Der Arbeitsmarkt für Akademikerinnen und Akademiker
Studieren macht sich bezahlt. Nicht nur was das Einkommen von Akademiker/innen anbelangt, sondern höhere Bildung schützt in Krisenzeiten auch besser vor Arbeitslosigkeit. Das zeigen Analysen der qualifikationsspezifischen Arbeitslosenquoten seit langem. Allerdings sind die Aussichten nicht auf allen akademischen Teilarbeitsmärkten gleich gut.
Diese Infoplattform dokumentiert Literatur, Forschungsprojekte, einschlägige Institutionen und sonstige relevante Informationsquellen zur Qualifikation und Beschäftigung von Hochschulabsolvent/innen insgesamt sowie zu Arbeitsmarktchancen und Beschäftigungsbedingungen für Absolvent/innen verschiedener Studienfächer und Fächergruppen.
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte
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Literaturhinweis
Gender differences in the early career earnings of economics graduates (2026)
Bazen, Stephen; Charni, Kadija;Zitatform
Bazen, Stephen & Kadija Charni (2026): Gender differences in the early career earnings of economics graduates. In: Education Economics, Jg. 34, H. 2, S. 247-266. DOI:10.1080/09645292.2025.2498148
Abstract
"In contrast to the UK, the USA and Germany, the majority of university students in economics in France are female. Using a national survey of three cohorts of French university graduates in economics, we find a significant raw differential in favor of men in both starting pay and earnings three years after graduation, and the latter is wider than the former. Gender differences in occupation suggest that female economics graduates are under-represented in technical roles where two in five male graduates are found. When occupation and sector are included as controls in an Oaxaca decomposition, two thirds of the gender differential in earnings in 2013 remain unexplained." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Women in STEM careers through the lens of career construction theory: A study on females' experiences in persisting in the engineering field (2026)
Zitatform
Bonesso, Sara & Federica Bressan (2026): Women in STEM careers through the lens of career construction theory: A study on females' experiences in persisting in the engineering field. In: Journal of vocational behavior, Jg. 164. DOI:10.1016/j.jvb.2025.104204
Abstract
"The persistence of female segregation in many science, technology, engineering, and mathematics (STEM) educational and occupational fields is largely ascribed to gender-specific barriers that women face during their lifespan. Relying on career construction theory, this study aims to increase the understanding of how women in STEM craft and develop their own career over time by attaining leadership positions, in comparison to their male counterparts. In this inductive qualitative research, drawing on career-based interviews on a sample of women and men in engineering, the narrative analysis reveals dynamic changes in women's career adaptability's resources (the 4C's: concern, control, curiosity, and confidence) across specific phases of the lifespan (education, early career, and upper leadership). This study expands our understanding of the role of women's agency in shaping their STEM careers, delineating the specific configurations of career adaptability resources they can deploy to constructively navigate their professional journey. Moreover, because career adaptability changes in response to environmental conditions, this study provides novel insights about the interplay between career adaptability resources and the most relevant contextual factors that support or inhibit women in the pursuit of their career development during each career phase. Overall, our research provides evidence that a lifespan approach to career development is particularly effective in sectors that are still characterized by gender norms. Practical implications are provided for women to help them self-regulate their careers, as well as for educational and organizational policies to help address the underrepresentation of women in the STEM workforce." (Author's abstract, IAB-Doku, ©2025 The Authors. Published by Elsevier Inc.) ((en))
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Literaturhinweis
Postdoctoral mobility and returnees' careers in Italian academia (2026)
Zitatform
Coda Zabetta, Massimiliano & Aldo Geuna (2026): Postdoctoral mobility and returnees' careers in Italian academia. In: Research Policy, Jg. 55, H. 4. DOI:10.1016/j.respol.2026.105456
Abstract
"This paper investigates the relationship between international postdoctoral stays and academic career advancement among researchers returning to the Italian university system. Using a unique dataset of Italian PhD holders observed over a 30-year period, we analyze how international postdoctoral stays are associated with two key career outcomes: (i) the time between PhD completion and first appointment as Assistant Professor (time-to-entry), and (ii) the time between Assistant Professor appointment and promotion to Associate Professor (time-to-promotion). We identify international postdoctoral stays by tracing foreign affiliations in researchers' publication records and examine how their association with career progression is moderated by institutional inbreeding, home-country linkages, and the persistence of international research networks. To explore these relationships, we apply a Cox proportional hazards model combined with entropy balancing. Our findings were validated by using curriculum vitae information for a subsample of researchers. We found that international postdoctoral stays are associated with slower entry into the academic system but are positively related to shorter time-to-promotion. Notably, this association is strongest for researchers promoted at universities other than their alma mater. We also observe that maintaining a strong home-country publishing network is associated with quicker entry as Assistant Professor, while sustained collaboration in postdoc-period co-author networks is linked to faster promotion to Associate Professor." (Author's abstract, IAB-Doku, © 2026 The Authors. Publishedby Elsevier B.V.) ((en))
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Literaturhinweis
An Evaluation of the Gender Inclusivity of UK Senior Academic Job Advertisements (2026)
Zitatform
Hooper, Helen (2026): An Evaluation of the Gender Inclusivity of UK Senior Academic Job Advertisements. In: Gender, work & organization, S. 1-17. DOI:10.1111/gwao.70092
Abstract
"Previous research demonstrates that small changes to the content of job advertisements can influence an applicant’s perceived fit with the role being advertised and has analyzed the effects of specific features on women. This paper presents an original gender inclusion analysis framework and reports on its use to critically assess 140 senior academic job adverts as an underexplored institutional mechanism that may help sustain gender inequality in academic leadership. This research concludes that such adverts are not gender inclusive, as most do not explicitly encourage nor support gender diversity, and many contain subtle signals that could increase women's perceived lack of fit with advertised roles; 41% of adverts utilized masculine wording, which could deter female candidates; just 15% (n = 21) prioritized women via a positive action statement; specific employee benefits, which could signal support for applicants with (child)caring responsibilities, were not prioritized, with 11% (n = 15) and 6% (n = 9) of adverts promoting family-friendly policies or an on-site nursery, respectively, and only 6% of roles were listed with a part-time working opportunity. 97% of institutes in this research held an Athena Swan Charter award in recognition of gender equality work, suggesting a lack of impact on recruitment and highlighting scope for development of gender-fair recruitment practices." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Jung, akademisch, (immer noch) prekär: Studentische Erwerbsarbeit an Hochschulen und Forschungseinrichtungen (2026)
Zitatform
Hopp, Marvin, Ann-Kathrin Hoffmann, Nina Moya Schreieder & Heiner Heiland (2026): Jung, akademisch, (immer noch) prekär. Studentische Erwerbsarbeit an Hochschulen und Forschungseinrichtungen. Göttingen, 178 S. DOI:10.47952/gro-publ-370
Abstract
"Die bereits 2021 vereinbarte Bestandsaufnahme zu den Arbeitsbedingungen haben die studentischen Beschäftigten selbst in die Hand genommen, denn weder über die Zahl der Beschäftigten noch über deren konkrete Beschäftigungsbedingungen lagen aktuelle Erkenntnisse vor. Dies änderte die erste Fassung des vorliegenden Forschungsberichts aus dem Jahr 2023, die das Ergebnis der bislang größten Befragung von studentischen Beschäftigten in der Bundesrepublik war. Durchgeführt wurde sie von der Abteilung „Wandel der Arbeitsgesellschaft“ des Instituts Arbeit und Wirtschaft der Universität Bremen (iaw) in Kooperation mit ver.di und GEW sowie den bundesweiten TVStud-Initiativen. Mit der nun vorliegenden Folgebefragung aus dem Sommersemester 2025, die von einem Team der Georg- August-Universität Göttingen durchgeführt wurde, bestätigt sich erneut das erschreckende Bild: Ein großer Teil der Beschäftigten nimmt bestehenden Urlaubsanspruch nicht wahr oder arbeitet Krankheitstage nach – und das teilweise unter expliziter Aufforderung durch Vorgesetzte, wochenlang ohne Bezahlung oder gar Arbeitsvertrag. Studentische Beschäftigte erbringen ihre Tätigkeiten weiterhin in einem Feld, in dem sie oft weitgehend von betrieblicher Mitbestimmung ausgeschlossen werden und in dem grundlegende Arbeitsrechtsverstöße die Regel statt die Ausnahme sind." (Textauszug, IAB-Doku)
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Literaturhinweis
Getting Back on Track: Student Migration From India to Germany as a Route to Desirable Employment (2026)
Zitatform
Jayadeva, Sazana (2026): Getting Back on Track: Student Migration From India to Germany as a Route to Desirable Employment. In: Sociological research online, Jg. 31, H. 1, S. 94-110. DOI:10.1177/13607804251341728
Abstract
"This article examines the rising postgraduate-level student migration of Indian engineers to Germany, drawing on interviews with 42 Indians who were applying to, currently pursuing, or had recently graduated from engineering Master’s degrees in Germany. It illustrates how the affordable cost of study in Germany had made postgraduate study abroad a feasible strategy for the study participants to escape the unfavorable job market for graduates of engineering undergraduate programs in India, and attempt to realize their professional ambitions through acquiring post-study work experience at German engineering companies. Such work experience was viewed as having greater social currency in the Indian engineering job market, where most wished to return eventually, than overseas education credentials. Moreover, the article demonstrates how imaginings of Germany as an engineering superpower underpinned the value associated with gaining engineering work experience in the country. This case study shows how in contexts where international students anticipate that the portability of overseas education to a target labor market is uncertain, post-study work experience may be viewed as a safer form of cultural capital to accumulate. Acquiring post-study work experience abroad may then not just be a way to supplement overseas education credentials, as described in existing literature, but the primary motivator of study abroad. It also highlights how, in such contexts, place-based markers of distinction related to a country’s reputation in a particular occupational field can be more relevant in attracting international students than markers of distinction associated with the quality or prestige of its higher education institutions." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The Effect of Retaining High-Skilled International Graduates: Evidence from the STEM OPT Extension (2026)
Zitatform
Kwon, Seoyoung, Jongkwan Lee & Joan Monras (2026): The Effect of Retaining High-Skilled International Graduates: Evidence from the STEM OPT Extension. (CEPR discussion paper / Centre for Economic Policy Research 21224), London, 61 S.
Abstract
"High-skilled migration programs exist around the world in the hope that immigrants complement native workers, allow firms to grow, and boost innovation. We study the effect of one such program by exploiting the 2016 extension of the Optional Practical Training (OPT) program, which significantly prolonged the work authorization period for international STEM graduates. Using a synthetic difference-in-differences approach, we find that the policy successfully increased the local supply of high-skilled immigrants in exposed Commuting Zones. This local inflow stimulated firm creation and the demand for native high-skilled workers. The program might have also boosted innovation in certain sectors and startup investment, especially in Commuting Zones hosting top-ranked universities, where, overall, the effects tend to be larger." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Beyond the ‘integration paradox’: educational attainment similarly predicts gender discrimination among women and ethnic discrimination among minorities (2026)
Zitatform
Lavest, Chloé, Lucas G. Drouhot, Meta van der Linden & Frank van Tubergen (2026): Beyond the ‘integration paradox’: educational attainment similarly predicts gender discrimination among women and ethnic discrimination among minorities. In: European Sociological Review, Jg. 42, H. 1, S. 103-117. DOI:10.1093/esr/jcaf039
Abstract
"Highly educated individuals of immigrant origins perceive more ethnic discrimination than their less educated counterparts—a now well-established finding referred to as the ‘integration paradox’. In this paper, we study whether this purported paradox captures general educational effects on the lived experiences of historically disadvantaged populations going beyond the scope of integration among immigrants. We compare the educational gradient of perceptions of ethno-racial discrimination among ethnic minorities with the educational gradient of perceptions of gender discrimination among women. We also study intersectional dimensions in the experiences of minority women and those reporting multiple grounds for discrimination. Analyses based on representative data from two cross-sectional surveys in France - Trajectoires et Origines 1 and 2—involving over 35,000 respondents show that highly educated individuals, including both ethnic minorities and women, are more likely to report discrimination. Individuals who report discrimination on one ground are also more likely to report it on another ground. Our results suggest that the so-called integration paradox reflects more general educational effects on subjective experiences of exclusion that are not unique to immigrant-origin populations." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
No Partner, No Children? Union Formation, Assortative Mating, and Educational Inequalities in Fertility in Germany (2026)
Zitatform
Leesch, Julia & Nicole Hiekel (2026): No Partner, No Children? Union Formation, Assortative Mating, and Educational Inequalities in Fertility in Germany. In: European Journal of Population, Jg. 42, H. 1. DOI:10.1007/s10680-026-09766-w
Abstract
"Education is linked to whether and with whom individuals form partnerships. However, it is largely unclear how educational differences in union formation and matching with equally, more, or less educated partners shape educational disparities in fertility. Using data from the German Socio-Economic Panel, we applied marginal structural models to investigate how higher education affects the probabilities of ever having a first and a second child, and to what extent these effects operate through union formation (having a partner or not) and assortative mating (having a highly educated partner or not). We compared women and men socialised in East and West Germany before reunification, two contexts with distinct gender and stratification regimes. Findings indicate that higher education influenced fertility directly and indirectly through partnership formation, but only marginally through partners’ education. Moreover, findings varied across contexts. In West Germany, higher education reduced women’s probability of becoming mothers but had minimal impact on second births. For men, higher education increased the probabilities of having both a first and a second child. These gendered effects emerged because higher education influenced fertility directly and indirectly via union formation. In East Germany, higher education had limited effects on fertility, except for increasing men’s secondbirth probabilities. These weak effects resulted from small direct effects, counterbalanced by indirect effects linking higher education and fertility through union formation and assortative mating. Our study contributes to debates about precursors to family formation, underscoring the importance of union formation as a mechanism linking education and fertility." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Entry conditions and the transition from tertiary education to employment: a cross-country perspective (2026)
Zitatform
Moffat, John & Duncan H.W. Roth (2026): Entry conditions and the transition from tertiary education to employment: a cross-country perspective. In: International Journal of Manpower, Jg. 47, H. 1, S. 114-133., 2025-10-22. DOI:10.1108/ijm-02-2025-0150
Abstract
"Purpose: This paper analyses the short-run effects of the unemployment rate at the time of graduation on the transition into employment. Design/methodology/approach: The empirical analysis is based on monthly data on tertiary education graduates in 19 European countries covering 2004–2017 from the European Union Statistics on Income and Living Conditions (EU-SILC) survey. Our methodology combines a Cox proportional hazards model with a two-stage residual inclusion approach. Findings: We find that a one percentage point increase in the unemployment rate reduces the hazard rate of transitioning from unemployment into employment by 6%. Consistent with evidence on cross-country differences in labour market rigidity, we find that the effect is stronger in Southern European countries. Within this group, the effect is almost entirely due to negative effects on female graduates. Originality/value: While the long-run effects of the conditions at the time of labour market entry have been widely studied, relatively little is known about their effects in the short run. This is partly due to the use of annual data in the extant literature. This gap in the literature is important since it is well established that unemployment at the beginning of an individual's career can have long-term “scarring” effects." (Author's abstract, IAB-Doku, © Emerald Group) ((en))
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Literaturhinweis
Towards gender equality in scientific organizations: assessment and recommendations (2026)
Nacache, Léa; Jami, Catherine; Roy, Marie-Françoise;Zitatform
Nacache, Léa, Marie-Françoise Roy & Catherine Jami (2026): Towards gender equality in scientific organizations: assessment and recommendations. 126 S. DOI:10.24948/2026.03
Abstract
"Academies of science, medicine and engineering, along with international scientific unions, play an important role in shaping scientific agendas, recognizing scientific excellence, and advising policy-makers. In doing so, they influence whose expertise is visible and whose voices are heard in science. Persistent gender gaps within these organizations - relative to the share of women in the scientific workforce - raise questions about whether women scientists can participate, lead, and be recognized on equal terms." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Gender dynamics in international student mobility: the case of the United Kingdom (2026)
Zitatform
Neville, Ruth & Athina Anastasiadou (2026): Gender dynamics in international student mobility: the case of the United Kingdom. (MPIDR working paper / Max Planck Institute for Demographic Research 2026-004), Rostock, 12 S. DOI:10.4054/mpidr-wp-2026-004
Abstract
"The gender composition of international student mobility (ISM) to the United Kingdom (United Kingdom) has historically favoured female students, but recent trends indicate a decline in their proportions. This paper investigates the changing trends of female international mobility to United Kingdom higher education. It utilises data from the United Kingdom Universities and Colleges Admissions Service (UCAS) on international undergraduate student applications by gender. This study examines evolving patterns of ISM from both European Union (EU) and non-European Union (non-EU) countries, as well as the trajectories of specific countries of origin. Our findings reveal a decline in the share of female students from non-EU countries since 2021, alongside a reduction in female applicants from the EU post-Brexit. Additionally, we observe that countries like Pakistan and India consistently send fewer female students, remaining below gender parity. Using a Generalised Linear Model (GLM), we model the share of female students and assess the influence of demographic, cultural, and policy factors on the share of female applications. Based on these findings, we provide policy recommendations aimed at promoting gender equity in international student recruitment to the United Kingdom." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The effects of expanding higher education on wages and employment in German establishments (2026)
Zitatform
Schuss, Eric (2026): The effects of expanding higher education on wages and employment in German establishments. In: Empirical economics, Jg. 70, H. 1. DOI:10.1007/s00181-025-02871-5
Abstract
"This study examines the impact of increased access to higher education on wages, employment, and labor market structure by analyzing establishment-level data. I focus on the quasi-experimental increase in the number of universities and universities of applied sciences in Bavaria since the 1970s and establishment of such higher education institutes under the “Future of Bavaria Offensive” program in the 1990s. I use administrative establishment-level data and find a positive but statistically insignificant effect on median wages resulting from expansion of higher education. While there is a negative but insignificant impact on wages of highly skilled workers, those without an academic or vocational degree experience an increase in wages. I also find that training activities decline immediately after the establishment of a new higher education institution. Further empirical analyses indicate that this decline is not due to fewer slots in apprenticeship training, but rather to a larger number of vacant slots and a higher probability of having vacant slots in apprenticeship training." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
Weiterführende Informationen
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Literaturhinweis
The Impact of Higher Education on Employer Perceptions (2026)
Zitatform
Stans, Renske, Laura Ehrmantraut, Malin Siemers & Pia Pinger (2026): The Impact of Higher Education on Employer Perceptions. In: The Economic Journal, Jg. 136, H. 674, S. 602-625. DOI:10.1093/ej/ueaf061
Abstract
"Do employers seek to attract individuals with more education because it enhances human capital or because it signals higher levels of pre-existing traits? We experimentally vary master’s degree completion rates on applicant résumés and examine how this influences candidates’ desirability and employer perceptions of their productive characteristics. Our findings show that while a completed master’s degree increases desirability, an incomplete master’s degree is perceived by human resource managers as less favorable than a bachelor’s degree. This suggests that employersprefer candidates with higher education mainly because they view the degree as a signal of pre-existing productive traits. Consistent with this, employers perceive both cognitive and non-cognitive traits as stronger in master graduates but non-cognitive traits as weaker in master dropouts compared to bachelor’s degree holders. Overall, perceived cognitiveand non-cognitive traits play a larger role in determining a candidate ’s attractiveness than expertise. This paper thus provides causal evidence on the origins of the education premium." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Early Occupational Outcomes of University Graduates in Italy. A ‘Centre–Periphery’ Geographical Approach (2026)
Zitatform
Tosi, Francesca, Giulia Dugar & Livia Elisa Ortensi (2026): Early Occupational Outcomes of University Graduates in Italy. A ‘Centre–Periphery’ Geographical Approach. In: Population, space and place, Jg. 32, H. 2. DOI:10.1002/psp.70226
Abstract
"The diversification of young people's life trajectories in Europe over the past 50 years has been significantly influenced by more uncertain social and economic conditions, marked by high youth unemployment and increasing job insecurity. In Italy, precariousness has propagated unevenly across regions and social strata, particularly affecting women and young people from the South, exacerbating existing territorial disparities. This study adopts a centre-periphery approach to explore how the territorial features of Italian university graduates' places of origin impact their early occupational outcomes. Using individual-level data from the Istat Survey on the Professional Paths of Italian Graduates (2015) and Eurostat's territorial typology indicators, we employ Heckman modelling to estimate the risk of non-standard employment 4 years after graduation. Our findings reveal that graduates from marginal areas (predominantly rural, mountainous, or non-metropolitan) face higher risks of non-standard employment compared to those from central areas. No clear evidence links marginality in Southern areas to worse employment outcomes; instead, the highest internal territorial divide in terms of job insecurity is observed between central and marginal areas in Central Italy. Furthermore, we find that mobility during the school-to-work transition mitigates job insecurity risks, with movers from both central and marginal regions reporting better employment outcomes than stayers. This study contributes to the literature by adopting a new and underinvestigated geographical approach to the school-to-work transition, by highlighting the importance of territorial disparities in shaping young people's labour market trajectories and underscoring the complex interplay between territorial characteristics of places of origin and young people's employment prospects." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Regrets, she's had a few: Gender and regret of computer science and engineering degrees (2026)
Zitatform
VanHeuvelen, Tom, Natasha Quadlin & Jordyn Wald (2026): Regrets, she's had a few: Gender and regret of computer science and engineering degrees. In: Social science research, Jg. 135. DOI:10.1016/j.ssresearch.2025.103298
Abstract
"In this article, we introduce a novel social fact that will be highly relevant for studies of gender inequality: women in computer science and, to a lesser extent, engineering fields report distinctly high levels of regret of their field of study compared to otherwise similar men. We develop expectations regarding gendered patterns of regret and examine them using nine waves of the Federal Reserve's Survey of Household Economics and Decisionmaking (SHED) between 2015 and 2023. Using regression decomposition techniques, we demonstrate that observed economic, occupation, industry, and sociodemographic characteristics fare poorly in explaining the high regret of women in these fields. In fact, these fields are defined by a uniquely large unexplained amount of regret among women. Our findings raise alarm for those who wish to open access to these critical CS/Engineering fields for women: such endeavors will likely fail unless deep cultural work is done to change the regret that many women feel after successfully entering these fields." (Author's abstract, IAB-Doku, © 2025 Published by Elsevier Inc.) ((en))
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Literaturhinweis
Studieren, um zu bleiben? Erwerbsabsichten internationaler Studierender in Deutschland (2026)
Zitatform
Völk, Daniel, Julia Steinkühler & Jessica Ordemann (2026): Studieren, um zu bleiben? Erwerbsabsichten internationaler Studierender in Deutschland. (DZHW-Brief 2026,01), Hannover, 8 S. DOI:10.34878/2026.01.dzhw_brief
Abstract
"Im Wintersemester 2024/25 studierten etwa 400.000 internationale Studierende in Deutschland. Etwa 90 % dieser Studierenden streben einen Studienabschluss in Deutschland an." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Run, graduate, run: Internationally mobile students’ reactions to changing political landscapes in Europe (2026)
Zitatform
Weisser, Reinhard A. (2026): Run, graduate, run: Internationally mobile students’ reactions to changing political landscapes in Europe. In: Public Choice, Jg. 206, H. 3-4, S. 455-487. DOI:10.1007/s11127-025-01313-1
Abstract
"Over the last decades, Europe has attracted an increasing number of internationally mobile students. The related influx of talent into European labour markets constituted an important factor in the knowledge economy. This research addresses the question of whether changing political landscapes in Europe, such as increasing support for right-wing parties, could translate into a diminishing attractiveness of European economies. To this end, international graduates’ staying behaviour in 27 European destination countries is compared based on bilateral stay rates for 144 countries of origin from 2009 to 2019. International graduates are found to display a notable sensitivity concerning the electorate’s preferences: If the potential median voter is located on the right of the political spectrum, the number of international graduates willing to stay declines by about one quarter. This effect is stronger in election years when voters’ political preferences become more salient. Further results suggest that international graduates are also more prone to leaving if the political centre erodes or one of the political fringes becomes too dominant. Eventually, this amounts to a considerable loss for European economies since international graduates have acquired destination country-specific human capital and are easily integrated into host societies." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Bullying in education: Prevalence, impact and responses across countries (2026)
Zitatform
(2026): Bullying in education: Prevalence, impact and responses across countries. (OECD education working papers 341), Paris, 56 S. DOI:10.1787/d9f8bd9f-en
Abstract
"Bullying, whether in person or online, is a barrier to inclusive, high-quality education and to cohesive societies. This OECD working paper documents bullying prevalence and trends across OECD and accession countries between 2015 and 2022, using PISA data. Regression analyses point to marked disparities in bullying exposure across student groups, with socio-economically advantaged boys with an immigrant background facing particularly elevated risks. The paper also synthesises evidence on how bullying can harm individual students, and how these individual effects can spill over to schools and, over time, generate wider social and economic costs. It then reviews strategies to prevent and respond to bullying, encompassing both national-level policies and school-based initiatives. The paper concludes with policy implications concerning a coherent anti-bullying system-level strategy, strengthened school staff capacity, school interventions combining universal prevention with targeted support, routine prevalence monitoring and robust impact evaluations." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Inequalities in Talents’ Earnings: A Tale of Two European Countries (2025)
Zitatform
Addabbo, Tindara & Chiara Mussida (2025): Inequalities in Talents’ Earnings: A Tale of Two European Countries. In: Social indicators research, Jg. 180, H. 2, S. 569-588. DOI:10.1007/s11205-025-03692-w
Abstract
"This paper explores the wage inequalities for the population group of highly talented youth in Italy and Germany, that is the main destination country of Italian talents. We use cross sectional data from the European Union Statistics and Living Conditions Survey for the years 2012 and 2022. We estimate unconditional quantile regression to investigate the wage of Italian and German talents and, within talents, between genders (Italian male versus German male, and Italian female versus German female), across the overall wage distribution. We also apply a decomposition technique of the wage gaps. Our findings suggest a substantial increase in the wage gap at the disadvantage of Italian talents in 2022 largely determined by differences in returns with a higher change for female talents. The gap, indeed, is increasing more for female talents especially at the top of the wage distribution. The gender wage gap within talent shows an increase for talents in Italy (from 10% in 2012 to 22.5% in 2022) and a reduction in Germany (from 27.5% in 2012 to 15% in 2022), with a higher unexplained share of the gender wage gap in Italy than in Germany. An increasing wage gap at the disadvantage of Italian talents, together with better conditions for employed talents in Germany, are consistent with the observed flow of talents from Italy to Germany and call, wishing to increase attractiveness for Italian talents, for policies able to reduce the observed distance within the two countries." (Author's abstract, IAB-Doku) ((en))
Aspekt auswählen:
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte