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Fiche de ALBANDEA Ines

Bureau : Room 104 - Pôle AAFE Building
Tél. : +33 3 80 39 54 55
E-mail : ines.albandea@u-bourgogne.fr
Fonction : Assistant Associate Professor

Thesis

Thesis defended on November 26, 2019

Thesis director: Jean-François Giret

 

Thesis subject: Returning to training and atypical academic carreers – determinants and recognition on the labour market

 

Thesis Abstract: Life long learning appears as a major concern for our societies. After leaving the educational system, learning can imply returning to school or continuing education. Academic careers in France seem less and less linear. Young people are encouraged to make the most of college breaks in order to diversify their experiences. During their career, they are to be trained to « be free to choose their professional future », as mentions a new law. This thesis, then, aims at identifying the reasons why people go back to training and at stuying how such returns are seen by the labor market.
This work includes a preliminary chapter and three other chapters, each with specific data.
Based on a literature review, the preliminary chapter investigates the reasons why people go back to school or choose training. We analyze the theoretical conditions explaining the way such experiences are seen by the labor market. The data of the first chapter are from the Céreq “Génération 98” survey, which tracks formal education leavers during ten years. Such a longitudinal survey enables the study of the impact of non-linear pathways on recent graduates salaries, thanks to the instrumental variables method. Recent graduates with post-secondary education interruption receive a lower salary than their peers, ceteris paribus – even with high social and academic profile and good relational skills.
This seems to confirm the hypothesis of a negative signal to the employers.
The results of the first chapter lead us into the second part where we investigate the promotion of atypical academic careers by the labor market. We surveyed recruitment consultants with the factorial survey method in order to understand how they perceive such careers. More than a thousand CVs were evaluated by the consultants according to the probability of them giving a job interview. Our econometric analysis shows that the absence of details about temporary education interruption seem detrimental, ceteris paribus. Facing the lack of information, recruitment consultants would not take the risk of hiring a candidate who has been non-working. Although, this large signal effect does not apply if the candidate mentions a trip abroad or a “service civique” during the academic career.
In the third part we try to understand what determines a reinvestment in training – but only for working employees.We use the “Defis” survey lead by the Céreq. The data are from employees and companies questionnaires. Our results show that very few variables seem to impact the chance for an employee to seek training. Likewise, accessing to optional training seems to rely on individual motives and on job characteristics – even though company features do matter. This fact increases the inequality in training accessibility. Using a DID matching method shows that this type of training doesn’t seem to increase salaries.

 

Publications



16 documents

Article dans une revue

  • Inès Albandea. La perception des parcours d’études non linéaires par les recruteur·euse·s. L'Orientation scolaire et professionnelle, Institut national d'étude du travail et d'orientation professionnelle (INETOP-CNAM), 2020, 49 (1), pp.37-66. ⟨halshs-02559627⟩
  • Inès Albandea. La discrimination peut-elle être la cause des inégalités scolaires ?. Le Français Aujourd'hui, Armand Colin / Dunod ; Association française des professeurs de français ; Association française des enseignants de français (AFEF), 2020, pp.29-38. ⟨halshs-02865908⟩
  • Inès Albandea, Jean-François Giret. The effect of soft skills on French post-secondary graduates’ earnings. International Journal of Manpower, Emerald, 2018, 39 (6), pp.782 - 799. ⟨10.1108/IJM-01-2017-0014⟩. ⟨halshs-01888630⟩
  • Inès Albandea. La rentabilité salariale des parcours d'études non linéaires. Recherches en éducation, Université de Nantes, 2017, pp.156-168. ⟨halshs-01620440⟩

Communication dans un congrès

  • Inès Albandea, Jean-François Giret. Les compétences non académiques utiles aux étudiants sur le marché du travail. Actualité de la Recherche en Éducation et en Formation (AREF), AECSE (Association des Enseignants et des Chercheurs en Sciences de l'Éducation); SSRE (Société Suisse pour la Recherche en Éducation); ABC-Educ (Association belge des chercheurs en Education); Ceds; Lab-E3D; Laces; ESPE d'Aquitaine; Faculté des Sciences de l'Education de l'Université de Bordeaux, Jul 2019, Bordeaux, France. ⟨hal-02187295⟩
  • Inès Albandea. The Employer Perception of Non-linear Educational Pathways. A Vignette Study with French Employers. International Conference on Education Economics, Hungrian Academy of Sciences; Center for Economic and Regional Studies, Nov 2018, Budapest, Hungary. ⟨halshs-01947264⟩
  • Inès Albandea. Se former sans y être obligé. Le rôle du contexte de l'entreprise. 4ème Colloque Doctoral International de l'Education et de la Formation (CIDEF) 2018, CREAD (Centre de Recherche sur l'Éducation, les Apprentissages et la Didactique de Brest et de Rennes); CREN (Centre de Recherche en Education de Nantes), Oct 2018, Rennes, France. ⟨halshs-01917861⟩
  • Inès Albandea. La valorisation des parcours d'études non linéaires sur le marché du travail. 37e journées de l'Association d'Economie Sociale, AES (Association d'Economie Sociale), Sep 2017, Saint Denis, France. ⟨halshs-01614331⟩
  • Inès Albandea. Wage penalties for post-secondary education interruption in France. The XXVI meeting of the Economics of Education Association (AEDE), Economics of Education Association (AEDE), Jun 2017, Murcia, Spain. ⟨halshs-01614312⟩
  • Inès Albandea. The effect of soft-skills on French graduate pay. International Congress of the French Economic Association, AFSE (Association Française de Science Economique) Jun 2017, Nice, France. ⟨halshs-01614316⟩
  • Inès Albandea. La rentabilité salariale des parcours d'études non linéaires. Colloque doctoral international de l'éducation et de la formation, CREN (Centre de Recherche en Éducation de Nantes), Oct 2016, Nantes, France. ⟨halshs-01413134⟩
  • Inès Albandea, Jean-François Giret. Soft-skills and labour market outcomes : the case of young people French graduates. Competence 2016 Wageningen, Wageningen University and Research, Oct 2016, Wageningen, Netherlands. ⟨halshs-01413126⟩

Pré-publication, Document de travail

  • Inès Albandea, Jean-François Giret. L'effet des soft-skills sur la rémunération des diplômés. 2016. ⟨halshs-01264812⟩
  • Magali Danner, Christine Guégnard, Inès Albandea. Motivations des élèves en classe préparatoire publique aux écoles supérieures d'art. 2014. ⟨halshs-01089940⟩

Rapport

  • Magali Danner, Christine Guégnard, Inès Albandea. Motivation et poursuite de parcours des étudiants en école supérieure d'art ayant suivi une formation dans une école préparatoire publique ou privée : Rapport final. [Rapport de recherche] IREDU; CEREQ. 2014. ⟨halshs-01089932⟩

Thèse

  • Ines Albandea. Retour en formation et parcours d'études atypiques : déterminants et valorisation sur le marché du travail. Economies et finances. Université Bourgogne Franche-Comté, 2019. Français. ⟨NNT : 2019UBFCG006⟩. ⟨tel-02482511⟩

 

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ALBANDEA Ines
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ines.albandea@u-bourgogne.fr
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{tab=Thesis}

Thesis defended on November 26, 2019

Thesis director: Jean-François Giret

 

Thesis subject: Returning to training and atypical academic carreers - determinants and recognition on the labour market

 

Thesis Abstract: Life long learning appears as a major concern for our societies. After leaving the educational system, learning can imply returning to school or continuing education. Academic careers in France seem less and less linear. Young people are encouraged to make the most of college breaks in order to diversify their experiences. During their career, they are to be trained to « be free to choose their professional future », as mentions a new law. This thesis, then, aims at identifying the reasons why people go back to training and at stuying how such returns are seen by the labor market.
This work includes a preliminary chapter and three other chapters, each with specific data.
Based on a literature review, the preliminary chapter investigates the reasons why people go back to school or choose training. We analyze the theoretical conditions explaining the way such experiences are seen by the labor market. The data of the first chapter are from the Céreq “Génération 98” survey, which tracks formal education leavers during ten years. Such a longitudinal survey enables the study of the impact of non-linear pathways on recent graduates salaries, thanks to the instrumental variables method. Recent graduates with post-secondary education interruption receive a lower salary than their peers, ceteris paribus – even with high social and academic profile and good relational skills.
This seems to confirm the hypothesis of a negative signal to the employers.
The results of the first chapter lead us into the second part where we investigate the promotion of atypical academic careers by the labor market. We surveyed recruitment consultants with the factorial survey method in order to understand how they perceive such careers. More than a thousand CVs were evaluated by the consultants according to the probability of them giving a job interview. Our econometric analysis shows that the absence of details about temporary education interruption seem detrimental, ceteris paribus. Facing the lack of information, recruitment consultants would not take the risk of hiring a candidate who has been non-working. Although, this large signal effect does not apply if the candidate mentions a trip abroad or a “service civique” during the academic career.
In the third part we try to understand what determines a reinvestment in training – but only for working employees.We use the “Defis” survey lead by the Céreq. The data are from employees and companies questionnaires. Our results show that very few variables seem to impact the chance for an employee to seek training. Likewise, accessing to optional training seems to rely on individual motives and on job characteristics – even though company features do matter. This fact increases the inequality in training accessibility. Using a DID matching method shows that this type of training doesn’t seem to increase salaries.

{tab=Publications}

[cv-hal id=ines-albandea type=authIdHal_s]

 

fonction:
Assistant Associate Professor
fax:
cv:

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