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Return to education and regional differences have been amply studied in the literature, in particular by Human Capital and New Economic Geography studies. A combination of both these perspectives was not examined in the case of Italy regarding the North vs. South gap. The purpose of this thesis is to go one step further and to analyze regional differences in return to education across five macro-regions in Italy. The country’s unification is relatively recent, and this leads to expect that regional differences might be very high in magnitude. Mainly studies about Italy consider it merely from a North versus South perspective, identifying in the former the most advanced region both from an income and from an educational point of view. The regions in analysis are dividing the country into five areas that resemble its subdivision before the unification, hence the expectation to capture more insights about the difference respect to a North-South gap. The data are unbalanced panel data consisting of 8 variables, collected every second year for 20 years, for 7254 individuals, followed over time. The focus of this thesis is five regional analyses of the Mincer’s equation, one per each Italian macro-region. The results present significant differences in returns to education across regions, identifying the North-West and the South the leading ones, the North-East and the Center as in-betweens, and the Islands as lagging behind.
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Garrett, Daniel G. "Differences in Post-Graduation Earnings and College Completion: the Case of Students from Appalachia." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1398353896.
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