Journal of Iranian Public Administration Studies

Journal of Iranian Public Administration Studies

A Qualitative Exploration of the Consequences of Employing Overeducated Employees in Iran’s Public Sector

Document Type : Original Article

Authors
Romina Panahipour 1
Hassan DanaeeFard 2
Seyed Hosein Kazemi 3
Mansooreh Moeini Korbekandi 4
1 PhD in Public Administration Department, Faculty of Management & Economics, Tarbiat Modares University, Tehran, Iran.
2 Professor at Public Administration Department, Faculty of Management and Economics, Tarbiat Modares University, Tehran, Iran.
3 Assistant Professor, Public Administration Department, Faculty of Management & Economics, Tarbiat Modares University, Tehran, Iran.
4 PhD in Organizational Behavior, Public Administration Department, Faculty of Management & Economics, Tarbiat Modares University, Tehran, Iran.
10.22034/jipas.2025.435568.1684
Abstract
Purpose: The purpose of this study is to explore the consequences of employing overeducated personnel within Iran’s public sector. In recent years, the expansion of academic credentials and limited job opportunities have led to a significant mismatch between employees’ educational attainment and the actual requirements of their positions. This misalignment may generate a wide range of individual, psychological, and organizational consequences. Despite the prevalence of this phenomenon across governmental institutions, few studies have examined its deeper effects on employees’ job attitudes, organizational dynamics, and workplace climate. Accordingly, this research seeks to provide a comprehensive and evidence-based understanding of the implications of overeducation among public-sector employees in Iran.
Methodology: This study employed a qualitative, exploratory research design. Data were collected through semi-structured interviews with thirty employees from ten governmental organizations, all of whom were identified as overeducated based on the educational requirements of their positions. Participants were selected through purposive sampling with maximum variation, and interviews continued until theoretical saturation was achieved. Data analysis was conducted using qualitative content analysis, and the credibility and rigor of the research were enhanced through the application of Lincoln and Guba’s criteria of transferability, confirmability, dependability, and credibility. Multiple researchers participated in coding and verifying the categories, and participant checking was used to ensure the accuracy of interpretations.
Findings: The findings indicate that the consequences of overeducation manifest in two overarching domains: employees’ job attitudes and the broader organizational climate. Regarding job attitudes, overeducated employees reported dissatisfaction with their work, perceived inequities in compensation and promotion, weakened job commitment, diminished enthusiasm and attachment to their roles, a sense of meaninglessness at work, emotional strain, reduced participation, reluctance to collaborate, and a decline in creativity and initiative. At the organizational level, overeducation was associated with heightened expectations for rewards and career advancement, disrupted interpersonal interactions, reduced organizational citizenship behavior, increased distrust toward managers, weakened organizational support, lower levels of innovation, the emergence of hidden underperformance, declining organizational loyalty, and erosion of cultural values such as respect for clients. These findings demonstrate that overeducation is not merely an individual concern; rather, it produces substantial effects on organizational culture, teamwork, morale, and the overall effectiveness of public-sector institutions.
Conclusion: The study concludes that overeducation is a multifaceted phenomenon with widespread consequences that can undermine job satisfaction, productivity, and interpersonal relations, while also fostering a negative and distrustful organizational atmosphere. Given these implications, it is necessary to reform recruitment practices, revise job qualification criteria, reduce excessive reliance on academic credentials, and incorporate skills and experience into hiring and promotion decisions. Additionally, designing realistic career pathways for highly educated staff and establishing fair systems of advancement and compensation can mitigate the negative outcomes observed. Greater managerial and policy-level attention to the consequences of overeducation can contribute to stronger organizational cultures, higher employee engagement, and improved effectiveness across the public sector.
Keywords
Overeducation
Mismatch
Job Qualification Requirements
Public Sector
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  • Receive Date 28 February 2024
  • Revise Date 03 June 2025
  • Accept Date 14 June 2024