Educational Authority in the ''Open Door'' Marketplace

Autor/inn/en	Deterding, Nicole M.; Pedulla, David S.
Titel	Educational Authority in the ''Open Door'' Marketplace
Quelle	In: Sociology of Education, 89 (2016) 3, S.155-170 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040716652455
Schlagwörter	Labor Market; Employers; Academic Degrees; Employment Qualifications; Teacher Selection; Private Colleges; Public Colleges; Educational Quality; Higher Education; Teacher Education Programs; Social Stratification; Human Capital; Job Applicants; Employer Attitudes; Multivariate Analysis; Statistical Analysis; California (Los Angeles); Massachusetts (Boston); New York (New York) + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Privathochschule; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Zusammensetzung; Humankapital; Bewerber; Arbeitgeberinteresse; Multivariate Analyse; Statistische Analyse
Abstract	In recent years, private for-profit education has been the fastest growing segment of the U.S. postsecondary system. Traditional hiring models suggest that employers clearly and efficiently evaluate college credentials, but this changing institutional landscape raises an important question: How do employers assess credentials from emerging institutions? Building on theories of educational authority, we hypothesize that employers respond to an associate's degree itself over the institution from which it came. Using data from a field experiment that sent applications to administrative job openings in three major labor markets, we found that employers responded similarly to applicants listing a degree from a fictional college and applicants listing a local for-profit or nonprofit institution. There is some evidence that educational authority is incomplete, but employers who prefer degree-holders do not appear to actively evaluate institutional quality. We conclude by discussing implications of our work for research on school to labor market links within the changing higher education marketplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01