Subject Choice and Earnings of UK Graduates
AbstractUsing a survey of a cohort of UK graduates, linked to administrative data on higher education participation, this paper investigates the labour market attainment of recent graduates by subject of study. We document a large heterogeneity in the mean wages of graduates from different subjects and a considerably larger one within subject with individuals with the most favourable unobserved characteristics obtaining wages almost twice as large as those with the worst. Moreover, gender differences in wages within subjects are also large. We then simulate a graduate tax to calculate a willingness to pay – in form of tuition fees – to capture these subject wage premia.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 5652.
Length: 36 pages
Date of creation: Apr 2011
Date of revision:
Publication status: published in: Economics of Education Review, 2011, 30 (6), 1187-1201
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Other versions of this item:
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
- J31 - Labor and Demographic Economics - - Wages, Compensation, and Labor Costs - - - Wage Level and Structure; Wage Differentials
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-04-30 (All new papers)
- NEP-EDU-2011-04-30 (Education)
- NEP-LAB-2011-04-30 (Labour Economics)
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- Harmon, Colm P., 2011.
"Economic Returns to Education: What We Know, What We Don't Know, and Where We Are Going – Some Brief Pointers,"
IZA Policy Papers
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- Lindsey Macmillan & Claire Tyler & Anna Vignoles, 2013. "Who gets the Top Jobs? The role of family background and networks in recent graduates' access to high status professions," DoQSS Working Papers 13-15, Department of Quantitative Social Science - Institute of Education, University of London.
- Jo Blanden & Lindsey Macmillan, 2014. "Education and Intergenerational Mobility: Help or Hindrance?," DoQSS Working Papers 14-01, Department of Quantitative Social Science - Institute of Education, University of London.
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