Individualism, Human Capital Formation, and Labor Market Success
Katharina Hartinger, Sven Resnjanskij, Jens Ruhose, Simon Wiederhold
CESifo Working Paper,
No. 9391,
2021
Abstract
There is an ongoing debate about the economic effects of individualism. We establish that individualism leads to better educational and labor market outcomes. Using data from the largest international adult skill assessment, we identify the effects of individualism by exploiting variation between migrants at the origin country, origin language, and person level. Migrants from more individualistic cultures have higher cognitive skills and larger skill gains over time. They also invest more in their skills over the life-cycle, as they acquire more years of schooling and are more likely to participate in adult education activities. In fact, individualism is more important in explaining adult skill formation than any other cultural trait that has been emphasized in previous literature. In the labor market, more individualistic migrants earn higher wages and are less often unemployed. We show that our results cannot be explained by selective migration or omitted origin-country variables.
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International Emigrant Selection on Occupational Skills
Miguel Flores, Alexander Patt, Jens Ruhose, Simon Wiederhold
Journal of the European Economic Association,
No. 2,
2021
Abstract
We present the first evidence on the role of occupational choices and acquired skills for migrant selection. Combining novel data from a representative Mexican task survey with rich individual-level worker data, we find that Mexican migrants to the United States have higher manual skills and lower cognitive skills than nonmigrants. Results hold within narrowly defined region–industry–occupation cells and for all education levels. Consistent with a Roy/Borjas-type selection model, differential returns to occupational skills between the United States and Mexico explain the selection pattern. Occupational skills are more important to capture the economic motives for migration than previously used worker characteristics.
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Finance and Wealth Inequality
Iftekhar Hasan, Roman Horvath, Jan Mares
Journal of International Money and Finance,
November
2020
Abstract
Using a global sample, this paper investigates the determinants of wealth inequality capturing various economic, financial, political, institutional, and geographical indicators. Using instrumental variable Bayesian model averaging, it reveals that only a handful of indicators robustly matters and finance plays a key role. It reports that while financial depth increases wealth inequality, efficiency and access to finance reduce inequality. In addition, redistribution and education are associated with lower inequality whereas wars and openness to international trade contribute to greater wealth inequality.
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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,
No. 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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On the Effect of Business and Economic University Education on Political Ideology: An Empirical Note
Manthos D. Delis, Iftekhar Hasan, Maria Iosifidi
Journal of Business Ethics,
2019
Abstract
We empirically test the hypothesis that a major in economics, management, business administration or accounting (for simplicity referred to as Business/Economics) leads to more-conservative (right-wing) political views. We use a panel dataset of individuals (repeated observations for the same individuals over time) living in the Netherlands, drawing data from the Longitudinal Internet Studies for the Social Sciences from 2008 through 2013. Our results show that when using a simple fixed effects model, which fully controls for individuals’ time-invariant traits, any statistically and quantitatively significant effect of a major in Business/Economics on the Political Ideology of these individuals disappears. We posit that, at least in our sample, there is no evidence for a causal effect of a major in Business/Economics on individuals’ Political Ideology.
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Trust in Banks
Zuzana Fungáčová, Iftekhar Hasan, Laurent Weill
Journal of Economic Behavior and Organization,
2019
Abstract
Trust in banks is considered essential for an effective financial system, yet little is known about what determines trust in banks. Only a handful of single-country studies discuss the topic, so this paper aims to fill the gap by providing a cross-country analysis on the level and determinants of trust in banks. Using World Values Survey data covering 52 countries during the period 2010–2014, we observe large cross-country differences in trust in banks and confirm the influence of several sociodemographic indicators. Our main findings include: women tend to trust banks more than men; trust in banks tends to increase with income, but decrease with age and education; and access to television enhances trust, while internet access erodes trust. Additionally, religious, political, and economic values affect trust in banks. Notably, religious individuals tend to put greater trust in banks, but differences are observed across denominations. The holding of pro-market economic views is also associated with greater trust in banks.
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Africa’s Skill Tragedy
Jan Bietenbeck, Marc Piopiunik, Simon Wiederhold
Journal of Human Resources,
No. 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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Die Mär vom egoistischen Ökonomen – Wie Ökonomen auf Anreize reagieren
Dmitri Bershadskyy
Wirtschaft im Wandel,
No. 1,
2018
Abstract
Menschen, die über ökonomische Bildung verfügen, reagieren stärker auf wirtschaftliche Anreize. Entgegen der verbreiteten Annahme handeln Ökonomen jedoch nicht egoistischer als Nicht-Ökonomen, wenn es darum geht, gemeinsam ein öffentliches Gut zu finanzieren. Mit Hilfe eines Experiments, in dem die Teilnehmer echtes Geld gewinnen konnten, wird gezeigt, dass Ökonomen sich stärker an den vorliegenden Anreizstrukturen orientieren. Auf der einen Seite tragen Ökonomen am Anfang leicht höher zu dem öffentlichen Gut bei und fangen signifikant später an, von der sozial optimalen Strategie abzuweichen. Auf der anderen Seite leisten Ökonomen zum Ende des Experiments, wenn Trittbrettfahrerverhalten weniger Konsequenzen hat, deutlich geringere Beiträge als Nicht-Ökonomen. Im zweiten Teil des Experiments wird den Teilnehmenden die Möglichkeit gegeben, in eine Erleichterung der kooperativen Finanzierung des öffentlichen Guts zu investieren, wobei zwischen einem investitionsfreundlichen (Geld-zurück-Garantie) und einem weniger investitionsfreundlichen Szenario (keine Garantie) unterschieden wird. Das Experiment zeigt, dass die Probanden mit ökonomischer Ausbildung auf diesen kleinen Unterschied in den Anreizstrukturen stärker reagieren.
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Endogenous Institution Formation in Public Good Games: The Effect of Economic Education
Martin Altemeyer-Bartscher, Dmitri Bershadskyy, Philipp Schreck, Florian Timme
IWH Discussion Papers,
No. 29,
2017
Abstract
In a public good experiment, the paper analyses to which extent individuals with economic education behave differently in a second-order dilemma. Second-order dilemmas may arise, when individuals endogenously build up costly institutions that help to overcome a public good problem (first-order dilemma). The specific institution used in the experiment is a communication platform allowing for group communication before the first-order public good game takes place. The experimental results confirm the finding of the literature that economists tend to free ride more intensively in public good games than non-economists. The difference is the strongest in the end-game phase, yielding in the conclusion that the magnitude of the end-game effect depends on the share of economists in the pool of participants. When it comes to the building-up of institutions, the individual efficiency gain of the institution and its inherent cost function constitute the driving forces for the contribution behaviour. Providing an investment friendly environment yields in economists contributing more to the institution than non-economists. Therefore, we make clear that first-order results of a simple public good game cannot be simply applied for second-order incentive problems.
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Paternal Unemployment During Childhood: Causal Effects on Youth Worklessness and Educational Attainment
Steffen Müller, Regina T. Riphahn, Caroline Schwientek
Oxford Economic Papers,
No. 1,
2017
Abstract
Using long-running data from the German Socio-Economic Panel (1984–2012), we investigate the impact of paternal unemployment on child labour market and education outcomes. We first describe correlation patterns and then use sibling fixed effects and the Gottschalk (1996) method to identify the causal effects of paternal unemployment. We find different patterns for sons and daughters. Paternal unemployment does not seem to causally affect the outcomes of sons. In contrast, it increases both daughters’ worklessness and educational attainment. We test the robustness of the results and explore potential explanations.
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