Search

Conflicten op het werk worden vaak gevreesd en daarom ook vaak vermeden. Toch is af en toe constructief in conflict gaan met je leidinggevende of collega’s een van de vele tips die je in dit boek vindt. De rode draad? Inzichten vanuit wetenschappelijk onderzoek die je helpen om je carrière in eigen handen te nemen. We werken langer dan ooit. Zelfs als we de lotto winnen, blijven we werken, zo blijkt uit onderzoek. Tijdens onze loopbaan worden we met heel wat vragen geconfronteerd: • Is minder werken goed voor mijn welzijn? • Hoe houd ik netto meer over? • Hoe voorkom ik een burn-out? • En hoe pak ik telewerk het beste aan? Met stapels onderzoeken onder de arm geven achttien UGent-wetenschappers antwoord op deze en nog veel meer vragen, die ze ontvingen na een bevraging van bijna 3.000 Vlamingen. Via onderbouwd advies, zelftests en eigen best practices bieden ze inspiratie rond alle aspecten van werk. In In conflict gaan met je baas ontdek je hoe je de loopbaan van je dromen vormgeeft. Van aanwerving tot pensioen.

Research exploiting data on classic (offline) couple formation has confirmed predictions from evolutionary psychology in a sense that males attach more value to attractiveness and women attach more value to earnings potential. We examine whether these human partner preferences survive in a context of fewer search and social frictions. We do this by means of a field experiment on the mobile dating app Tinder, which takes a central place in contemporary couple formation. Thirty-two fictitious Tinder profiles that randomly differ in job status and job prestige are evaluated by 4,800 other, real users. We find that both males and females do not use job status or job prestige as a determinant of whom to show initial interest in on Tinder. However, we do see evidence that, after this initial phase, males less frequently begin a conversation with females when those females are unemployed but also then do not care about the particular job prestige of employed females.

Internships during tertiary education have become substantially more common over the past decades in many industrialised countries. This study examines the impact of a voluntary intra-curricular internship experience during university studies on the probability of being invited to a job interview. To estimate a causal relationship, we conducted a randomised field experiment in which we sent 1,248 fictitious, but realistic, resumes to real job openings. We find that applicants with internship experience have, on average, a 12.6% higher probability of being invited to a job interview.

The literature on workplace learning in secondary education has mainly focussed on vocational education programmes. In this study, we examine the impact of internship experience in secondary education on a student's schooling and early labour market outcomes, by analysing unique, longitudinal data from Belgium. To control for unobserved heterogeneity, we model sequential outcomes by means of a dynamic discrete choice model. In line with the literature on vocational education programmes, we find that internship experience has a positive effect on labour market outcomes that diminishes over time, although within the time window of our study, we find no evidence for a null or negative effect over time.

In this study, we examine the impact of an individual’s education level on her/his mating success by means of a field experiment on the mobile dating app Tinder, using a sample of 3,600 profile evaluations. In line with previous studies from the field of evolutionary psychology, our results indicate a heterogeneous effect of education level by gender: while females strongly prefer a highly educated potential partner, we cannot accept this hypothesis for males. Additionally, in contrast with previous literature on partner choice in an offline context and on classic online dating websites, we do not find any evidence for educational assortative mating, i.e. preferring a partner with a similar education level, on mobile dating apps such as Tinder. We argue that this is due to our research design, which allows us to examine actual (instead of stated) mate preferences in a dating market without search frictions and social frictions.

This study examines the impact of enrolling into dual apprenticeship programs in secondary education on six early employment outcomes. Our contribution to the literature is threefold. First, we estimate – within the same, Belgian secondary education framework – the effects of two distinct types of dual programs that combine part-time school- or training centre-based instruction with an apprenticeship in a firm. Second, these effects are identified by estimating a dynamic model capturing subsequent educational and labour market outcomes to control for the dynamic selection of students into dual programs. Third, this approach enables us to distinguish between the programs' direct effects (conditional on educational achievement) and indirect effects (via educational achievement). We find evidence for short-term labour market advantages but only for the program with the most days of in-field training. With these findings we contribute to the international discussion on the optimal design of vocational programs.

This study examines the direct and indirect impact (via educational achievement) of student work during secondary education on later employment outcomes. To this end, we jointly model student work and later schooling and employment outcomes as a chain of discrete choices. To tackle their endogeneity, we correct for these outcomes' unobserved determinants. Using unique longitudinal Belgian data, we find that pupils who work during the summer holidays of secondary education are 15.3% more likely to have a job three months after leaving school. This premium to student work experience is higher when pupils also work during the academic year and diminishes for later employment outcomes. When decomposing this total effect, it turns out that the direct returns to student work overcompensate its non-positive indirect effect via tertiary education enrolment.

We review the theories put forward, methodological approaches used, and empirical conclusions found in the multidisciplinary literature on the relationship between student employment and educational outcomes. A systematic comparison of the empirical work yields new insights that go beyond the overall reported negative effect of more intensive working schemes and that are of high academic and policy relevance. One such insight uncovered by our review is that student employment seems to have a more adverse effect on educational choices and behaviour (study engagement and the decision to continue studying) than on educational performance (in particular, graduation).