Over-Education and Income of the Distance Learner
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Over-Education and Income of the Distance Learner Li Fengliang1 • Wang Liang1
Received: 16 February 2018 / Accepted: 19 March 2019 Ó De La Salle University 2019
Abstract With the expansion of distance education, the problem of over-education in the system of distance education has emerged, but it seems that none of the existing empirical studies have addressed this issue. This study conducts an empirical and comparative analysis of the problem of over-education between distance education and face-to-face education by analyzing nationwide adult data in China. The empirical results show that distance-education learners are more likely to experience over-education compared to face-to-face education learners; however, over-education does not have a significantly negative relationship with distance-education learners’ income. Keywords Over-education Distance education Face-to-face education Income
Introduction With the expansion of higher education in the world, more and more individuals with higher degrees entered the labor market. As a result, many higher education graduates had to choose jobs below their educational level. This situation is defined as over-education where the individual educational level is higher than the necessary educational level for his/her job (Bishop 1995; Groot and van den Brink 2000). & Li Fengliang [email protected] Wang Liang [email protected] 1
Institute of Education, Tsinghua University, Beijing 100084, China
Scholars believe that the emergence of over-education was due to a mismatch between education and the labor market (Bishop 1995; Chatterji et al. 2003; Figueiredo et al. 2015; Li et al. 2010; Patrinos 1997; Wronowska 2017). As the result of the pervasive and persistent emergence of over-education (Groot and van den Brink 2000), coupled with the negative influences on individual and society brought about by over-education, there is educational wastage of and a decline in enthusiasm at the workplace (Bishop 1995). The problem of over-education has always been a front-burner issue in the field of education. However, it seems that there is no research on overeducation in distance education (to the present authors’ knowledge). Over the years, the increasing popularity of the Internet has made it possible for more and more learners to acquire higher education through distance education. Since the late 1990s, the number of graduates by distance education in China has gained sustainable growth at a comparatively rapid speed (Li et al. 2014). From another culture, Goodman et al. (2016) found that online learning has greatly improved the proportion of the American learners who acquired higher education. They found that, through online distance learning, the number of learners who obtained master’s degree in computer science has been increasing by 7% in the United States each year. Many studies on overeducation also found that with the expansion of higher education and the unchanged labor market, university graduates are more likely to experience over-educati
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