According to the study, “Literature Review Exploring Job Mismatch and Income, and

Labour Market Outcomes for People with Disabilities” by John R. Graham, Ph.D., RSW in the

year 2013, the available literature identifies several different types of job mismatch, ranging

from earnings mismatches to the more common qualification and skills mismatches to the less

visible spatial, geographical and temporal mismatches.

Various authors have examined the concept of job-mismatch as it relates to the general

population; however, only recently have a select few authors addressed this issue in relation to

persons with disabilities. As well, further findings suggest that mismatch has particularly severe

consequences for persons with disabilities as they have a lower probability of leaving the current

state of affairs to become matched and have a higher probability of exiting this state to

unemployment or inactivity 1 Canadian research into the disability pay gap and intermittent

work capacity has highlighted that job mismatch may be an important challenge facing people

with disabilities. Job mismatch is defined as a worker in a job that does not correspond with his/

her level of education, experience, skills or interests. It can have adverse effects on economic and

social outcomes as it can lead to skill loss, lower job satisfaction, productivity loss, weakened

income security and problems with labour force attachment. Job mismatches result from the

interaction between a combination of people’s needs, values, and expectations on the one hand,

and the characteristics and rewards associated with their jobs on the other.

¬https://deep.idrc.ocadu.ca/literature-review-exploring-job-mismatch-and-income/

In the study, The Consequences of Mismatch between Students and Colleges by Eleanor

Wiske Dillon in the year 2013, recent studies relying on a selection on observed variables

identification strategy to look at the college quality main effect include Black and Smith (2004),

Black, Daniel and Smith (2005), and Black and Smith (2006). We also restrict ourselves to

studies of 4 mismatch at the undergraduate level, putting to the side the tendentious literature on

law school quality (see Sander and Taylor (2012) and the references therein) and business school

quality. If employers, at least initially, rely primarily on college attended as a proxy for ability,
then the short run impact at the discontinuity will overstate both the longer-run impact and the

impact for enrollees away from the discontinuity

In particular, the mismatch literature allows the effect of college quality to vary according to

the ability of the student. Turner (2002) Black, Daniel and Smith (2005), Dale and Krueger

(2011) and Hershbein (2013) provide evidence on the persistence of college quality effects

estimated under selection on observed variables. However, the context provides not a sharp

discontinuity but rather a fuzzy one, meaning that the effect properly applies only to the

“compliers” at the discontinuity, those students whose enrollment in the flagship depends on

crossing the admissions threshold. In this sense, they inform about mismatch, as they implicitly

compare the weakest students admitted to the flagship with the strongest students not admitted to

the flagship. Our brief survey here organizes the literature by identification strategy and focuses

in detail on the most recent studies and the ones that, in our view, illustrate the key issues

involved. Black, Daniel and Smith (2005) provide links to the earlier college quality literature.

¬https://conference.iza.org/conference_files/transatlantic_2014/smith_j212.pdf

In the article, “Too many graduates are mismatched to their jobs. What's going wrong?”

released by the “The Guardians” , politicians complain of a skills gap, but graduates face an

“experience gap” – with many employers preferring to recruit young people who have spent a

couple of years in the workplace rather than raw recruitments from university. Students also need

help finding out which skills they’ll need to break into certain industries – particularly in sectors

that aren’t good at diversifying their recruitment, or when they have no family or social network

of contacts to call on for help and advice. Instead, students need better careers advice that will

help them define their skills and attributes – and understand how these match different career

options.¬https://www.theguardian.com/higher-education-network/2018/jan/25/too-many-

graduates-are-mismatched-to-their-jobs-whats-going-wrong