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An Empirical Study on Distance Education and Job Match

Institution of Education, Tsinghua University, Haidian District, Beijing 100084, China
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Sustainability 2020, 12(2), 619; https://doi.org/10.3390/su12020619
Received: 24 November 2019 / Revised: 2 January 2020 / Accepted: 10 January 2020 / Published: 15 January 2020
(This article belongs to the Section Sustainable Education and Approaches)
Job match has always been the focus of educational research. However, current empirical studies are limited to the analysis of face-to-face education, and there’s no empirical study focusing on the job match of distance education. To fill the gap in this research field, this study analyzes the distance learners in China to demonstrate the relationship between distance education and job match by using the data from a nationwide household survey. The empirical results involve two significant findings. Firstly, distance learners and face-to-face learners have no significant difference in job match. This study attempts to explain this with the human capital theory, that is, distance learners and face-to-face learners have no difference in obtaining their specific human capital, so they both prefer to work on a position characterized by job match. Secondly, job mismatch has no significant negative effect on the income of distance learners. This study attempts to explain this with the screening theory, that is, though distance education would improve the learners’ specific human capital, it still acts as a diploma signal, to some extent, in China, thus making it impossible for the specific human capital obtained by distance learners to transform into a superiority in income. View Full-Text
Keywords: job match; distance education; income; specific human capital job match; distance education; income; specific human capital
MDPI and ACS Style

Li, F.; Wang, L. An Empirical Study on Distance Education and Job Match. Sustainability 2020, 12, 619.

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