The overqualified Canadian graduate: the role of the academic program in the incidence, persistence, and economic returns to overqualification

By M. Frenette. 2004

239 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/422a4f1d5a4a2e7f3bf7b7c6161ad2ec2b847cd3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. F. Green
2. Dieter Verhaest
3. Yu Zhu
4. J. Lindley
5. Y. Tsai
6. R. Velden
7. A. Chevalier
8. Steve B. McIntosh

In Education

1. Dieter Verhaest
2. Y. Tsai
3. F. Green
4. R. Velden
5. J. Lindley
6. Yu Zhu
7. A. Chevalier
8. Steve B. McIntosh

Citations in the corpus

• Cross-country differences in graduate overeducation (2013, background): “Hence, micro-economic studies regularly show that the field of study has a substantial impact on the probability to be overeducated (McGuinness, 2003; Frenette, 2004).”
• Overeducation in the Labour Market (2006, unknown): “…characteristics by controlling for unobserved effects; these studies have concluded that when account is taken of skill differences across individuals with similar levels of education, the wage penalty associated with overeducation largely disappears (Bauer, 2002; Chevalier, 2003; Frenette, 2004).”
• Overeducation and Mismatch in the Labor Market (2011, unknown): “…for individuals with a higher education degree.17 Careful and systematic study of the incidence and dynamics of overschooling has received relatively little attention compared to the return estimates we review 17See also Lindley and McIntosh (2008), Dolton and Vignoles (2000) and Frenette (2004).”
• Returns to Overeducation: A Longitudinal Analysis of the U.S. Labor Market. (2010, methodology): “…the criticism of lower within-group variations when the range measure of overeducation is used.3 3 This and other measures of overeducation will be introduced in Section 4. eview 29 (2010) 606–617 Frenette (2004) uses the National Graduates Surveys (NGS)4 in Canada and adopts a fixed-effects model.”
• Is there a genuine under-utilization of skills amongst the over-qualified? (2007, methodology): “Frenette (2004) observes three-quarters of those initially overqualified in his Canadian sample remaining in this state, although in this case there are only three years between the two survey points.”
• Overeducation and the skills of UK graduates (2007, methodology): “Following Chevalier (2003), we define workers not employed in a graduate job as `apparently’ over-educated if they ranked themselves between five and seven on the qualification match scale (satisfied with the match between education and job) and genuinely over-educated otherwise.”
• Immigrant overeducation: Evidence from recent arrivals to Australia (2007, methodology): “This means lower overall returns to education for the overeducated (Battu, Bel eld and Sloane 1999, 2000, Dolton and Vignoles 2000, Chevalier 2003, Rubb 2003 and Frenette 2004).”
• Overqualification, Job Dissatisfaction, and Increasing Dispersion in the Returns to Graduate Education (2010, background): “There is limited evidence about whether overqualification is a permanent state for individual workers, but such as there is suggests that, for some, the condition is persistent (Dolton and Vignoles, 2000; Rubb, 2003; Frenette, 2004).”
• An exploration of employer perceptions of graduate student employability (2018, background): “More specifically, while Canada continues to secure the highest adult educational attainment level among (OECD) countries (OECD, 2017b), individuals in Canada increasingly rely on graduate programs (master or doctorate level) to provide a competitive advantage in the labor market (Frenette, 2004) an”