Person:
Lastra Anadón, Carlos

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Carlos
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Lastra Anadón
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IE University
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IE School of Politics, Economics & Global Affairs
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Comparative Politics
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2020 - 20233
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Start date: 2020 ×

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    How universities can mind the skills gap : Higher Education and the future of work
    (IE Center for the Governance of Change, 2021-04-08) Das, Subhro; Raghavan, Hari; Lastra Anadón, Carlos; Yu, Renzhe; https://ror.org/02jjdwm75
    Universities are the main suppliers of higher order skills, where many young (and increasingly not so young) people go to expand their opportunities in the labor market. Historically, universities have been remarkably good at this; they have steadily guaranteed more and better paid employment. They have managed to do so even through the changes due to automation and the hollowing of traditional middle class jobs happening over the last twenty years. However, more recently the need for skills has changed dramatically. Digitization, automation and the rise of new forms of employment have meant that many new jobs have emerged and old jobs have disappeared or have now changed and demand different skills. Given the pivotal role of universities in educating the innovators and the workers of tomorrow, it is essential to understand how good universities are at adapting with the drastically changing demands of the economy.  Before this report, this question had not been studied systematically at a resolution that enabled us to compare the skills provided by universities and those needed by the labor market. This was in part due to the lack of data about the content of university programs, and in part, on what exactly jobs demanded. We, for the first time, mobilize systematic data on 13 million job postings and over 500,000 syllabi from undergraduate degrees in three European countries for this analysis. In our research, we are able to use Natural Language Processing techniques to assess the level of alignment between the skills supplied by institutions and their national markets. We study the “skill intensity” of the universities in our sample, in other words, the average number of skills contained in a course offering. We also adjust the raw measure of skill intensity by the level of demand for each skill to develop a weighted skill intensity.
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    “Deservingness” and Public Support for Universal Public Goods: A Survey Experiment
    (Oxford academic, 2023-04-03) Lastra Anadón, Carlos; Gift, Thomas; https://ror.org/02jjdwm75
    Voters support less spending on means-tested entitlements when they perceive beneficiaries as lacking motivation to work and pay taxes. Yet do concerns about the motivations of “undeserving” beneficiaries also extend to universal public goods (UPGs) that are free and available to all citizens? Lower spending on UPGs poses a particular trade-off: it lessens subsidization of “unmotivated” beneficiaries, but at the expense of reducing the ideal levels of UPGs that voters personally can access. Studies suggest that individuals will sacrifice their preferred amounts of public goods when beneficiaries who do not pay taxes try to access these goods, but it is unclear whether they distinguish based on motivations. To analyze this question, we field a nationally representative survey experiment in the UK that randomly activates some respondents to think about users of the country's universal National Health Service as either “motivated” or “unmotivated” noncontributors. Although effect sizes were modest and spending preferences remained high across the board, results show that respondents support less spending on the NHS when activated to think of users as “unmotivated” noncontributors. These findings suggest how the deservingness heuristic may shape public attitudes toward government spending, regardless of whether benefits are targeted or universal.
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    Publication
    Who Benefits from Local Financing of Public Services? A Causal Analysis
    (Annenberg Brown University, 2020-08) Lastra Anadón, Carlos; E. Peterson, Paul; https://ror.org/02jjdwm75
    The efficiency-equity trade-offs in public service delivery may be influenced by the dependency of local governments on their own resources rather than inter-governmental grants. School districts in the United States are expected both to produce human capital efficiently and to provide educational opportunity equally. To ascertain school district trade-offs, we estimate effects of revenue source on student performances in math and reading. Achievement is estimated from 225,000 observations weighted to be district representative. Estimates are made with OLS, geographic discontinuity models exploiting differences at state borders, and 2SLS models that use changes in housing prices as an instrument. For every 10 percent increase in local revenue share, achievement increases by a sizeable 0.02 to 0.06 standard deviations. Gains for students from low socio-economic backgrounds are about half those from higher ones. Both voice and exit channels moderate the efficiency-equity trade-off. Implications for federalism and state policy are discussed.