過度教育會使個人的生產效率下降，對社會造成無謂損失，為了估計職需教育、過度教育、不足教育的薪資報酬率，本文使用中央研究院1997年與2002年「台灣地區社會變遷基本調查計畫」的資料，並分別使用普通最小平方估計法(Ordinary Least Squares Estimation)與考慮到選擇性偏誤的二階段估計法(Two-stage Estimation)這兩種方法估計薪資方程式。過去的文獻中，假設全職工作者與非全職工作者擁有相同的薪資方程式，而本文假設全職工作者與非全職工作者的薪資方程式具有相同的解釋變數但其係數不同，並分別使用普通最小平方估計法與二階段估計法分別估計全職與非全職的薪資方程式，最後使用chow test檢定全職與非全職的薪資方程式之全部或部份係數相同的虛無假設。實證結果顯示，chow test拒絕虛無假設，可見將全職者與非全職者的薪資分開是合理的；無論使用哪種估計方法，教育的邊際報酬率皆為正，且過度教育的邊際報酬率低於職需教育的邊際報酬率，兩者之間的報酬率有顯著的不同,可見過度教育對個人與社會均存在潛在的損失；最後本文初步估計過度教育至少對過度教育者帶來0.088%的薪資損失，且至少對整體經濟帶來0.042%的所得損失。

This thesis analyzed the effect of overeducation (undereducation) on wages and tries to estimate roughly about the deadweight loss of overeducation by using the data sets “Taiwan Social Change Survey” in 1997 and 2002. The wage equations are estimated by both the ordinary least squares method and two-stage method to take into account the sample selectivity bias problem. In the existing literature, they usually assume that the full-time workers and part-time workers have the same wage equation except the constant term. This thesis estimates two wage equations one for full-time workers and the other for part-time workers and then tests the null hypothesis that the parameters of the two wage equations are the same by using chow test. The main conclusions are as follows: First, the null hypothesis method above is rejected. Therefore, it is justifiable to estimate the wage equations for full-time and part-time workers separately. Second, regardless of which estimation method is used, the marginal rate of return to education is positive and the marginal rate of return on excess years of schooling (overeducation) is significantly less than that on required years of schooling, it indicates that overeducation will have a deadweight loss (underutilization of resources) for an individual or the economy. Third, a rough point estimate of the deadweight loss of overeducation is at least 0.088% loss in wages for an overeducated workers and 0.042% loss in income for the whole economy.

目錄
表目錄
第一章 緒論……………………………………………………………………………………..…………..………1
第一節 研究動機…………………………………………………………………..………...………..…1
第二節 研究目的……………………………………………………………….……..…..………..……4
第三節 研究方法及貢獻……….…………………………..………………….…………….……..…4
第四節 研究架構……………………………………………………….…………...……………..….…5
第二章 文獻回顧………………………………………………….…………………………….…….…..….….6
第一節 部分工時制…………………………………………….…………………….……..….…….…6
第二節　界定職需教育年數…………………….………………….………………………………….8
第三節 形成過度教育的原因…………………..………………………….….………….………10
第四節 過度教育的影響……..……………………………………………………….…..…………12
第五節 薪資理論與教育的報酬率….………………………………….….…….………….…14
第六節 薪資估計的方法…..……………………………………………………….….…….………19
第三章 理論模型….……………………………………………………..……………………………..….…..21
第一節 薪資模型-使用最小平方估計法….………………….…………………..…..……21
第二節 薪資模型-使用二階段估計法…..…………………………………..………….……25
第四章 資料說明….……………………………………………………………….……………………………37
第一節 資料來源及選取….……………….……………….……………………………..…..……37
第二節 解釋變數的說明…..……………….…………………………………………..……………38
第三節 樣本敘述統計….……..………………………………………………………………………42
第五章 實證結果….………………………………………………………………………………………….…49
第一節 薪資模型-使用最小平方估計法的實證結果…..………………………….…49
第二節 薪資模型-使用二階段估計法的實證結果…..………………………………..56
第六章 結論與建議…..……………………………………………………………………..…………………68
附錄:選擇性偏誤調整項以另一種方法導出……………………….………………………………..70
參考文獻……………………………………………………………………………………………………………..…75

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高玉靜（1999），台灣地區未來科技人力供給量之預測—單變量時間數列分析與類神經網路模式之應用，國立政治大學教育研究所碩士論文。
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詹凱玲(2004)，台灣地區超額教育與薪資報酬，國立東華大學國際經濟研究所碩士論文。
蔡瑞明、莊致嘉(2003)，探討台灣勞力市場教育與職業不相稱的現象:比較標準差法與自我評量法對薪資取得的影響，東海大學社會系副教授與博士生論文。
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蘇柏瑋(2008)，台灣地區超額教育影響因素探討，東吳大學經濟學研究所碩士論文。
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