Higher education and non-pecuniary returns in Germany : tracing the mechanisms behind field of study effects at the start of the career
Klein, Markus (2011) Higher education and non-pecuniary returns in Germany : tracing the mechanisms behind field of study effects at the start of the career. Irish Educational Studies, 30 (2). pp. 253-270. ISSN 0332-3315 (https://doi.org/10.1080/03323315.2011.569144)
Preview |
Text.
Filename: Klein_IES_2011_Higher_education_and_non_pecuniary_returns_in_Germany.pdf
Accepted Author Manuscript Download (578kB)| Preview |
Abstract
This article addresses the question of why fields of study differ in early labour market returns. It is argued that the higher the potential training costs of a field of study the more problematic the labour market integration of graduates. This is due to the fact that employers use the occupational specificity and selectivity of a study programme as a signal for the expected training costs. In addition, the article suggests that structural relations between fields and occupations act as mediators for the effect of field of study on non-pecuniary returns. Using the German HIS Graduate Panel 1997, the results indicate that a lack of occupational specificity is partly responsible for differences between fields of study. Selectivity measures do not contribute to an explanation. As expected, working in the public sector and the required expertise for a job strongly mediate field of study differences.
ORCID iDs
Klein, Markus ORCID: https://orcid.org/0000-0003-1195-8938;-
-
Item type: Article ID code: 56540 Dates: DateEvent24 June 2011PublishedNotes: This is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 24 June 2011, available online: http://www.tandfonline.com/doi/abs/10.1080/03323315.2011.569144. © Educational Studies Association of Ireland, 2011. Subjects: Education > Special aspects of education > Education extension. Adult education. Continuing education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 27 May 2016 08:44 Last modified: 12 Dec 2024 03:50 URI: https://strathprints.strath.ac.uk/id/eprint/56540