Gender Differences in Recruitment Outcomes

The paper tests the hypothesis that female applicants have a lower probability of being hired from a pool of applicants than their male counterparts. The results indicate that male and female candidates have about the same probability of being hired independently of the type of vacancy. The probability of hiring a candidate of a certain sex is therefore determined by the gender composition of the pool of applicants who have selected themselves on the basis of job characteristics, hiring standards and the type of sector. This indicates that male and female job-seekers select themselves in such a way that they have equal probabilities of being accepted.     

Filling vacancies: an empirical analysis of the cost and benefit of search in the labour market

This paper investigates empirically the factors that affect the cost–benefit ratio of employers’ search. The empirical analysis is based on a small Dutch data set containing individual information on filled vacancies. It is found that firms that use advertisements during recruitment are sensitive to labour market conditions; their search cost per applicant rises (drops) in tight (slack) labour markets because of the diminished ability of advertisements to generate applicants in tight labour markets. Furthermore, it is found that the high search cost incurred by posting identical vacancies is more than compensated for by the benefits from having a larger flow of applicants.     

Learning during audit tasks in the field: A model, methodology, and experiment

Learning during performance of auditing tasks in the field is modeled as a change in the state of an auditor's knowledge base that results from experience during performance of a task. Several hypotheses are proposed and, along with data obtained by means of behavior observation and concurrent verbal protocols, used to interpret the problem-solving behaviors of four first-year auditors who performed an unfamiliar but audit-related task in simulated auditing environments. Significant findings of learning during performance of the experimental task are reported. While the data show that the auditor-subjects continuously encountered new learning situations throughout the task, they are inconclusive regarding learning through improved knowledge content. On the other hand, significant evidence is found that the learning that did occur was manifest by a greater availability of the auditor-subjects' knowledge. The implications of these findings in terms of the nature of audit tasks and the development of more expert-like task behavior are discussed.