Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14496 |
Resumo: | Brazilian higher education has been expanding for at least twelve years. Through the analysis of data from the Higher Education Census (2017), it is possible to see an increase in the number of enrollments and in the offer of courses in higher education institutions, as well as diversification of the courses offered. Among the options of undergraduate courses, the traditional ones are separated from the higher technology courses. This work makes a comparison between the traditional higher education courses and the higher education technology courses, through the application of the method of economic return, based on the human capital theory. According to the theoretical model, when taking a higher education course, the individual expands his own capital by becoming more productive, being able to bargain a higher salary in the job market. In practice, taking a higher education course represents an investment decision, in which the asset is the individual himself and his return is the bonus on his remuneration. Indeed, the income of an individual with a higher degree exceeds the income of a person with a medium education, this difference being attributed to the additional years of study. Economic return is a cost-benefit measure, represented by an internal rate, which equates the costs and benefits of higher education at a given present value. It is assumed that the bonus of traditional education is greater than that of technological education, but the economic return of the former is lower than that of the latter, due to the weight of costs. In addition to academic expenses, dedicating to higher education implies fewer hours available for paid work, indicating the existence of investment opportunity costs. PNAD microdata were used to estimate the bonuses for each type of graduation and their respective opportunity costs, via Heckman's procedure. The public cost per student, calculated by the MEC, was used as a proxy for academic expenses. The analysis is done by sex in order to remove the bias of wage inequality between men and women. Heckman's results show that the bonus provided by traditional higher education is greater than that provided by technological education and the comparison between the internal rates of return points out that the economic return of traditional education is lower than that of technological education, both for men and women. The analysis by sex suggests wage inequality in the labor market by showing that the economic return of men is higher than that of women, regardless of the type of course. |
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Cillo, Karina CorreaFerro, Andrea Rodrigueshttp://lattes.cnpq.br/3432809140419477http://lattes.cnpq.br/58644820983704119761562e-5107-40e6-9294-d1c8d74a018c2021-07-01T20:24:55Z2021-07-01T20:24:55Z2019-06-07CILLO, Karina Correa. Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico. 2019. Dissertação (Mestrado em Economia) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14496.https://repositorio.ufscar.br/handle/ufscar/14496Brazilian higher education has been expanding for at least twelve years. Through the analysis of data from the Higher Education Census (2017), it is possible to see an increase in the number of enrollments and in the offer of courses in higher education institutions, as well as diversification of the courses offered. Among the options of undergraduate courses, the traditional ones are separated from the higher technology courses. This work makes a comparison between the traditional higher education courses and the higher education technology courses, through the application of the method of economic return, based on the human capital theory. According to the theoretical model, when taking a higher education course, the individual expands his own capital by becoming more productive, being able to bargain a higher salary in the job market. In practice, taking a higher education course represents an investment decision, in which the asset is the individual himself and his return is the bonus on his remuneration. Indeed, the income of an individual with a higher degree exceeds the income of a person with a medium education, this difference being attributed to the additional years of study. Economic return is a cost-benefit measure, represented by an internal rate, which equates the costs and benefits of higher education at a given present value. It is assumed that the bonus of traditional education is greater than that of technological education, but the economic return of the former is lower than that of the latter, due to the weight of costs. In addition to academic expenses, dedicating to higher education implies fewer hours available for paid work, indicating the existence of investment opportunity costs. PNAD microdata were used to estimate the bonuses for each type of graduation and their respective opportunity costs, via Heckman's procedure. The public cost per student, calculated by the MEC, was used as a proxy for academic expenses. The analysis is done by sex in order to remove the bias of wage inequality between men and women. Heckman's results show that the bonus provided by traditional higher education is greater than that provided by technological education and the comparison between the internal rates of return points out that the economic return of traditional education is lower than that of technological education, both for men and women. The analysis by sex suggests wage inequality in the labor market by showing that the economic return of men is higher than that of women, regardless of the type of course.O ensino superior brasileiro vem se expandindo há pelo menos doze anos. Por meio da análise de dados do Censo da Educação Superior (2017), é possível constatar aumento no número de matrículas e na oferta de cursos em instituições de ensino superior, bem como diversificação dos cursos oferecidos. Entre as opções de cursos de graduação, separam-se os tradicionais dos cursos superiores de tecnologia. Este trabalho realiza uma comparação entre os cursos superiores tradicionais e os cursos superiores de tecnologia, por meio da aplicação do método do retorno econômico, com base na teoria do capital humano. De acordo com o modelo teórico, ao realizar um curso superior, o indivíduo expande seu próprio capital ao tornar-se mais produtivo, podendo barganhar um salário maior no mercado de trabalho. Na prática, realizar um curso superior representa uma decisão de investimento, em que o ativo é o próprio indivíduo e seu retorno é o bônus sobre sua remuneração. De fato, a renda de um indivíduo com diploma superior supera a renda daquele com formação média, sendo esta diferença atribuída aos anos adicionais de estudo. O retorno econômico é uma medida de custo-benefício, representado por uma taxa interna, a qual iguala os custos e o benefício da educação superior em determinado valor presente. Supõe-se que o bônus da educação tradicional é maior do que o da educação tecnológica, porém o retorno econômico da primeira é inferior ao da segunda, devido ao peso dos custos. Além das despesas acadêmicas, dedicar-se à formação superior implica menos horas disponíveis ao trabalho remunerado, indicando a existência de custos de oportunidade no investimento. Foram utilizados microdados da PNAD para estimar o bônus de cada tipo de graduação e seus respectivos custos de oportunidade, via procedimento de Heckman. O custo público por aluno, valor calculado pelo MEC, foi utilizado como proxy para as despesas acadêmicas. A análise é feita por sexo a fim de remover o viés de desigualdades salariais entre homens e mulheres. Os resultados de Heckman mostram que o bônus proporcionado pela educação superior tradicional é maior do que o proporcionado pela educação tecnológica e a comparação entre as taxas interna de retorno aponta que o retorno econômico da educação tradicional é menor do que o da educação tecnológica, tanto para homens quanto para mulheres. A análise por sexo sugere desigualdade salarial no mercado de trabalho ao mostrar que o retorno econômico dos homens é superior ao das mulheres, independente do tipo de curso.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)33001014035P1porUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Economia - PPGEc-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação superiorCapital humanoRetorno econômicoCollege educationHuman capitalEconomic returnCIENCIAS SOCIAIS APLICADAS::ECONOMIACIENCIAS SOCIAIS APLICADASCIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::CAPITAL HUMANOCIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::MERCADO DE TRABALHO; POLITICA DO GOVERNOCIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOSCIENCIAS SOCIAIS APLICADAS::ECONOMIA::METODOS QUANTITATIVOS EM ECONOMIACIENCIAS EXATAS E DA TERRA::PROBABILIDADE E ESTATISTICA::ESTATISTICA::ANALISE DE DADOSUma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômicoA comparison between higher education technology courses and traditional higher education courses based on economic returninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006001fd0e21e-d4dc-4a5b-9653-1972143b4ad1reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14496/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54ORIGINALcartaorientadora.pdfcartaorientadora.pdfCarta comprovante assinada pela orientadoraapplication/pdf210839https://repositorio.ufscar.br/bitstream/ufscar/14496/1/cartaorientadora.pdfbb5d6315f582b142b9318f6814ac1cf5MD514. 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dc.title.por.fl_str_mv |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
dc.title.alternative.por.fl_str_mv |
A comparison between higher education technology courses and traditional higher education courses based on economic return |
title |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
spellingShingle |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico Cillo, Karina Correa Educação superior Capital humano Retorno econômico College education Human capital Economic return CIENCIAS SOCIAIS APLICADAS::ECONOMIA CIENCIAS SOCIAIS APLICADAS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::CAPITAL HUMANO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::MERCADO DE TRABALHO; POLITICA DO GOVERNO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::METODOS QUANTITATIVOS EM ECONOMIA CIENCIAS EXATAS E DA TERRA::PROBABILIDADE E ESTATISTICA::ESTATISTICA::ANALISE DE DADOS |
title_short |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
title_full |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
title_fullStr |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
title_full_unstemmed |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
title_sort |
Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico |
author |
Cillo, Karina Correa |
author_facet |
Cillo, Karina Correa |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5864482098370411 |
dc.contributor.author.fl_str_mv |
Cillo, Karina Correa |
dc.contributor.advisor1.fl_str_mv |
Ferro, Andrea Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3432809140419477 |
dc.contributor.authorID.fl_str_mv |
9761562e-5107-40e6-9294-d1c8d74a018c |
contributor_str_mv |
Ferro, Andrea Rodrigues |
dc.subject.por.fl_str_mv |
Educação superior Capital humano Retorno econômico College education Human capital Economic return |
topic |
Educação superior Capital humano Retorno econômico College education Human capital Economic return CIENCIAS SOCIAIS APLICADAS::ECONOMIA CIENCIAS SOCIAIS APLICADAS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::CAPITAL HUMANO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::MERCADO DE TRABALHO; POLITICA DO GOVERNO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::METODOS QUANTITATIVOS EM ECONOMIA CIENCIAS EXATAS E DA TERRA::PROBABILIDADE E ESTATISTICA::ESTATISTICA::ANALISE DE DADOS |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS::ECONOMIA CIENCIAS SOCIAIS APLICADAS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::CAPITAL HUMANO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS::MERCADO DE TRABALHO; POLITICA DO GOVERNO CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA DOS RECURSOS HUMANOS CIENCIAS SOCIAIS APLICADAS::ECONOMIA::METODOS QUANTITATIVOS EM ECONOMIA CIENCIAS EXATAS E DA TERRA::PROBABILIDADE E ESTATISTICA::ESTATISTICA::ANALISE DE DADOS |
description |
Brazilian higher education has been expanding for at least twelve years. Through the analysis of data from the Higher Education Census (2017), it is possible to see an increase in the number of enrollments and in the offer of courses in higher education institutions, as well as diversification of the courses offered. Among the options of undergraduate courses, the traditional ones are separated from the higher technology courses. This work makes a comparison between the traditional higher education courses and the higher education technology courses, through the application of the method of economic return, based on the human capital theory. According to the theoretical model, when taking a higher education course, the individual expands his own capital by becoming more productive, being able to bargain a higher salary in the job market. In practice, taking a higher education course represents an investment decision, in which the asset is the individual himself and his return is the bonus on his remuneration. Indeed, the income of an individual with a higher degree exceeds the income of a person with a medium education, this difference being attributed to the additional years of study. Economic return is a cost-benefit measure, represented by an internal rate, which equates the costs and benefits of higher education at a given present value. It is assumed that the bonus of traditional education is greater than that of technological education, but the economic return of the former is lower than that of the latter, due to the weight of costs. In addition to academic expenses, dedicating to higher education implies fewer hours available for paid work, indicating the existence of investment opportunity costs. PNAD microdata were used to estimate the bonuses for each type of graduation and their respective opportunity costs, via Heckman's procedure. The public cost per student, calculated by the MEC, was used as a proxy for academic expenses. The analysis is done by sex in order to remove the bias of wage inequality between men and women. Heckman's results show that the bonus provided by traditional higher education is greater than that provided by technological education and the comparison between the internal rates of return points out that the economic return of traditional education is lower than that of technological education, both for men and women. The analysis by sex suggests wage inequality in the labor market by showing that the economic return of men is higher than that of women, regardless of the type of course. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-06-07 |
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2021-07-01T20:24:55Z |
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2021-07-01T20:24:55Z |
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info:eu-repo/semantics/masterThesis |
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CILLO, Karina Correa. Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico. 2019. Dissertação (Mestrado em Economia) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14496. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14496 |
identifier_str_mv |
CILLO, Karina Correa. Uma comparação entre cursos superiores de tecnologia e cursos superiores tradicionais com base no retorno econômico. 2019. Dissertação (Mestrado em Economia) – Universidade Federal de São Carlos, Sorocaba, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14496. |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Economia - PPGEc-So |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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