Studying «too much»? A comparative and diachronic analysis of overeducation among tertiary graduates.

he aim of this dissertation is to assess if and how institutional features are likely to shape fields of study differentials in the overeducation risk. This issue is addressed with two different perspectives. First it is comparatively analysed how the differential incidence of overeducation among graduates from different fields of study is affected by labour market institutions. Then the effect of the university reform dictated by the guidelines of the Bologna Process on tertiary graduates’ risk of overeducation is evaluated. Italy is selected as a relevant case study for these analyses since, in comparison with other developed countries, it displays both low graduation rates and modest returns to tertiary education.