D 5.5 - Policy synthesis and integrative report on ...€¦ · This synthesis report summarises the main objectives and findings of each of the component ... The Great Recession has

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under Grant Agreement no. 613256.

D 5.5 - Policy synthesis and integrative report on Mismatch Skills and Education Seamus McGuinness and Vladislav Flek Economic and Social Research Institute and Metropolitan University Prague STYLE-WP5: Mismatch: Skills and Education 24 February 2016 Version – 1.0 Submission date - Planned: 29/02/2016 Actual: 24/02/2016

2 McGuinness and Flek STYLE Working Papers are peer-reviewed outputs from the www.style-research.eu project. The series is edited by the project coordinator Professor Jacqueline O’Reilly. These working papers are intended to meet the European Commission’s expected impact from the project:

i) to ‘advance the knowledge base that underpins the formulation and implementation of relevant policies in Europe with the aim of enhancing the employment of young people and their transition to economic and social independence’, and

ii) to engage with ‘relevant communities, stakeholders and practitioners in the research with a view to supporting employment policies in Europe.’ Contributions to a dialogue about these results can be made through the project website www.style-research.eu, or by following us on Twitter @STYLEEU.

To cite this report: McGunniess, S. and Flek, V. (2016) Policy Synthesis on Mismatch Skills and Education STYLE Working Papers, WP5.5. CROME, University of Brighton, Brighton. http://www.style-research.eu/publications/working-papers © Copyright is held by the authors About the authors Seamus McGuinness- http://www.style-research.eu/team/seamus-mcguinness

Vladislav Flek - http://www.style-research.eu/team/vladislav-flek/

Acknowledgements The research leading to these results has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no. 613256.

D 5.5 - Policy synthesis and integrative report on Mismatch Skills and Education 3

Table of Contents 1. Introduction ..................................................................................................................................... 4

1.1 The Drivers of Overeducation .................................................................................................... 4

1.2 Transitions and labour market flows – who moves where and how? ......................................... 5

1.3 Are students crowding out the low skilled? ................................................................................ 6

1.4 Recruitment and education provision effects on graduate overeducation and over-skilling ...... 7

2. Policy themes ................................................................................................................................. 92.1 Human capital development in third-level institutions ................................................................ 9

2.2 Transitions from education to work .......................................................................................... 10

2.3 Exposure to employment mismatch and separation in employment ........................................ 10

3. Bibliography .................................................................................................................................. 124. Recent titles in this series ............................................................................................................. 135. Research Partners ........................................................................................................................ 186. Advisory Groups ........................................................................................................................... 19

4 McGuinness and Flek

1. Introduction

This synthesis report summarises the main objectives and findings of each of the component tasks of

WP5 examining the mismatch of education and skills before reflecting on their combined contribution

to understanding some of the challenges and barriers faced by young people in Europe today. The

four tasks consisted of:

• Task 5.1: Drivers of overeducation

• Task 5.2: Transitions and labour market flows – who moves where and how?

• Task 5.3: Are students crowding out low-skilled youth?

• Task 5.4: Recruitment and education provision effects on graduate overeducation and over-

skilling

1.1 The Drivers of Overeducation

Overeducation describes the phenomenon whereby individuals are employed in jobs for which they

are overqualified. Despite the fact that overeducation is a heavily researched phenomenon, in their

STYLE study, McGuinness, Bergin & Whelan (2015a) argue that almost all of the research to date,

has relied on country specific cross-sectional or panel data sets. Studies have tended to focus on

identifying the individual or firm-level determinants of overeducation or its impacts on individual

outcomes such as income and job satisfaction. As a consequence, largely arising from the lack of

aggregate time series data, little is known of how overeducation evolves across countries over time or

the macroeconomic, demographic and institutional forces that drive it.

After analysing the time-series data, the study finds that while overeducation tends to rise over time in

a number of European countries, this is by no means a universal pattern. Overeducation was found to

be static and had even declined in some European countries. Indeed, a positive finding was that

overeducation had not risen in the majority of countries in our study.

Despite such disparities, long-run trends and relationships were found to exist within and between

countries. The evidence suggests that while overeducation rates in Europe are converging upwards

over time, the general pattern of overeducation growth is linked across many countries. Therefore,

while overeducation rates are generally converging to a higher level, they tend to follow a similar


trend pattern suggesting that the phenomena responds in a similar way to external shocks and,

consequently, is likely to react in similar ways to appropriate policy interventions. However, the

research suggests that overeducation within peripheral states evolves somewhat differently relative to

the rest of Europe, suggesting that a separate policy response is likely to be appropriate.

Finally, in terms of the determinants of overeducation, some common themes emerge. The interaction

of labour market demand and supply is important and overeducation is undoubtedly linked to

education over-supply. Labour deregulation, in the use of temporary workers, tends to stimulate the

growth in overeducation in many countries while migration tends to lower it in new and peripheral

states.

1.2 Transitions and labour market flows – who moves where and how?

Youth labour markets are specific for several reasons. First, only a fraction of school leavers and

university graduates immediately manage to find a stable and satisfactory job. The rest initially face

unemployment or frequent job changes combined with repeated unemployment spells. The Great

Recession has amplified the existing difficulties of young people on labour markets, a situation which

has resulted in youth unemployment rates increasing faster than prime-age unemployment rates. To

explore the question further, Flek & Mysíková (2016) analyse, in detail, the youth labour market

dynamics in selected EU countries over various stages of the Great Recession. Specifically, the

research focuses on the following questions:

1. How do labour market dynamics, expressed by the aggregate movements (gross flows) of

young people between employment, unemployment and inactivity, differ from the dynamics of

prime-age labour market?

2. How different are the probabilities of young and prime-age individuals to change their labour

market states? Do these probabilities differ with respect to key individual characteristics of

young people?

3. How do the movements of individuals from one labour market status to another shape the

development of youth and prime-age unemployment rates?


4. How do unemployment durations and the characteristics of young and prime-age unemployed

influence their chances to find a job?

The study uses monthly EU SILC longitudinal data, extracted for periods from January 2008 to

December 2009, January 2010 to December 2011, and January 2012 to December 2012, for a range

of countries across the diversity of the EU. The south-west of the EU is represented by France, Italy

and Spain, the former communist economies by the Czech Republic and Poland, and Austria is

included to represent low unemployment/high productivity countries. The decomposition of changes in

the youth and prime-aged unemployment rate into inflows and outflows is a particularly novel aspect

of this study and allows insights into differences the dynamic evolution of youth and prime aged

unemployment across countries and across time.

Applying a range of estimation techniques such as decompositions, duration models and probit

models the analysis yields a number of key findings including that young people “churn” through the

labour markets relatively more frequently i.e. young workers are relatively more involved in gross

flows than their prime-age counterparts. The study found that young people are more likely to become

unemployed (from employment) but are also more likely to move from unemployment to employment

(relative to prime-age workers). The patterns are consistent across countries although there are some

variations in the rates. With respect to the individual characteristics that influenced labour market

transitions, higher levels of schooling were a key factor influencing the likelihood of exiting

unemployment to employment. Schooling, along with work experience, is crucial also for diminishing

the probability of losing job and becoming unemployed.

The decomposition analysis revealed that in the initial period, increases in youth unemployment rates

were relatively higher due to disproportionate inflow from employment relative to prime-age. While the

pattern had temporarily dissipated in the period 2010-2011, the result suggests that young peoples’

relative exposure to job lose is particularly high during recession. Finally, the study found that the

length of time that it takes unemployed youth to find work varies from country to country, raising some

questions with respect to the administration of the Youth Guarantee, which is implemented following

four months unemployment duration in all participating countries.

1.3 Are students crowding out the low skilled?

The massification of tertiary education across Europe is taking place alongside other structural

processes and changes that increase job polarisation and competition for low-skilled jobs. At the

same time, the number of student workers has grown extensively. This study addresses the fairly


under-researched issue of the extent to which the growing numbers of university students are

replacing low-skilled workers in low-skilled jobs and whether there is competition between low-skilled

youth and student youth in low-skilled occupations. More specifically, using a number of sources,

including the EU LFS and the EUROSTUDENT project, the authors seek to answer three overarching

questions:

1. To what extent are the growing numbers of university students replacing low-skilled

workers in low-skilled jobs?

2. How has this been affected by the crisis?

3. What are employers’ preferences in low-skilled jobs and in student jobs?

This research by Beblavý, Fabo, Mýtna Kureková, and Žilinčíková (2015) found that students labour

market are dispersed across the low- to medium-skilled segment of the labour market and is not

exclusively concentrated in the least skill-intensive jobs/occupations. The findings support the

‘complementarily view’ of the coexistence of student employment and low-skilled employment rather

than the crowding out theory.

1.4 Recruitment and education provision effects on graduate overeducation and over-skilling

This study focuses on the labour market transitions of newly qualified European university graduates

on the basis of consistent evidence that young labour market entrants are disproportionately more

likely to become mismatched. The study explores the potential role of universities in determining the

extent of graduates both through the manner in which human capital is developed within degree

programmes and the part played by third-level institutions in smoothing the transition of graduates to

the labour market. In terms of the literature, the paper contributes an analysis of the extent to which

educational institutions can help eliminate mismatch through more effective human capital

development and reducing information asymmetries between prospective workers and firms.

Consequently, this work considers the relevance of both Human Capital Theory (HCT) and signalling

theory to the overeducation debate.

The paper addresses two central key research questions in the following order:

1. Is graduate mismatch related to the nature of the route into employment? Are certain

modes of entry more heavily correlated with over-education or over-skilling and do

universities have a role in alleviating this?

2. To what extent is labour market mismatch related to the variations in the structure of

degree university programmes?


The authors, McGuinness, Whelan and Bergin (2015b), use the Flexible Professional in the

Knowledge Society (REFLEX) data set. The results of the study support the view the higher education

institutions have an important role to play in combating labour market mismatch among graduates. In

terms of routes into the labour market, higher education work placements with the potential to develop

into permanent posts and the provision of higher education job placement assistance have very

substantial impacts in reducing the incidence of graduate overeducation. The research supports the

view that by strengthening links with employers and investing more heavily in career-support

functions, universities and third-level institutions can play an important role in matching graduates

with jobs. Higher education institutions can also play an important role in terms of educating students

in the job search methods to undertake and avoid. For example, the study shows that the use of

private employment agencies significantly heightens the risk of subsequent mismatch.

With respect to course composition, the authors provides clear evidence that a higher concentration

of work-related components such as research projects, work placements, the acquisition of

facts/practical knowledge and project/problem-based learning can reduce the probability of graduate

mismatch in first employment. The authors show that there is a strong inverse relationship between

the aggregate number of vocational course components in a degree programme and the probability of

mismatch in first job. The pay-off to increasing the practical aspects of programme delivery appear

largest in degree courses generally classified as more academic in nature suggesting that practical

learning approaches and placements should be adopted in most, if not all, degree programmes.


2. Policy themes

The research reports published under work package five inform policy under a in a number of key

aspects of young peoples’ lives. In particular, important findings and policy implications can be drawn

regarding (i) human capital development in third-level institutions (ii) transitions from education to

work and (iii) the relative exposure to employment mismatch and separation in employment.

2.1 Human capital development in third-level institutions

The findings from Task 5.3 and 5.4 both emphasise the importance of practical learning within degree

programmes and suggest that students can further develop their human capital through part-time

work while studying without imposing additional costs on low-skilled workers. In terms of university

provision, the study by McGuinness, Bergin and Whelan (Task 5.1) demonstrates that there are large

positive impacts associated with learning elements, such as, research projects, work placements, the

acquisition of facts/practical knowledge and project/problem-based learning. Furthermore, the

research also demonstrates that a graduates likelihood of experiencing either overeducation or over-

skilling on entering the labour market is lower the higher the number of practical learning elements

within their degree programme. Task 5.4 also shows that the payoff to practical learning tends to be

highest within degree programmes traditionally considered to be academic in nature. Given that the

negative impacts of worker mismatch are known to be substantial and long-lasting with respect to

earnings, job satisfaction, and career progression, the research suggests that the formulation of

workplace and practical skills, specifically through elements, such as, work placements etc., should

be a key component of all European degree programmes, irrespective of field of study.

The finding of the importance of work relevant human capital formation deriving from Task 5.4 also

suggests that the acquisition of practical work based learning through part-time employment, in

combination with study, also has the capacity to enhance the quality of job match in first employment.

The fact that Task 5.3 shows that students can acquire such skills without imposing additional costs

on low and medium skilled workers is also a positive finding.

However, there is not sufficient evidence from the either Task 5.3 or 5.4 to conclude that the impacts

of part-time work on students total human capital formation is strictly positive, as it likely that an

increase in part-time work may also have some negative impacts on classroom based human capital

formation. More research is needed to inform policy on the net effects of part-time work on

10 McGuinness and Flek subsequent total skill acquisition and labour market outcomes.

2.2 Transitions from education to work

Not only does Task 5.4 generate important lessons for higher education institutions in terms of degree

structure, but also with respect to routes into the labour market. The authors McGuinness, Whelan &

Bergin show that acquiring a job with the aid of a university substantially reduces the incidence of

labour market mismatch in first employment. By strengthening links with employers and investing

more heavily in career-support functions, universities and third-level institutions can play an important

role in matching graduates with jobs by eliminating many of the informational asymmetries that can

lead to graduate mismatch. Higher education institutions can play an important role in terms of

educating students in the job search methods to employ and those to avoid. For instance, it is clear

from the results of Task 5.4 that the use of private employment agencies significantly heighten the

risk of subsequent mismatch, perhaps due to the fact that such organisations are primarily motivated

by achieving a job placement and have little incentive, or capacity, to ensure the quality of any match.

A limitation of the study is that it focuses on a relatively narrow period following graduation and more

research is certainly required into the more long-run impacts of the role of job search on labour

market outcomes.

2.3 Exposure to employment mismatch and separation in employment

Both Task 5.1 and 5.2 indicate that in many countries young people face (a) a higher risk of exposure

to overeducation throughout the economic cycle and (b) a higher risk of job loss during recession.

Both tasks suggest that young people are less likely to have their qualifications fully recognised within

the labour market and are most likely to be fired during a downturn in the economic conditions. The

research from Task 5.1 and 5.2 suggest that policy has a role to play in reducing transitions into

overeducation and unemployment, both of which have potentially devastating impacts on future

labour market outcomes and progression, amongst young workers. With respect to youth

overeducation, the initial findings of Task 5.1 shows that the unrestricted expansion of higher

education supply and increased labour market deregulation tend to stimulate rates of overeducation.

The principal policy implication from the study is that, in order to prevent the growth in overeducation,

governments should take more full account of the prevailing structure of labour demand within an


economy before formulating policies around higher education expansion or increasing labour

flexibility.

With respect to the higher incidence of job loss amongst young workers, Task 5.2 suggest that policy

needs to be more focused on protecting the position of young workers in the labour market during

recession. While job losses are inevitable when growth declines, it is both inequitable and inefficient

to have higher concentrations of unemployment amongst the youngest sections of society. The

research from Task 5.2 points strongly towards the needs to strengthen employment protection for

young people in order to align it more fully with the rights enjoyed by older workers. Furthermore, this

research by Flek & Mysíková (2016) also implies that at the outset of any recession, activation policy

should be heavily focussed on developing strategies to incentivise employers to retain younger

workers in order to stop any future rapid rise in rates of youth. Finally, again with respect to activation

policy, Task 5.2, suggests that policy instruments that are triggered at a particular point in a claimants

unemployment spell, such as the Youth Guarantee, should be designed to take account of variations

in the pattern of unemployment durations across countries.


3. Bibliography

McGuinness, S., A. Bergin and A. Whelan (2015a) A Comparative Time Series Analysis of

Overeducation in Europe: Is there a common policy approach? STYLE Working Papers, WP 5.1. CROME, University of Brighton, Brighton. http://www.style-research.eu/wordpress/wp-content/uploads/ftp/STYLE-Working-Paper-WP5_1.pdf

Flek, V. & Mysíková, M. (2016). Transitions and labour market flows – who moves and how? STYLE

Working Papers, WP5.2. CROME, University of Brighton, Brighton. http://www.style-research.eu/publications/working-papers

McGuinness, S., A. Bergin and A. Whelan (2015b) Recruitment Methods and Educational Provision

Effects on Graduate Over-Education and Over-Skilling, STYLE Working Papers, WP5.3. CROME, University of Brighton, Brighton. http://www.style-research.eu/wordpress/wp-content/uploads/ftp/D_5_4_Report_Recruitment_Methods_FINAL.pdf

Beblavý, M., Fabo, B., Mýtna Kureková, L. and Z. Žilinčíková (2015) ‘Are student workers crowding

out the low-skilled youth?’ STYLE Working Papers, WP5.3. CROME, University of Brighton, Brighton. http://www.style-research.eu/wordpress/wp-content/uploads/ftp/D_5_3_Are_student_workers_crowding_out_the_low_skilled_youth_FINAL.pdf


4. Recent titles in this series Available at: http://www.style-research.eu/publications/working-papers

WP3 POLICY PERFORMANCE Key Indicators and Drivers of Youth Unemployment Hadjivassiliou, Kirchner Sala and Speckesser (2015) STYLE Working Paper WP3.1 Indicators and Drivers of Youth Unemployment The Effectiveness of Policies to combat Youth Unemployment Gonzalez Carreras, Kirchner Sala and Speckesser (2015) STYLE Working Paper WP3.2 Policies to combat Youth Unemployment Policy Performance and Evaluation: Qualitative Country Case Studies Eichhorst, Hadjivassiliou and Wozny (eds.)(2015) STYLE Working Paper WP3.3 Policy Performance and Evaluation – Synthesis Report Country Reports Policy Performance and Evaluation: Germany Eichhorst, Wozny and Cox (2015) STYLE Working Paper WP3.3 Performance Germany Policy Performance and Evaluation: Estonia Eamets and Humal (2015) STYLE Working Paper WP3.3 Performance Estonia Policy Performance and Evaluation: Spain González-Menéndez, Mato, Gutiérrez, Guillén, Cueto and Tejero (2015) STYLE Working Paper WP3.3 Performance Spain Policy Performance and Evaluation: Netherlands Bekker, van de Meer, Muffels and Wilthagen (2015) STYLE Working Paper WP3.3 Performance Netherlands Policy Performance and Evaluation: Poland Ślezak and Szopa (2015) STYLE Working Paper WP3.3 Performance Poland Policy Performance and Evaluation: Sweden Wadensjö (2015) STYLE Working Paper WP3.3 Performance Sweden

14 McGuinness and Flek Policy Performance and Evaluation: Turkey Gökşen, Yükseker, Kuz and Öker (2015) STYLE Working Paper WP3.3 Performance Turkey Policy Performance and Evaluation: United Kingdom Hadjivassiliou, Tassinari, Speckesser, Swift and Bertram (2015) STYLE Working Paper WP3.3 Performance UK

WP4 POLICY TRANSFER Barriers to and triggers of innovation and knowledge transfer Petmesidou and González-Menéndez (eds.)(2015) STYLE Working Paper WP4.1 Barriers to and triggers of policy innovation and knowledge transfer Country Reports Barriers to and triggers for innovation and knowledge transfer in Belgium Martellucci and Marconi (2015) STYLE-D4.1 Country Report Belgium Barriers to and triggers of policy innovation and knowledge transfer in Denmark Carstensen and Ibsen (2015) STYLE-D4.1 Country Report Denmark Barriers to and triggers for innovation and knowledge transfer in Spain González-Menéndez, Guillén, Cueto, Gutiérrez, Mato and Tejero (2015) STYLE-D4.1 Country Report Spain Barriers to and triggers for innovation and knowledge transfer in France Smith, Toraldo and Pasquier (2015) STYLE-D4.1 Country Report France Barriers to and triggers for innovation and knowledge transfer in Greece Petmesidou and Polyzoidis (2015) STYLE-D4.1 Country Report Greece Barriers to and triggers for innovation and knowledge transfer in the Netherlands Bekker, van der Meer and Muffels (2015) STYLE-D4.1 Country Report Netherlands Barriers to and triggers of policy innovation and knowledge transfer in Slovakia Veselkova (2015) STYLE-D4.1 Country Report Slovakia


Barriers to and Triggers for Innovation and Knowledge Transfer in Turkey Gökşen, Yükseker, Kuz and Öker (2015) STYLE-D4.1 Country Report Turkey Barriers to and Triggers for Innovation and Knowledge Transfer in the UK Hadjivassiliou, Tassinari and Swift (2015) STYLE-D4.1 Country Report UK

WP5 MISMATCH: SKILLS AND EDUCATION A Comparative Time Series Analysis of Overeducation in Europe: Is there a common policy approach? McGuinness, Bergin and Whelan (2015) STYLE Working Paper WP5.1 Overeducation in Europe Are student workers crowding out low-skilled youth? Beblavý, Fabo, Mýtna Kureková, and Žilinčíková (2015) STYLE Working Paper WP5.3 Are student workers crowding out the low skilled youth Recruitment Methods & Educational Provision effects on Graduate Over-Education and Over-Skilling McGuinness, Bergin and Whelan (2015) STYLE Working Paper WP 5.4 Report Recruitment Methods

WP6 MISMATCH: MIGRATION Re-emerging migration patterns: structures and policy lessons. Akgüç and Beblavý (2015) STYLE Working Paper WP6.3

WP7 SELF-EMPLOYMENT AND BUSINESS START UPS Business Start-Ups and Youth Self-Employment: A Policy Literature Overview Sheehan and McNamara (2015) STYLE Working Paper WP7.1 Business Start-Ups Youth Self-Employment Policy Literature Review Country Reports Business Start-Ups and Youth Self-Employment in Germany Ortlieb and Weiss (2015) STYLE Working Paper WP7.1 Germany

16 McGuinness and Flek Business Start-Ups and Youth Self-Employment in Estonia Masso and Paes (2015) STYLE Working Paper WP7.1 Estonia Business Start-Ups and Youth Self-Employment in Spain González Menéndez and Cueto (2015) STYLE Working Paper WP7.1 Spain Business Start-Ups and Youth Self-Employment in Ireland Sheehan and Mc Namara (2015) STYLE Working Paper WP7.1 Ireland Business Start-Ups and Youth Self-Employment in Poland Pocztowski, Buchelt and Pauli (2015) STYLE Working Paper WP7.1 Poland Business Start-Ups and Youth Self-Employment in the UK Hinks, Fohrbeck and Meager (2015) STYLE Working Paper WP7.1 UK Mapping patterns of self-employment (forthcoming)(2015) STYLE Working Paper WP7.2

WP8 FAMILY DRIVERS Work-poor and work-rich families: Influence on youth labour market outcomes Berloffa, Filandri, Matteazzi, Nazio, O’Reilly, Villa and Zuccotti (2015) STYLE Working Paper WP8.1 Work-poor and work-rich families Leaving and returning to the parental home during the economic crisis (forthcoming) (2015) STYLE Working Paper WP8.3

WP9 ATTITUDES AND VALUES Value system shared by young generations towards work and family Hajdu and Sik (2015) STYLE Working Paper WP9.1 Searching for gaps: are work values of the younger generations changing?


The impact of youth unemployment on social capital O’Higgins and Stimolo (2015) STYLE Working Paper WP9.2 Youth unemployment and social capital: An experimental approach Aspirations of vulnerable young people in foster care Hart, Stubbs, Plexousakis, Georgiadi and Kourkoutas (2015) STYLE Working Paper WP9.3 Aspirations of vulnerable youth in foster care

WP 10 FLEXICURITY Mapping Flexicurity Performance in the Face of the Crisis: Key Indicators and Drivers of Youth Unemployment Eamets, Beblavý, Bheemaiah, Finn, Humal, Leschke, Maselli and Smith (2015) STYLE Working Paper WP10.1 Mapping flexibility and security performance in the face of the crisis Tracing the interface between numerical flexibility and income security for European youth during the economic crisis Leschke and Finn (2016) STYLE Working Paper WP10.1a Tracing the interface between numerical flexibility and income security for European youth during the economic crisis Youth School-To-Work Transitions: from Entry Jobs to Career Employment Berloffa, Matteazzi, Mazzolini, Sandor and Villa (2015) STYLE Working Paper WP10.2 Youth School-To-Work Transitions: from Entry Jobs to Career Employment Balancing Flexibility and Security in Europe: the Impact on Young People’s Insecurity and Subjective Well-being Russell, Leschke and Smith (2015) STYLE Working Paper WP10.3 Balancing Flexibility and Security in Europe: the Impact on Young People’s Insecurity and Subjective Well-being


5. Research Partners 1. University of Brighton – BBS CROME – United Kingdom

2. Institute for Employment Studies – United Kingdom

3. Institute for the Study of Labor – Germany

4. Centre for European Policy Studies – Belgium

5. TARKI Social Research Institute – Hungary

6. University of Trento – Italy

7. National University of Ireland Galway – Republic of Ireland

8. Democritus University of Thrace – Greece

9. University of Oxford – United Kingdom

10. Economic & Social Research Institute – Republic of Ireland

11. University of Salerno – Italy

12. University of Oviedo – Spain

13. University of Tartu – Estonia

14. Cracow University of Economics – Poland

15. Slovak Governance Institute – Slovakia

16. Metropolitan University Prague – Czech Republic

17. Grenoble School of Management – France

18. University of Tilburg – Netherlands

19. University of Graz – Austria

20. Copenhagen Business School – Denmark

21. Norwegian Social Research – Norway

22. Swedish Institute for Social Research – Sweden

23. Koç University Social Policy Centre – Turkey

24. University of Turin – Italy

25. EurActiv – Belgium

http://www.style-research.eu/research-organisations


6. Advisory Groups

Consortium Advisory Network

Business Europe www.businesseurope.eu

ETUI: European Trade Union Institute www.etui.org

European Youth Forum www.youthforum.org

European Foundation for the Improvement of Living and Working Conditions www.eurofound.europa.eu

ILO: International Labour Office www.ilo.org

OECD: Organisation for Economic Cooperation and Development www.oecd.org

OSE: Observatoire Sociale Européen www.ose.be

SOLIDAR: European network of NGOs working to advance social justice in Europe www.solidar.org EurActiv www.euractiv.com

European Commission, DG Employment, Social Affairs & Inclusion http://ec.europa.eu/social/main.jsp?langId=en&catId=1036

Local Advisory Boards including employers, unions, policy makers and non-government organisations

www.style-research.eu/project-advisors/local-advisory-boards/

Documents

D 5.5 - Policy synthesis and integrative report on ...€¦ · This synthesis report summarises the main objectives and findings of each of the component ... The Great Recession has