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The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran.

For this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis.

The findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines.

The present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.

This study takes the position that the vitality of academic libraries is grounded in the working experiences of its librarians. It suggests that a full understanding of problems facing contemporary information professionals in the post-industrial workplace requires an analysis of the labouring aspects as well as the professional nature of their work. The study of changes in the academic library work experience thus depicts the state of the library, and has implications for other intellectual workers in a social environment characterized by expanding information technologies, constricted economic resources, and the globalization of information production. Academic librarians have long recognized that their vocation lies not only in the classical role in information collection, organization, and dissemination, but also in collaboration with faculty in the teaching and research process, and in the contribution to university governance. They are becoming increasingly active in the protection of information access and assurance of information quality in view of information degradation on the Internet and various compromises necessitated by interaction with third party commercial information producers.

The purpose of this paper is to provide a better understanding of the links between labor market conditions and academic performance by disentangling the effects of unemployment. The contribution of this study is, therefore, threefold: first, it provides new evidence on the link between labor market conditions and educational decisions; second, it quantifies separately the two separate effects of unemployment on academic performance at age 15; and third, it analyses heterogeneous effects of the “family” and “local labor market” – proxied through the unemployment rate of the school community – effects.

The analysis of the impact of unemployment on academic performance is performed through hierarchical linear regressions.

The results show that academic performance at age 15 is affected by labor market conditions, and, at the same time, previous performance determines future educational decisions. Thus, these results highlight the sensitivity of students’ educational decisions and academic performance to shifts in the labor market.

This suggests that strategies aimed at reducing early school dropout rates should not be restricted solely to the education system. In other words, school failure is not only dependent on schools and, hence, on education policies.

This paper contributes to the existing literature by providing new evidence on the relationship between short-term labor market dynamics and academic performance. More specifically, this paper represents a significant step forward in comparison to the previous literature as it has provided responses to three key questions faced by countries with high unemployment and high early school dropout.

Aims to extend internal labour market theory by identifying sub‐markets that influence administrative staffing decisions, and to test a theoretical model regarding the role of sub‐markets in explaining decisions to hire or promote. Hypothesizes that two latent dimensions (hierarchical and functional) of labour markets would explain these decisions. Analyses data from personnel records for position vacancies in a major university for three years 1982‐85 (n = 840), and confirms the fit of the theoretical model. Staffing decisions are directly influenced by characteristics associated with the sub‐markets of the position.

This paper aims to explore the contrast between stable and dynamic labour markets in academe in light of career theories that were originally developed for business environments.

A conceptual design, offering the eco‐system as a framework.

It evaluates their relevance and applicability to dynamic and global academic labour markets using the emerging novel eco‐system theory. Lessons are drawn for individual scholars employed in the higher education sector as well as to institutions.

The paper suggests practical indications for people‐management within academe. It integrates human capital theory, psychological‐contract concepts and career perspectives about people‐management with practical career advice for the sector.

The paper offers a conceptual framework to better understand labour markets, in particular academic labour markets, using eco‐system as a strong explanatory power.

Participation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated profession, and the authors do not find many women in this sector. What factors contribute to this significant gender differences in engineering education and labour market in India? In this context, this study aims to examine the factors that explain the gender variations in academic performance and labour market outcomes (placement and earnings) of engineering graduates in India.

The paper is based on primary survey data from fourth-year engineering students in Delhi, collected in 2018–2019, with a total sample size of 3186. The study uses Ordinary least square method (OLS) and Heckman selection model to analyse gender differences in academic performance and labour market outcomes of engineering graduates, respectively.

The study finds that academic performance of male students is around 10.4% more than female students. However, this difference is heavily influenced by various socioeconomic and institutional factors. Interestingly, 3% of female engineering graduates have received more job offers than males, which contradicts the common belief that women engineers face job discrimination in the labour market in India. However, the authors find that male engineers earn around 7% more than female engineers shows the evidence of pro-male gender wage inequality in earnings. The findings support that there is a considerable variation in academic performance and earnings between male and female engineering graduates.

While the authors find some literature in the area of gender difference in the academic performance and labour market among university graduates in India, studies in the field of engineering education are sparse. In a context where fewer women are found in the field of engineering education along with low participation in the labour market, the findings of this study significantly contribute to the policy making.

The institution of tenure has elicited debate and controversy since its introduction in higher education. Proponents argue the need for tenure based on academic freedom and efficient university governance. Critics argue that it represents inefficiency in the higher education labor market and protects less productive faculty members. The use of tenure in academic libraries has been no less controversial, with only 40−60% of academic libraries supporting tenure track positions for academic librarians. This dichotomy in the labor market for academic librarians represents a natural experiment and allows for the testing of the presence of a compensating wage differential for tenure.

This study examines 10 years’ worth of cross-sectional data drawn from member libraries of the Association of Research Libraries (ARL). Models examine both the institutional characteristics of tenure-granting ARL academic libraries and the impact of tenure on starting salaries. Issues related to both a union wage premium and a compensating wage differential due to tenure are explored. The results of this research suggest that tenure, while serving other functions within an academic library setting, does not have the predicted impact on starting salaries.

The purpose of this paper is to investigate to what extent male and female PhDs choose academic vs non‐academic employment. Further, it analyses gender earnings differences in the academic and non‐academic labour markets.

Rich Swedish cross‐sectional register data on the stock of PhDs in 2004 is used for investigating differences between male and female PhDs in earnings levels and in the choice of labour market (in academia or outside academia).

No significant gender differences prevail for the probability of becoming academically employed. On average, women earn 16 per cent less than men, and the academically employed earn 26 per cent less than PhDs outside academia. In the non‐academic labour market, women earn approximately 25 per cent less than men, and this gender gap stays constant over time. Within academia, men and women start at similar earnings levels, but higher returns to graduate experience for men causes the gender earnings differences to increase over time to approximately 18 per cent by ten years after graduation.

Provides background information relevant for efforts to make efficient use of female scientific human capital.

The study is the first to investigate career‐choice and earnings of Swedish PhDs. Further, the study is the first to investigate both the academic and the non‐academic labour markets.

The paper aims to argue that US colleges and universities resemble a “leaning tower” with ever expanding layers of administrators and managers who control and dominate university life. This set of institutional changes has altered the way that college administrators are recruited.

The paper uses recent developments in institutional theories of organisations to explain the changing environment facing US colleges and universities and the role that college administrators play in this environment. The paper matches data from a sample of administrative positions advertised in the 2004‐2005 Careers section of the Chronicle of Higher Education with web‐based data on incumbents subsequently hired for each position. These data are supplemented with aggregate statistics provided by the Chronicle and the American Association of University Professors (AAUP).

Results suggest that only a small number of administrative positions advertised involve academic appointments with tenure and that the educational qualifications advertised span a surprisingly wide spectrum of credentials other than academic PhD's. Ethnically underrepresented groups and women are most likely to hold jobs requiring PhD's while whites and men occupy most of the positions where qualifications are ambiguous or classic academic qualifications are not called for.

The paper is the first to discuss the growing distinctive labour market for college administrators while providing preliminary data on the diversity effects of this labour market.

This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.

The authors used a rich data set of administrative records for test scores, individual background and adult earnings of a cohort of agents, covering a period spanning the agents' upper-secondary education and their early years in the labor market.

The authors find that students with the highest SES obtained a 1.5 standard deviations higher score in the college admission test than students who had the same academic outcomes in the eighth grade test but belong to the lowest SES. Similarly, among students that obtained the same scores in the college admission test, those with the highest SES earned monthly wages 0.7 standard deviations higher than those with the lowest SES.

The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.