The Hiring Prospects of Foreign-Educated Immigrants: A Factorial Survey among German Employers

This article analyses the conditions under which employers grant immigrants access to jobs corresponding to their foreign education. It is often observed that employers prefer native-educated employees and devalue foreign education. We argue that part of this devaluation is due to institutional differences in education systems. Nevertheless, hiring foreign-educated immigrants is becoming a viable strategy for employers given the substantial shortage of skilled labour and the significant influx of skilled immigrants. Using a factorial survey, we simulate a hiring process and present a series of hypothetical foreign applicants to employers in Germany. Our findings show that the transferability of foreign qualifications strongly depends on the institutional characteristics of foreign education systems. However, employers are willing to accept differences in education because they consider institutional differences a trade-off against other dimensions, such as relevant foreign work experience.

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Foreign Credential Recognition and Immigrants’ Chances of Being Hired for Skilled Jobs—Evidence from a Survey Experiment Among Employers

Social Forces ◽

10.1093/sf/soz154 ◽

2020 ◽

Vol 99 (2) ◽

pp. 648-671 ◽

Cited By ~ 1

Author(s):

Andreas Damelang ◽

Sabine Ebensperger ◽

Felix Stumpf

Keyword(s):

Labor Market ◽

Causal Effect ◽

Large Body ◽

Job Interview ◽

Skilled Immigrants ◽

Promising Tool ◽

Hiring Process ◽

Educational Credentials ◽

Foreign Education ◽

Foreign Credential Recognition

Abstract A large body of empirical research has demonstrated that foreign education is a major cause of ethnic disadvantages in the labor market. However, there are few insights into how these disadvantages of foreign training can be effectively countered. To improve skilled immigrants’ access to positions commensurate with their foreign qualifications, several countries have introduced policies to officially recognize foreign educational credentials. In this study, we examine the extent to which having recognized foreign credentials improves immigrants’ chances of being hired. To identify the causal effect of foreign credential recognition on immigrants’ chances of accessing adequate jobs, we focus on employers’ hiring decisions. Using vignettes, we simulate a hiring process and show randomized profiles of applicants to employers who then rate how likely they are to invite the applicants to a job interview. Our central finding is that having recognized foreign credentials considerably narrows but does not completely close the gap in the hiring chances between foreign- and native-trained applicants. Moreover, we find that the extent to which applicants benefit from foreign credential recognition varies with their occupational experience but not with the quality of the educational system in which they were trained. We conclude that whereas foreign credential recognition is a promising tool to highlight immigrants’ skill potential and reduce the disadvantages of the foreign-trained in the labor market, it hardly harmonizes the hiring chances of native- and foreign-trained applicants.

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Endurance of Transnationalism in Bolivia’s Valle Alto

MIGRATION LETTERS ◽

10.33182/ml.v6i1.87 ◽

2006 ◽

Vol 3 (1) ◽

pp. 63-74 ◽

Cited By ~ 1

Author(s):

Richard C. Jones ◽

Leonardo De la Torre

Keyword(s):

Random Sample ◽

Work Experience ◽

Household Income ◽

Return Migration ◽

Ethnographic Interviews ◽

The Us ◽

Foreign Work ◽

Intentions To Return ◽

Economic Ties

The increasing difficulty of return migration and the demands for assimilation into host societies suggest a long-term cutting of ties to origin areas—likely accentuated in the Bolivian case by the recent shift in destinations from Argentina to the US and Spain. Making use of a stratified random sample of 417 families as well as ethnographic interviews in the provinces of Punata, Esteban Arze, and Jordán in the Valle Alto region the authors investigate these issues. Results suggest that for families with greater than ten years cumulated foreign work experience, there are significantly more absentees and lower levels of remittances as a percentage of household income. Although cultural ties remain strong after ten years, intentions to return to Bolivia decline markedly. The question of whether the dimunition of economic ties results in long-term village decline in the Valle Alto remains an unanswered.

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Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720

Research in Higher Education ◽

10.1007/s11162-021-09641-z ◽

2021 ◽

Author(s):

Xinye Hu ◽

Shouping Hu

Keyword(s):

Education Reform ◽

Developmental Education ◽

White Students ◽

Rural Areas ◽

Institutional Characteristics ◽

College Level ◽

Passing Rates ◽

College System ◽

Institutional Differences ◽

Florida College

AbstractDevelopmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.

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Het profiel van vaste en tijdelijke werknemers

Tijdschrift voor Arbeidsvraagstukken ◽

10.5117/2008.024.002.003 ◽

2008 ◽

Vol 24 (2) ◽

Author(s):

Elsy Verhofstadt ◽

Dieter Verhaest ◽

Eddy Omey

Keyword(s):

Labour Market ◽

Firm Size ◽

Work Experience ◽

Probit Model ◽

Lower Probability ◽

Economic Downturn ◽

Contract Workers ◽

Temporary Contract ◽

Driving Licence ◽

Institutional Differences

The profile of permanent and temporary contract workers: An investigation among Flemish school leavers The profile of permanent and temporary contract workers: An investigation among Flemish school leavers We investigate the employment (jobless – employed) and contractual (temporary – permanent) status of Flemish youngsters three months after leaving school by means of a bivariate censored probit model. Our results clearly show a division among school leavers. Some groups such as women, non-natives, individuals without work experience and/or driving licence and those entering the labour market during an economic downturn have a lower probability to find a job. Moreover, they often have a lower probability to get a permanent contract if they manage to find a job despite their disadvantageous profile. Although the type of the contract partly results from institutional differences, these contractual differences among school leavers also show up after controlling for firm size and sector of employment.

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How National Institutions Shape Skilled Immigrants’ Chances of Getting Hired: Evidence from Harmonised Factorial Surveys with Employers in Germany and England

KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie ◽

10.1007/s11577-020-00682-3 ◽

2020 ◽

Vol 72 (S1) ◽

pp. 351-373

Author(s):

Felix Stumpf ◽

Andreas Damelang ◽

Martin Abraham ◽

Sabine Ebensperger

Keyword(s):

Research Design ◽

Education System ◽

Survey Design ◽

Institutional Arrangements ◽

Education Systems ◽

Skilled Immigrants ◽

Institutional Conditions ◽

Institutional Settings ◽

Institutional Contexts ◽

Contexts Of Reception

Abstract This study provides novel insights into the institutional conditions under which skilled immigrants get hired for skilled jobs in different countries. We argue that immigrants’ hiring chances depend on the interplay between institutions in sending countries, which determine the type of education that immigrants bring, and institutions in receiving countries, which shape employers’ preferences for certain types of education. We develop a research design that considers this interplay and allows us to directly compare how education from sending countries with different institutional arrangements is rated by employers in two countries with widely divergent institutional contexts of reception, Germany and England. Using harmonised factorial surveys, we simulate hiring processes and evaluate the chances of German and English employers inviting foreign-educated immigrants to interviews for jobs commensurate with their education. The survey design makes it possible to experimentally vary the institutional settings in which immigrants acquired their education in the sending country, and isolate their effect on employers’ ratings. Our key finding is that immigrants from sending countries with highly standardised occupation-orientated education systems prevail in the hiring competition, irrespective of the education system in the receiving country.

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Institutional characteristics of education systems and inequalities: Introduction II

International Journal of Comparative Sociology ◽

10.1177/00207152211061598 ◽

2021 ◽

pp. 002071522110615

Author(s):

Christiane Gross ◽

Andreas Hadjar ◽

Laura Zapfe

Keyword(s):

Education System ◽

Institutional Setting ◽

Institutional Characteristics ◽

Education Systems ◽

Comparative Sociology ◽

Institutional Settings ◽

Current State ◽

Key Driver ◽

State Of Research

The second special issue of International Journal of Comparative Sociology (IJCS) on the role of education systems as institutional settings on the reproduction of inequalities includes three papers that focus on stratification of the education system as key driver of educational inequalities, the role of digital inequalities in the school and beyond, as well as how students navigate through the institutional setting of the Taiwanese education system. While we already elaborated on the research program, conceptual framework, and methodological challenges in the first introduction (published in January 2021), we will deal with the current state-of-research in this second introduction.

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Institutional characteristics of education systems and inequalities—Introduction I

International Journal of Comparative Sociology ◽

10.1177/0020715220988040 ◽

2021 ◽

pp. 002071522098804

Author(s):

Christiane Gross ◽

Andreas Hadjar

Keyword(s):

Institutional Characteristics ◽

Educational Inequalities ◽

Education Systems ◽

Comparative Sociology ◽

Institutional Settings ◽

Current State ◽

Country Characteristics ◽

Conceptual Background ◽

State Of Research

This is the introduction into the first of multiple themed issues of International Journal of Comparative Sociology (IJCS) that are dedicated to the role of education systems as institutional settings on the reproduction of inequalities. While Introduction I presents the research program, outlines a conceptual background and discusses methodological challenges in the study of how education systems shape inequalities, introductions to the successive themed issues will deal with the current state-of-research and finally with research desiderata in terms of an outlook. The contributions will be presented at the end of each introduction. The contributions of this themed issue focus on the role of country characteristics during early childhood and the role of shadow education on educational inequalities.

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INPROVEMENT OF TEACHING METHODS TO INCREASE THE QUALITY OF EDUCATIONAL PROCESS

Actual Problems of Education ◽

10.33764/2618-8031-2020-1-155-158 ◽

2020 ◽

Vol 1 ◽

pp. 155-158

Author(s):

Tatyana M. Medvedskaya ◽

Kseniya S. Lebedeva

Keyword(s):

Teaching Methods ◽

Traditional Approach ◽

Educational Process ◽

Teaching Methodology ◽

Education Systems ◽

New Approach ◽

Foreign Education

The article considers the problems of the traditional approach to organizing lectures and offers the improved teaching methodology that takes into account the results of modern research and experience of foreign education systems. The advantages of the new approach to organizing lectures are highlighted.

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The differences of the institutional environment of the activities of firms of varying size on the example of ferrous metallurgy

The world of new economy ◽

10.26794/2220-6469-2019-13-1-36-47 ◽

2019 ◽

Vol 13 (1) ◽

pp. 36-47

Author(s):

A. A. Blokhin ◽

S. Y. Dranev

Keyword(s):

Ferrous Metallurgy ◽

Institutional Environment ◽

Institutional Characteristics ◽

Russian Economy ◽

Three Samples ◽

Economic Parameters ◽

Institutional Differences ◽

Technological Level ◽

And Performance ◽

Market Coverage

Introduction. The article shows the importance of the factor of institutional differences in the development of the Russian economy, in particular — the steel markets.Methods. In this article, we proposed some institutional criteria to determine the institutional differences, by which we selected three samples — the largest, large, medium-sized ferrous metallurgy companies with a foundry technological redistribution for a higher degree of comparability. Initially, we determined a sample of companies on the basis of annual revenue. Further, we examined all three samples of companies in terms of economic criteria for the last ten reporting years — from 2008 to 2017. We selected the main directions of the considered criteria for comparing groups of enterprises: ratings, market coverage, level of state support, access to financing.Results. The study was able to determine that each of the samples has its own characteristics of development and performance indicators. At the same time, a comparison of the dynamics of economic indicators in the three institutionally different groups shows that the first sector significantly exceeds the second and third in terms of both volume indicators and the dynamics of their growth. The differences between the second and third sectors are less pronounced, but also in favour of the second. In general, groups of companies, separated by institutional characteristics, demonstrate marked differences in the dynamics of economic parameters. A comparative analysis of the technological level, despite the lack of detailed studies, showed that the selected groups of companies differ significantly in terms of access to new and high technologies, and the level of interaction with universities.Discussion. The approach described in the article allows predicting the development of markets and industries, taking into account the selected institutional and economic features. Also, besides the distinction according to the institutional characteristics of a group of companies in terms of economic parameters, further studies of their technological level are required.

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