Returns to Skills around the World: Evidence from PIAAC
Eric A. Hanushek, Guido Schwerdt, Simon Wiederhold, Ludger Woessmann
European Economic Review,
January
2015
Abstract
Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 23 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Instrumental-variable models that use skill variation stemming from school attainment, parental education, or compulsory-schooling laws provide even higher estimates. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
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Team Building and Hidden Costs of Control
Gerhard Riener, Simon Wiederhold
Journal of Economic Behavior and Organization,
March
2016
Abstract
In a laboratory experiment, we investigate the interaction of two prominent firm strategies to increase worker effort: team building and control. We compare a team-building treatment where subjects initially play a coordination game to gain common experience (CE) with an autarky treatment where subjects individually perform a task (NCE). In both treatments, subjects then play two-player control games where agents provide costly effort and principals can control to secure a minimum effort. CE agents always outperform NCE agents. Conditional on control, however, CE agents’ effort is crowded out more strongly, with the effect being most pronounced for agents who successfully coordinated in the team-building exercise. Differential reactions to control perceived as excessive is one explanation for our findings.
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Skills, Earnings, and Employment: Exploring Causality in the Estimation of Returns to Skills
Franziska Hampf, Simon Wiederhold, Ludger Woessmann
Large-scale Assessments in Education,
Nr. 12,
2017
Abstract
Ample evidence indicates that a person’s human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two “natural experiments,” one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.
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Coping with Change: International Differences in the Returns to Skills
Eric A. Hanushek, Guido Schwerdt, Simon Wiederhold, Ludger Woessmann
Economics Letters,
April
2017
Abstract
International data from the PIAAC survey allow estimation of comparable labor-market returns to skills for 32 countries. Returns to skills are larger in faster growing economies, consistent with the hypothesis that skills are particularly important for adaptation to economic change.
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Africa’s Skill Tragedy
Jan Bietenbeck, Marc Piopiunik, Simon Wiederhold
Journal of Human Resources,
Nr. 3,
2018
Abstract
We study the importance of teacher subject knowledge for student performance in Sub-Saharan Africa using unique international assessment data for sixth-grade students and their teachers. To circumvent bias due to unobserved student heterogeneity, we exploit variation within students across math and reading. Teacher subject knowledge has a modest impact on student performance. Exploiting vast cross-country differences in economic development, we find that teacher knowledge is effective only in more developed African countries. Results are robust to adding teacher fixed effects and accounting for potential sorting based on subject-specific factors.
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The Effects of Graduating from High School in a Recession: College Investments, Skill Formation, and Labor-Market Outcomes
Franziska Hampf, Marc Piopiunik, Simon Wiederhold
CESifo Working Paper,
Nr. 8252,
2020
Abstract
We investigate the short- and long-term effects of economic conditions at high-school graduation as a source of exogenous variation in the labor-market opportunities of potential college entrants. Exploiting business cycle fluctuations across birth cohorts for 28 developed countries, we find that bad economic conditions at high-school graduation increase college enrollment and graduation. They also affect outcomes in later life, increasing cognitive skills and improving labor-market success. Outcomes are affected only by the economic conditions at high-school graduation, but not by those during earlier or later years. Recessions at high-school graduation narrow the gender gaps in numeracy skills and labor-market success.
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06.04.2023 • 10/2023
IWH-Insolvenztrend: Zahl der Firmenpleiten steigt auf höchsten Stand seit Mai 2020
Die Zahl der Insolvenzen von Personen- und Kapitalgesellschaften ist im März deutlich gestiegen, zeigt die aktuelle Analyse des Leibniz-Instituts für Wirtschaftsforschung Halle (IWH). Damit liegen die Insolvenzzahlen nur noch knapp unter dem Niveau der Jahre vor der Corona-Pandemie.
Steffen Müller
Pressemitteilung lesen
The Role of Entrepreneurship in US Job Creation and Economic Dynamism
Ryan A. Decker, John Haltiwanger, Ron S. Jarmin, Javier Miranda
Journal of Economic Perspectives,
Nr. 3,
2014
Abstract
An optimal pace of business dynamics—encompassing the processes of entry, exit, expansion, and contraction—would balance the benefits of productivity and economic growth against the costs to firms and workers associated with reallocation of productive resources. It is difficult to prescribe what the optimal pace should be, but evidence accumulating from multiple datasets and methodologies suggests that the rate of business startups and the pace of employment dynamism in the US economy has fallen over recent decades and that this downward trend accelerated after 2000. A critical factor in accounting for the decline in business dynamics is a lower rate of business startups and the related decreasing role of dynamic young businesses in the economy. For example, the share of US employment accounted for by young firms has declined by almost 30 percent over the last 30 years. These trends suggest that incentives for entrepreneurs to start new firms in the United States have diminished over time. We do not identify all the factors underlying these trends in this paper but offer some clues based on the empirical patterns for specific sectors and geographic regions.
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Development of Survey Questions on Robotics Expenditures and Use in U.S. Manufacturing Establishments
Catherine Buffington, Javier Miranda, Robert Seamans
Center for Economic Studies (CES) Working Paper Series,
Nr. 44,
2018
Abstract
The U.S. Census Bureau in partnership with a team of external researchers developed a series of questions on the use of robotics in U.S. manufacturing establishments. The questions include: (1) capital expenditures for new and used industrial robotic equipment in 2018, (2) number of industrial robots in operation in 2018, and (3) number of industrial robots purchased in 2018. These questions are to be included in the 2018 Annual Survey of Manufactures. This paper documents the background and cognitive testing process used for the development of these questions.
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