Over-education risk: the role of graduates' professional experiences

Journal title SOCIOLOGIA DEL LAVORO
Author/s Sara Romanò, Silvia Ghiselli, Claudia Girotti
Publishing Year 2022 Issue 2022/164 Language Italian
Pages 25 P. 231-255 File size 295 KB
DOI 10.3280/SL2022-164012
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

In Italy the estimated rates of young graduates in situation of overeducation ranges from 23% to 36%, depending on the measurement method adopted. In order to ad- dress this phenomenon, the Minister of Education took different actions, among them: curricular internships are recommended and there are incentives for firms to provide post-graduate internships. The rationale is that through the internship expe- riences graduates develop professional skills that would allow recent graduates to be employed better and faster. This study investigates whether curricular and extracur- ricolar internships contrast overeducation; in so doing it also assess the effects of the internship actions. We utilized AlmaLaurea unbalanced panel survey-data on Grad- uates’ Employment Status involving overall M.A. graduates interviewed at the time of graduation, and subsequently at one, three and five years from completion of their degree, respectively. According to the results, curricular internships do not affect over- education and post-graduate internships are positively associated to overeducation.

Keywords: Overeducation, Curricolar Internships, Post-graduates internships, Cre- dentialism

  1. AlmaLaurea (2021). XXIII Indagine Condizione occupazionale dei Laureati. Rap- porto 2021. -- Testo disponibile al sito: www.almalaurea.it/universita/occupazione/occupazione19/volume.
  2. AlmaLaurea (2021b) XXIII Indagine Profilo dei Laureati 2020. Rapporto 2021. -- Testo disponibile sito: www.almalaurea.it/universita/profilo/profilo2020/volume.
  3. Araki S. (2020). Educational expansion, skills diffusion, and the economic value of credentials and skills. American Sociological Review, 85(1): 128-175. DOI: 10.1177/000312241989787
  4. Assirelli G. (2015). Credential and Skill Mismatches Among Tertiary Graduates: The effect of labour market institutions on the differences between fields of study in 18 countries. European Societies, 17(4): 535-568. DOI: 10.1080/14616696.2015.107222
  5. Baert S., Cockx B., Verhaest D. (2013). Overeducation at the start of the career: Stepping stone or trap?. Labour Economics, 25: 123-140.
  6. Barone C., Ortiz L. (2011). Overeducation among European University Graduates: a comparative analysis of its incidence and the importance of higher education differentiation. Higher Education, 61(3): 325-337. DOI 10.1007/s10734-010- 9380-0
  7. Basso G. (2019). The evolution of the occupational structure in Italy in the last dec- ade. Questioni di Economia e Finanza (Occasional Papers) 478, Bank of Italy, Economic Research and International Relations Area. -- Testo disponibile al sito: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3432515.
  8. Borgna C., Solga H., Protsch P. (2019). Overeducation, labour market dynamics, and economic downturn in Europe. European Sociological Review, 35(1): 116-132.
  9. Budría S., Moro-Egido A.I. (2018). Qualification and skill mismatches: Europe in a cross-national perspective. Cuadernos Económicos de ICE, 95: 151-188. DOI: 10.32796/CICE.2018.95.664
  10. Caroleo F.E., Pastore F. (2013). L'overeducation in Italia: le determinanti e gli effetti salariali nei dati AlmaLaurea. Scuola democratica, 4(2): 353-378. DOI: 10.12828/7471
  11. Cattani L., Guidetti G., Pedrini G. (2018). Overeducation among Italian graduates: do different measures diverge?. Economia Politica, 35(2): 491-521.
  12. Chevalier A. (2003). Measuring over‐education. Economica, 70(279): 509-531.
  13. Collins R. (1979). The Credential Society: An Historical Sociology of Education and Stratification. New York: Academic Press.
  14. Croce G., Ghignoni E. (2012). Demand and supply of skilled labour and overeducation in Europe: A country-level analysis. Comparative Economic Studies, 54(2): 413-439.
  15. Davia M.A., McGuinness S., O’Connell P.J. (2017). Determinants of regional differences in rates of overeducation in Europe. Social Science Research, 63: 67-80.
  16. De Luigi N., Santangelo F. (2017). The Transition from University to Work in Italy (1998- 2011): Over-education and Gender Differences across Fields of Study. Italian Journal of Sociology of Education, 9(3): 176-206.
  17. De Luigi N., Santangelo F. (2014). Overeducation nel mercato del lavoro italiano: una questione di genere?. Sociologia del lavoro, 136(4): 184-202. DOI: 10.3280/SL2014-13601
  18. Di Stasio V. (2017). Who is ahead in the labor queue? Institutions’ and employers’ perspective on overeducation, undereducation, and horizontal mismatches. So- ciology of Education, 90(2): 109-126. DOI: 10.1177/003804071769487
  19. Dorigatti L., Grüning B., Fontani C. (2015) Tra formazione e sfruttamento. Uno stu- dio sui tirocini in Provincia di Bologna. In: Cirillo R., a cura di, Nuove frontiere della precarietà del lavoro. Stage, tirocini e lavoro degli studenti universitari. Venezia: Società e trasformazioni sociali
  20. Fellini I. (2015) Una via bassa alla decrescita dell’occupazione: il mercato del lavoro italiano tra crisi e debolezze strutturali. Stato e Mercato, 35(3): 469-507. DOI: 10.1425/8160
  21. Filandri M., Nazio, T. (2020). Young graduates’ access to the labour market. In: Cuzzocrea V., Bello B.G., Kazepov Y., a cura di, Italian Youth in International Context: Belonging, Constraints and Opportunities, 3. New York: Routledge
  22. Franzini M., Raitano M., (2019). Earnings inequality and workers’ skills in Italy. Structural Change and Economic Dynamics, 51: 215-224.
  23. Guvenen F., Kuruscu B., Tanaka S., Wiczer D. (2020). Multidimensional skill mis- match. American Economic Journal Macroeconomics, 12(1): 210-244.
  24. Heckman J.J. (1979). Sample Selection Bias as a Specification Error. Econometrica, 47(1): 153-161. DOI: 10.2307/191235
  25. Levels M., van der Velden R., Allen J. (2014) Educational mismatches and skills: new empirical tests of old hypotheses, Oxford Economic Papers, 66(4): 959-982,
  26. Luciano A., Romanò S. (2017). Università e lavoro. Una misura del mismatch tra istruzione e occupazione. Scuola democratica, 8(2): 319-342. DOI: 10.12828/8759
  27. Marques P., Suleman F., Costa J.M. (2022). Moving beyond supply‐side arguments to explain over‐qualification: The ability to absorb graduates in different models of capitalism. European Journal of Education, 57(2): 342-360.
  28. Mavromaras K., Sloane P., Wei Z. (2015) The Scarring Effects of Unemployment, Low Pay, and Skills Under-utilization in Australia Compared. Applied Economics, 47(23): 2413-29. DOI: 10.1080/00036846.2015.100876
  29. McGuinness S., Bergin A., Whelan A. (2018). Overeducation in Europe: Trends, convergence, and drivers. Oxford Economic Papers, 70(4): 994-1015.
  30. McGuinness S, Pouliakas K., Redmond, P. (2018). Skills mismatch: Concepts, measurement and policy approaches. Journal of Economic Surveys, 32(4): 985- 1015.
  31. McGuinness S., Whelan A., Bergin A. (2016). Is there a role for higher education institutions in improving the quality of first employment?. The BE Journal of Economic Analysis & Policy, 16(4): 20160-174.
  32. Mincer J. (1974). Schooling, Experience, and Earnings. Human Behavior and Social Institutions, New York: National Bureau of Economic Research, Inc.
  33. Nordin M., Persson I., Rooth D.O. (2010), Education-Occupation Mismatch: Is There an Income Penalty?, Economics of Education Review, 29(6): 1047-59.
  34. O’Reilly J., Moyart C., Nazio T., Smith M, a cura di (2017). Youth Employment: STYLE Handbook. Brighton: CROME. -- Testo disponibile al sito: http://style- handbook.eu.
  35. Ortiz L., Kucel A. (2008) Do fields of study matter for over-education? The cases of Spain and Germany. International Journal of Comparative Sociology, 49: 305-327. DOI: 10.1177/002071520809307
  36. Passaretta G., Triventi M. (2014) Il lavoro durante gli studi universitari e gli esiti occupazionali dopo la laurea. Il caso italiano in prospettiva comparata. Sociolo- gia del lavoro, 136: 203-220. DOI: 10.3280/SL2014-13601
  37. Pedulla D.S. (2016) Penalized or Protected? Gender and the Consequences of Non- standard and Mismatched Employment Histories. American Sociological Re- view, 81(2): 262-89. DOI: 10.1177/000312241663098
  38. Robst J. (2008) Overeducation and College Major: Expanding the Definition of Mis- match between Schooling and Jobs. The Manchester School, 76(4): 349-368.
  39. Romanò S., Ghiselli S., Girotti C. (2019). Quanti laureati fanno il lavoro per cui hanno studiato? Un confronto tra le professioni attese e quelle effettivamente svolte. Polis, 33(3): 393-422. DOI: 10.1424/9500
  40. Tarvid A. (2015). The role of industry in the prevalence of overeducation in Europe. Procedia Economics and Finance, 30: 876-884. DOI: 10.1016/S2212-5671(15)01337-
  41. Thurow L.C. (1975). Generating inequality. New York: Basic books Tzanakou C., Cattani L., Luchinskaya D., Pedrini G. (2021). How do internships undertaken during higher education affect graduates’ labour market outcomes in Italy and the United Kingdom? In: Stewart A., Owens R., O’Higgins N., Hewitt A., a cura di, Internships, Employability and the Search for Decent Work Expe- rience, UK. Edward Elgar Publishing. DOI: 10.4337/978180088504
  42. Verhaest D., Van der Velden R. (2013). Cross-country differences in graduate overeducation. European Sociological Review, 29(3): 642-653.

Sara Romanò, Silvia Ghiselli, Claudia Girotti, Rischio sovra-istruzione: il ruolo delle esperienze professionalizzanti dei laureati in "SOCIOLOGIA DEL LAVORO " 164/2022, pp 231-255, DOI: 10.3280/SL2022-164012