Widowhood and well-being in Europe: The role of national and regional context

Researchers have documented that widows have lower levels of subjective well-being than married individuals, but we still know little about how the regional and national context affect the impact of widowhood on well-being. Building on social capital theory and using data from 5 rounds of the European Social Survey (N = 119,292 people, 206 regions, 23 countries), the authors tested how marital status composition at the national and regional level affects the well-being of widows. Widows fare worse in countries with high proportions of married and in regions and countries with high proportions of widowed persons. The proportion of married individuals at the regional level does not affect their well-being. These results are in line with the greedy marriage hypothesis, but varying effects at regional and national levels suggest that the standard explanation for this phenomenon, lack of individual social support, is not valid. This study demonstrates the importance of multiple contextual embeddedness

Identifying literacy and numeracy skill mismatch in OECD countries using the job analysis method

Skill mismatches have strong negative effects on productivity, job satisfaction, and other outcomes. To reduce skill mismatches, governments need to rely on accurate data on the prevalence of these mismatches. The Programme of the International Assessment of Adult Competences (PIAAC) is currently the most important data source providing excellent and unparalleled information for many countries on two key information-processing skills (i.e., literacy and numeracy skills). However, although these data contain rich information about possessed skills, countries lack directly comparable information on the required skills in those domains. Hence, it has been difficult to use the PIAAC data to identify skill mismatches, other than through proxies of required skills (e.g., the average skill level in occupations) or workers’ self-assessments of skill mismatch. In this paper, we use the Job Analysis Method (JAM) to determine the required skill levels of literacy and numeracy for all 4-digit ISCO08 unit groups of occupations in the same metric and scale as was used in PIAAC. JAM involves the use of occupational experts to rate the skill requirements in the different occupations. JAM has never been used before to identify required skill levels for literacy and numeracy as measured in PIAAC, and the paper thus presents the first results on the prevalence of skill shortages and skill surpluses in these key information-processing skills across different OECD countries and across different occupations and sectors that is based on a more direct estimate of the required skills. We provide estimates for the proportions of well-matched, overskilled and underskilled workers per country, and compare these with estimates based on alternative methods for estimating skill mismatch. We also compare JAM with these other methods in explaining wage differentials, as well as job satisfaction. We conclude that there are large differences in the estimates of the prevalence of skill mismatches depending on the method used. We show several advantages using JAM and discuss some of the limitations as well

Veranderingen in houdingen van Nederlanders ten opzichte van de Europese Unie

Changes in Dutch attitudes towards the European Union For decades, the Dutch were seen as relatively positive towards the European Union. However, in 2005 a majority of the Dutch population voted against the proposed European Constitution. Therefore, in this article we examine to what extent the Dutch ‘no’ marks a sudden change in attitudes, or is merely a manifestation of a gradual trend that started at an earlier stage of the European integration process. We raise the question to what extent attitudes towards the European Union have changed in the Netherlands, and further ask to what extent these changes can be attributed to characteristics of the context and the life course. We derive hypotheses from theories on the influence of birth cohort, societal context and life course on attitude changes. In order to test these hypotheses, we employ Eurobarometersurveys of 1973 to 2004, as well as additional data at the contextual level. Our findings suggest that in the Netherlands attitudes towards the European Union have become more negative since the early nineties, after becoming more positive in the preceding years. While characteristics of the birth cohort and the life course do not account for these changes, the development towards more political integration seems to provide an interesting explanation. However, even after adding respondents’ characteristics at the individual level to our models, variance in attitudes towards the European Union is hardly explained. Even though differences between social groups exist, attitudes towards the European Union seem to be largely unexplained

Identifying literacy and numeracy skill mismatch in OECD countries using the job analysis method

Skill mismatches have strong negative effects on productivity, job satisfaction, and other outcomes. To reduce skill mismatches, governments need to rely on accurate data on the prevalence of these mismatches. The Programme of the International Assessment of Adult Competences (PIAAC) is currently the most important data source providing excellent and unparalleled information for many countries on two key information-processing skills (i.e., literacy and numeracy skills). However, although these data contain rich information about possessed skills, countries lack directly comparable information on the required skills in those domains. Hence, it has been difficult to use the PIAAC data to identify skill mismatches, other than through proxies of required skills (e.g., the average skill level in occupations) or workers’ self-assessments of skill mismatch. In this paper, we use the Job Analysis Method (JAM) to determine the required skill levels of literacy and numeracy for all 4-digit ISCO08 unit groups of occupations in the same metric and scale as was used in PIAAC. JAM involves the use of occupational experts to rate the skill requirements in the different occupations. JAM has never been used before to identify required skill levels for literacy and numeracy as measured in PIAAC, and the paper thus presents the first results on the prevalence of skill shortages and skill surpluses in these key information-processing skills across different OECD countries and across different occupations and sectors that is based on a more direct estimate of the required skills. We provide estimates for the proportions of well-matched, overskilled and underskilled workers per country, and compare these with estimates based on alternative methods for estimating skill mismatch. We also compare JAM with these other methods in explaining wage differentials, as well as job satisfaction. We conclude that there are large differences in the estimates of the prevalence of skill mismatches depending on the method used. We show several advantages using JAM and discuss some of the limitations as well

Excellentieonderwijs: Selectie van studenten en individuele effecten

Item does not contain fulltextIn de periode van medio oktober 2015 tot december 2019 hebben wij onderzoek gedaan naar de effecten van excellentieonderwijs in het Nederlandse hoger onderwijs. Dit onderzoek was onderdeel van het onderzoeksprogramma Excellentie van het Nationaal Regieorgaan Onderwijsonderzoek. In dit rapport presenteren wij twee deelstudies van het bredere onderzoek naar excellentieonderwijs, namelijk op het gebied van (1) selectie van studenten voor excellentieonderwijs, en (2) individuele effecten van deelname aan excellentieonderwijs. De andere deelstudies binnen dit bredere onderzoek (namelijk over uitstralingseffecten van excellentieonderwijs op het reguliere onderwijs en op de reguliere organisatie, en over het werkgeversperspectief op excellentieonderwijs) worden besproken in separate rapporten. Een gezamenlijke korte samenvatting over alle deelstudies binnen dit bredere onderzoek naar excellentieonderwijs wordt even-eens gepresenteerd in een afzonderlijke bijdrage.126 p