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Tertiary Performance, Field of Study and Graduate Starting Salaries

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  • Grace Chia

    (UWA Business School, The University of Western Australia)

  • Paul W Miller

    (UWA Business School, The University of Western Australia)

Abstract

This paper analyses data from the University of Western Australia (UWA) Graduate Destination Survey linked to information from the University’s Student Records System to explore the determinants of graduates’ starting salaries over the years 2002 to 2004. While the details examined also include age, gender, language spoken at home, country of birth, disability status and high school attended, most emphasis is placed on the impact on starting salaries of students’ academic performance and their field of study. The analyses show that the main determinant of graduates’ starting salaries is the weighted average mark they achieve at university. The salary differentials associated with higher marks in the Australian labour market appear greater than those reported in similar studies of the United States and United Kingdom labour markets. Science graduates are shown to have relatively low starting salaries, casting a shadow over recent suggestions that the supply of this group be increased through lower fee regimes.

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File URL: http://www.business.uwa.edu.au/school/disciplines/economics/?a=37046
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Bibliographic Info

Paper provided by The University of Western Australia, Department of Economics in its series Economics Discussion / Working Papers with number 07-12.

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Length: 27 pages
Date of creation: 2007
Date of revision:
Handle: RePEc:uwa:wpaper:07-12

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Web page: http://www.business.uwa.edu.au/school/disciplines/economics
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Keywords: Starting Salaries; Ability; Field of Study;

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Cited by:
  1. Katja Görlitz & Barbara S. Grave, 2012. "Wage Differentials by Field of Study – The Case of German University Graduates," Ruhr Economic Papers 0316, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen.
  2. Darren Grant & William Green, 2013. "Grades as incentives," Empirical Economics, Springer, vol. 44(3), pages 1563-1592, June.

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