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Econometric Analysis of Wages in SOEs

The document outlines an econometric analysis project using wage and employment data. It includes instructions to specify an economic model, test assumptions, regress wages on variables, analyze interaction effects and differences between groups, test hypotheses and relationships between variables, and present results and policy recommendations.

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Koga Shijima
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0% found this document useful (0 votes)
28 views4 pages

Econometric Analysis of Wages in SOEs

The document outlines an econometric analysis project using wage and employment data. It includes instructions to specify an economic model, test assumptions, regress wages on variables, analyze interaction effects and differences between groups, test hypotheses and relationships between variables, and present results and policy recommendations.

Uploaded by

Koga Shijima
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Final Exam: ECONOMETRICS (INS3049)

PROJECT 4

From the 2021 Labour Force Survey, you have a dataset of 56584 individuals who work as
wage earners in SOEs ( state-owned enterprises) and private enterprises. You are required to
conduct an econometric analysis with the following dependent and independent variables:

Explanatory variables

o age: age of respondents (years)


o edu: the number of schooling years of respondents
o gender of respondents: 1 = male; 0 = female
o married: marital status of respondents: "1=married; 0=single"
o SOE: 1=working in SOE;0=working in private firms
o exper: work experience (years)
o training: 1=if having job training; 0=not
o urban:1=living in urban areas; 0=living in rural areas
o region: a categorical variable including 6 categories: 1=Northern Midlands &
Moutains; 2=Red River Delta; 3= Central Coast Region; 4=Central Highlands;
5=Southeast Region; 6=Mekong Delta Region.
o training:1=vocational training;0=not

The dependent variable:

o wage (hourly wage in thousand VND)

The requirements of the exercise are as follows

1. Specify an economic model and an econometric model showing the factors that affect
wages. Discuss the reasons for selecting explanatory variables and what their expected
signs are.

2. Discuss which assumptions of multiple linear regression (MLR) need to be satisfied to


obtain unbiased coefficient estimates from the OLS estimator for the model. What
assumptions need to be satisfied for precise estimates and hypothesis testing? Discuss
each assumption in detail in the context of the model.

1
Regress wage on all explanatory variables. Please test for homoscedasticity and
multicollinearity. If the variance of the error is not constant, how do you deal with this
issue?

3. Create an interaction term between gender and training variables, then regress the
natural log of wage1 on the following four groups, controlling for all other explanatory
variables in the model:
Group 1: Male workers with training
Group 2: Female workers with training
Group 3: Male workers without training
Group 4: Female workers without training (base group)
What is the proportional differential in wages between the four groups?
What is the proportional differential in wages between the base region (Northern
Midlands & Moutains) and other regions?
4. Controlling for other explanatory variables in the model:

Test the null hypothesis that the effect of education on log of wages is the same for
workers in SOEs and workers in private firms.
Is there a quadratic relationship between experience and log of wages? If yes, what is
the extreme point? Please comment on this relationship.
5. Use Stata to draw a graph showing the different effects of education on wages
(different slopes) between workers in SOEs and workers in private firms.
Use outreg2 to get the regression outputs and then present the results professionally.
6. Please summarize the main findings and propose policy recommendations based on
the findings.

Note for assignment submission:

Students are required to present their assignments and submit a complete report (both hard
and soft copies). Also, students should submit a soft copy of their writing, program code, and
log file to assist the instructor in checking the score. Quantitative economics assignments are
open-ended and do not have a unique solution. The evaluation will be based on the level of
detail, reasoning ability, presentation, and explanation in each writing.
1
You should take log(wage+1). Stata command: gen log_wage=ln(wage+1)

2
Group members: maximum of 4 students

Words count: maximum 4000 words, excluded references

Standard format for the main document:

1) Size A-4 A4 (210x297 mm) or United States letter size (8.5x11 inches) with 2.5 cm
margins all around. If possible, avoid footnotes and appendices.
2) Use Times New Roman typeface with a 12-pitch font (12 characters per inch) for the
body of the text and the tables.
3) The heading Introduction is not needed unless it contains additional text. Use only
three levels of headings: Level 1, 12 pt, bold, lower case except for first letter in the
first word: Level 2, 12 pt, bold/italics, lower case as above; Level 3, 12 pt italics,
lower case as above.
4) The text should be double-spaced and left-justified.
5) Indent all paragraphs except the first one under a heading; right-hand margin is
unjustified; no extra space between paragraphs.
6) Tables/figures are to be submitted as separate files with self-explanatory legends.
Indicate the approximate location for tables and figures in the text, e.g. Table 1 to
feature here. Figures are to be submitted as Camera Ready Copy, that is, ready for
printing, using an optional typeface that is clear and easy to read. Make sure the
figures are legible even when reduced in size for publication.

Referencing

The reference list is to be formatted in accordance with the APA style (5th or 6th edition.). All
references cited in the text – and only those – are to be listed at the end in alphabetical order
by surname. References by the same authors are to be in chronological order with most recent
last. If non-English references are included, translate the title of the book or article into
English.

To ensure that the text citations correspond exactly with the reference list, authors are urged
to use a reference management programme (e.g. Reference Manager, EndNote, RefWorks or
ProCite). Manuscripts with incorrectly formatted references will be returned to the author(s)
for correction.

3
4

Common questions

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Multicollinearity can be tested using Variance Inflation Factor (VIF) values, where a value greater than 10 suggests a multicollinearity problem. Addressing it might involve removing highly correlated variables or combining them into a single index. Heteroscedasticity can be assessed through the Breusch-Pagan test or White's test; non-constant variance indicates heteroscedasticity. If detected, robust standard errors or transformation techniques may be used to address the issue, such as taking the natural log of the dependent variable .

When specifying an econometric model to determine factors affecting wages, several explanatory variables should be considered: age, years of schooling (edu), gender, marital status, work sector (SOE or private), work experience, job training, urban residence, and region . The expected signs are crucial; for example, more schooling is typically associated with higher wages, and job training can enhance productivity, leading to higher wages. Understanding these relationships helps in building a robust model to explain wage variations .

To calculate the proportional differential in wages among different gender-training groups, interaction terms between gender and training are incorporated in regression analysis. By regressing the natural log of the wage on these groups while controlling for other variables, regression coefficients can be used to quantify the wage differentials. The differences in coefficients between these groups (male with training, female with training, etc.) provide a measure of the proportional wage gap due to gender and training, helping to identify patterns and potential biases in wage setting .

To assess a quadratic relationship between work experience and wages, include both the linear and squared terms of experience in the regression model. After estimating the model, evaluate the significance of both coefficients. A significant negative coefficient on the squared term, combined with a positive coefficient on the linear term, suggests a quadratic relationship where wages increase with experience up to a turning point before decreasing. This reflects the diminishing returns to experience, often interpreted as known when experienced workers demand higher wages or when skill relevance diminishes .

An econometric report should adhere to specific formatting and presentation guidelines: size A4 or US letter, margins of 2.5 cm, double-spaced Times New Roman 12-pitch typeface. There should be no extra space between paragraphs, consistent formatting for headings, careful management of references in APA style, and figures/tables submitted separately with clear legends. Proper formatting and clear presentation ensure that the report communicates findings effectively and adheres to academic standards .

Omitting relevant variables from a regression model introduces specification bias, leading to incorrect inferences about the relationship between variables. This omission can distort the estimated effects of included variables, known as omitted variable bias. Including unnecessary variables can inflate variance, reduce the precision of estimates, and make the model unnecessarily complex. Achieving the optimal balance in variable specification is crucial for reliable wage analysis .

Based on the econometric analysis, several policy recommendations can be made: promoting equal access to education and training can reduce wage disparities based on gender or sector type. Policies that incentivize skill enhancement and vocational training could further standardize wage equality and productivity. Additionally, addressing regional disparities in access to education and job opportunities is crucial for equitable wage distribution. These policies should be informed by the analysis findings, ensuring that they target specific factors affecting wage dynamics .

To obtain unbiased and precise estimates using an OLS estimator, several assumptions must be satisfied: linearity, independence, homoscedasticity (constant variance of errors), no multicollinearity, and normality of errors. Linearity ensures a straight-line relationship between dependent and independent variables. Independence means the observations of data are independent of each other. Homoscedasticity implies consistent error variance across observations . Addressing multicollinearity involves ensuring that independent variables are not highly correlated, which can inflate variance estimates. Normality of errors supports valid statistical inference. If assumptions are violated, coefficients could be biased, and hypothesis tests invalid .

Controlling for regional variations is important in wage analysis because geographical differences can reflect diverse economic conditions, cost of living, and access to education and job opportunities. Regions may have varying industrial bases, leading to differences in wage levels and structures. By including region as a variable, the model accounts for these differences, providing a more accurate representation of how wages are determined across various parts of the country .

Using software like Stata, a graph can visually represent the relationship between education and wages across employment sectors by plotting the regression slopes for State-Owned Enterprises and private firms. A simple command in Stata can generate predicted wages against education levels; using different lines or markers for each sector highlights differences. This approach allows a visual comparison of the impact of educational attainment on wages in varying employment contexts, facilitating better understanding of structural differences across sectors .

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