Relevant bibliographies by topics / Of Education and Economics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Of Education and Economics'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Of Education and Economics"

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Watts, Mike, and Ross Guest. "Experimental Economics and Economic Education." International Review of Economics Education 9, no. 2 (2010): 6–9. http://dx.doi.org/10.1016/s1477-3880(15)30045-1.

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Lugachev, Mihail. "Information Revolutions, Economics and Economic Education." Moscow University Economics Bulletin 2017, no. 4 (August 31, 2017): 142–60. http://dx.doi.org/10.38050/01300105201747.

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The concept of permanent revolution was formulated in the XIX century became a subject of constant debate in humanities circle. In contrast-scientific and technological revolutions are natural components at all steps of human development. Their permanence is commonly recognized imperative, followed by numerous confirmations with a convincing inevitability. Information and industrial revolutions taking place now in the world are such evidences. Experts declare today the fourth industrial revolution. Peter Drucker fairly predicted the fourth information revolution. It is interesting that the most important trait of both revolutions is the artificial intelligence which functions in the sphere of Big Data and Internet of Things. The application field (not the only) is the economy-its structure and content. Experts state the emergence of information capitalism and the information economy — innovations obtaining special and revolutional traits. The article is devoted to analysis of main components of the innovations and offers the ways how they should be reflected in the curriculum for modern economists and managers.
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Usmanov, Azamat Juraboyevich. "The Educational Significance Of Economic Education." American Journal of Social Science and Education Innovations 03, no. 01 (January 17, 2021): 105–9. http://dx.doi.org/10.37547/tajssei/volume03issue01-20.

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In his speech at the conference "Ensuring social stability, preserving the purity of our sacred religion" in Tashkent on June 15, 2017, the President of the Republic of Uzbekistan Shavkat Mirziyoyev spoke about the education of the younger generation: "Another important issue that always concerns us is the morality of our youth. Today, the world is changing rapidly. Who are the young people who feel these changes more than anyone else? Let the young people meet the requirements of their time. But at the same time, do not forget the few. Who we are, how great we are. "Let the call that we are the generation of the people always resonate in their hearts and encourage them to remain faithful to the minority. How can we achieve this? At the expense of upbringing, education and only upbringing." [1]
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Amirov, Rasul A. "Education in the economy and education economics." Economic Revival of Russia, no. 4 (66) (2020): 142–51. http://dx.doi.org/10.37930/1990-9780-2020-4-66-142-151.

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The article defines the role and importance of education in the economic development of modern states. The article presents and analyzes the theoretical approaches of prominent foreign and domestic scientists and economists in determining the value of knowledge and education. The aim of the article is to develop the theoretical foundations of one of the youngest and fastest growing areas in economic theory - the economics of education. The author’s interpretation is given, the economics of education is defined as an applied science that studies the relations associated with the production, distribution, exchange and consumption of goods created in the industry – educational services, identifies and analyzes the features of the action of economic laws and categories in education, the essence of the processes occurring in it and phenomena, exploring and revealing their driving productive forces that affect economic development, the welfareof society and the individual. The levels of economic relations and processes arising in the field of education are determined.
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Cohn, Elchanan. "The economic value of education: Studies in the economics of education." Economics of Education Review 12, no. 4 (December 1993): 370. http://dx.doi.org/10.1016/0272-7757(93)90075-r.

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Lin, Justin Yifu. "New structural economics: the third generation of development economics." Asian Education and Development Studies 9, no. 3 (December 2, 2019): 279–86. http://dx.doi.org/10.1108/aeds-02-2019-0039.

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Purpose Development economics is a new sub-discipline in modern economics. The first generation of development economics is structuralism. The second generation of development economics is neoliberalism. Most developing countries followed the above two generations of development economics and failed to achieve industrialization and modernization. The purpose of this paper is to introduce the third generation of development economics, called new structural economics, which advises governments in developing countries to play a facilitating role in the development of industries in a market economy according to the country’s comparative advantages. The paper also discusses how the government may use industrial policies to play this facilitating role and some new theoretical insights from new structural economics. Design/methodology/approach The paper draws on the experiences of success and failure in developing countries to generate new understanding about the nature and causes of economic development in developing countries. Findings The structuralism failed because it ignored the endogeneity of economic structure in a country. The neoliberalism failed because it neglected the endogeneity of distortions in the transition economies. Originality/value The paper proposes new policy and theoretical framework for developing countries.
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Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.
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Titova, E. "Economics of Education." Journal of economic studies 2, no. 2 (April 25, 2016): 1. http://dx.doi.org/10.12737/20416.

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Blaug, M. "Economics of education." International Journal of Educational Development 7, no. 2 (January 1987): 141–42. http://dx.doi.org/10.1016/0738-0593(87)90050-2.

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Baumol, William. "Economic Education and the Critics of Mainstream Economics." Journal of Economic Education 19, no. 4 (1988): 323. http://dx.doi.org/10.2307/1182343.

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Dissertations / Theses on the topic "Of Education and Economics"

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Shure, Dominique Alexandra. "Essays in education economics." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4c4e9922-1028-41eb-ad81-7ab74b80311b.

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This thesis examines three different aspects of education policy to ascertain their effects on individual outcomes, both in the classroom and in the labour market. The goal is to provide new empirical evidence using robust identification strategies that can inform better policy. The first chapter looks at the role of pre-primary education in Germany using the German Socio-Economic Panel data set (GSOEP) to determine if attending an early education programme for longer increases the probability of attending a higher-level secondary school at age fourteen. I employ family fixed effects estimation and quasi-experimental analysis to control for selection. The results of the family fixed effects estimation show a small and negative impact of attending early education for more years. In the quasi-experimental analysis, based upon a federal law change in 1996, I find no impact of more years of early education on later schooling outcomes. In the second chapter of this thesis, I again use the GSOEP to examine the recent German reform to extend the length of the primary school day. I exploit the quasi-experimental roll-out of reform to assign treatment to women and look at whether increasing school hours increases the likelihood that mothers enter into employment or extend their hours if already working. I find that the policy has an effect at the extensive margin, drawing more women into the labour market, but that there is no significant impact of the policy at the intensive margin. In the final chapter I turn my attention to how peers' non-cognitive traits impact an individual's learning outcomes. Using an educational panel from Flanders, Belgium, I use the linear-in- means model of peer effects as well as several non-linear models to see how peers' personalities in a classroom affect Dutch and math scores. The results show that having more conscientious peers on average positively impacts Dutch and math scores, but that a greater dispersion of conscientiousness hurts Dutch outcomes. I also find that having more extroverted peers on average hurts math performance.
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Bailey, Richard. "Education in the open society : political, psychological and educational implications of Popper's selectionist epistemology." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337283.

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Thomas, Jaime Lynn. "Essays in labor economics and the economics of education." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3404595.

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Thesis (Ph. D.)--University of California, San Diego, 2010.
Title from first page of PDF file (viewed June 10, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Masi, Barbara. "Empirical essays on economics of education and labour economics." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23292.

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This Ph.D. thesis consists of three essays on Labour Economics and the Economics of Education, having the goal of contributing to the scientific discussion and shed new light on a number of empirical questions. The remaining of the chapter presents a general motivation for the study, together with the main findings and policy implications, which are fully developed throughout the thesis. Motivation There is an ongoing debate in Economics of Education on the merits and drawbacks of school choice as opposed to a community-based model, where schools only serve the local neighbourhood. Advocates of school choice base their arguments on the economic theory of market efficiency. First, a more market oriented education system should improve the match between pupils and schools. In this sense, allowing families to select schools on the basis of their preferences and teaching needs should result in an improvement in the average academic achievement. Moreover, increased choice should help breaking the link between residential and school segregation induced by a community-based model, with wealthier families living in more affluent neighbourhoods also attending the best schools. The benefits of choice should be even more pronounced for low income children who are typically segregated in poor neighbourhoods served by low quality schools (Gibbons et al., 2008). Second, school choice is believed to have beneficial effects also on school performance. Indeed, community-based schools operate in an almost monopolistic market, implying little incentives to innovate and improve teaching performance. In a world 1 Introduction where parents have strong preferences for quality, a choice based model would increase competition among schools with the ultimate result of boosting performance (Hastings et al., 2005; Burgess et al., 2009; Gibbons and Silva, 2011). On the other hand, scholars in favour of a community-school model claim that teachers are more likely to perform well in a more stable environment with relatively low turnover. Moreover, greater choice would replace the link between neighbourhood and school segregation with sorting across schools on the basis of family background characteristics. In this sense, they advocate that it would be more desirable to stick to a community-based model and improve the performance of lower quality schools via redistribution of resources. The first two chapters of this thesis aim at shading additional light on the advantages and disadvantages of school choice models. Specifically, I explore the effects of a programme introduced in the UK, which aimed at increasing choice among low income families, on both students' choices and school behaviour. The third chapter addresses a different empirical question. Typically, when workers are rewarded on the basis of team effort the possibility arises that individuals free ride. However, past literature emphasised the importance of externalities when groups of agents are concerned. Specifically, group effects such as social pressure or shame may be strong enough to completely offset free riding (Kandel and Lazear, 1992; Mas and Moretti, 2009). Using Italian social security data on private sector employees, the last chapter contributes to the existing literature by exploring externalities in workers' shirking, which I recover from information on sick leave episodes.
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Loviglio, Annalisa. "Essays in economics of education." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669599.

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En esta tesis se analiza cómo el sistema educativo actual afecta el desarrollo del capital humano de los estudiantes. En el primer capítulo se explora la función de las escuelas; en el segundo, el sistema de puntuación, y en el tercer capítulo se investigan las consecuencias de la edad obligatoria de inscripción en la escuela primaria, fijada en el año civil en el que cumplen 6 años. Para el análisis cuantitativo, he recopilado y analizado datos administrativos del universo de estudiantes en Cataluña matriculados en Primaria y Secundaria entre 2009 y 2015, datos referidos a su resultados de exámenes y características socio-económicas y demográficas. El primer capítulo se centra en escuelas públicas en Barcelona y en el segundo y tercer capítulo se usan datos de toda la Comunidad Autónoma. Los capítulos segundo y tercero han sido escritos con Caterina Calsamiglia. El primer capítulo es un estudio sobre cómo el entorno de las escuelas afecta a las habilidades cognitivas de los estudiantes y a su nivel educativo. Con este fin estimo un modelo estructural dinámico de acumulación de habilidades cognitivas y decisiones educativas para estudiantes de instituto. La característica clave del modelo es que permite identificar las distintas maneras en las que las escuelas afectan a los resultados de sus estudiantes. Encuentro grandes variaciones entre las escuelas en el efecto sobre el desarrollo de habilidades cognitivas y en el efecto de las elecciones de sus estudiantes en cuanto a la continuidad en el sistema educativo. En este sentido, el entorno escolar es particularmente relevante para estudiantes de familias de bajo nivel socioeconómico. Además, la probabilidad de acabar el instituto o de continuar a bachillerato estando en una escuela tiene una correlación baja con su rendimiento esperado en esa misma escuela. Los resultados de este estudio revelan que el hecho de basar evaluaciones de escuelas solo usando evaluaciones a nivel nacional podría resultar desventajoso para estudiantes de bajo nivel socioeconómico, ya que estos estos estudiantes se benefician más de escuelas que no solo ayudan a mejorar sus resultados en exámenes, sino que también les motivan para seguir en el sistema educativo. En el segundo capítulo se estudian las diferencias entre las evaluaciones de los profesores (nota media final) y los resultados en exámenes a nivel regional. Mostramos que la nota media final está rebajada en clases con estudiantes por encima de la media. En otras palabras, tener mejores compañeros perjudica las notas que un estudiante recibe de sus profesores. La posibilidad de acceder a la educación en las diversas modalidades se determina a base de una media de las evaluaciones recibidas por los profesores y de exámenes a nivel nacional, preparados y evaluados por personas externas. Los resultados de este capítulo identifican una distorsión que se crea al comparar estudiantes de distintas escuelas o clases a base de la nota media final. También encontramos alguna evidencia de selección estratégica de la escuela en años en los que la evaluación interna empieza a importar para el futuro. En el tercer capítulo estudiamos el efecto de la edad obligatoria de inscripción en primaria en el rendimiento escolar. A partir del punto de corte que determina cuándo los niños pueden acceder a la escuela, observamos mucha heterogeneidad en términos de madurez del alumnado que cohabita en una clase. Encontramos que niños relativamente menores sacan peores resultados en los exámenes, y también experimentan mayor grado de repetición. Estos efectos son homogéneos entre todos los niveles socioeconómicos y significativos en toda la distribución de resultados. Además, los niños menores suelen abandonar más y son los que tienen menos probabilidades para elegir la ruta académica en secundaria.
This thesis studies how the education system in place affects the human capital development of its students. Chapter 1 explores the role of schools, Chapter 2 studies the grading system, and Chapter 3 investigates the consequence of a specific regulation requiring that all students start primary education in the calendar year in which they turn 6. For the empirical analyses, I gathered and studied administrative data on attainment, test scores, socio-economic and demographic characteristics of the universe of Catalan students enrolled in primary and secondary education from 2009 to 2015. Chapter 1 focuses on public schools in Barcelona, while Chapter 2 and Chapter 3 exploit data for the entire region. The second and third chapters are coauthored with Caterina Calsamiglia. In Chapter 1, I study how the school environment affects students' cognitive skills and educational attainment. I estimate a dynamic structural model of cognitive skills accumulation and educational decisions of students enrolled in lower secondary education. Its key feature is that it allows me to separately identify the different channels through which schools affect student outcomes. I find large variation across schools both in their effect on cognitive skills development, and in their effects on students' educational choices above and beyond their level of cognitive skills. School environment is particularly relevant for choices of students with disadvantaged family background. Moreover their probabilities of graduating or enrolling in upper secondary education if they attend a given middle school have limited correlation with their expected performance in that school. Results suggest that evaluating and comparing schools using only nation-wide assessments may not favor disadvantaged students, who particularly benefit from schools which increase educational attainment, not only test scores. In Chapter 2, we study the differences between the evaluations assigned by teachers (GPA) and results in region-wide tests. We show that the GPA is strongly deflated in classes of above-average students. In other words, having better peers harms the evaluation obtained by a given student. Student access to education levels, tracks or majors is usually determined by their previous performance, measured either by internal exams, designed and graded by teachers in school, or external exams, designed and graded by central authorities. Our findings put forth a source of distortion that may arise in any system that uses internal grades to compare students across schools and classes. We also find suggestive evidence that school choice is impacted only the year when internal grades matter for future prospects. In Chapter 3, we study the effect of students' age at enrollment in primary school on their educational outcomes throughout primary and secondary education. Having a unique cut-off to determine when children can access school induces a large heterogeneity in maturity to coexist in a classroom. We show that relatively younger children do significantly worse both in tests administered at the school level and at the regional level, and they experience greater retention. These effects are homogeneous across socioeconomics and significant across the whole distribution of performance. Moreover younger children exhibit higher dropout rates and chose the academic track in secondary school less often.
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Foliano, Francesca. "Essays in economics of education." Thesis, University of Kent, 2018. https://kar.kent.ac.uk/69491/.

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This thesis is an examination of how aspects of the English secondary school system affect attainment of pupils, particularly those who are disadvantaged. The analysis is based on administrative data for all pupils enrolled in state schools in England. The thesis includes three self-contained chapters. In the first chapter we study whether substituting family with school inputs in the education production function of high ability pupils with low socio-economic status has an impact on their achievement in the exams at the end of compulsory education. We consider a selective, well-resourced boarding school admitting an unusually high share of talented pupils from disadvantaged backgrounds and we estimate the effect of attending it with propensity score matching to obtain comparable control groups in selective day schools. Our main finding is that the probability of being in the top decile of achievement in the exams increases by about 17 percentage points compared to the baseline of 59% for controls. The second chapter investigates whether gender segregation in secondary schools affects achievement and subject choice in non-selective schools in England. The empirical analysis is based on a value added model for achievement and a linear probability model for subject choice, both of which incorporate neighbourhood fixed effects. A robustness check based on a reasonable assumption about the relationship between the selection on observables and unobservables reveals that gender segregation has no effect on achievement of girls and a small effect on achievement of boys in english; in addition it does affect the probability of taking advanced science subjects at A-level for girls. My main finding is that girls from disadvantaged background who attend single sex schools are 2.6 percentage points more likely to choose an advanced science subject at A-level compared to a baseline of 7.3% in co-ed schools. Using a survey of students in England I find that girls and boys in single sex schools have less gender-stereotyped tastes and self-assessment of their abilities. These results support the hypothesis that girls in same-gender classes are less exposed to gender stereotypes, therefore more confident in their abilities in science and maths and more motivated to study these subjects. The third chapter explores the effects of school competition on the academic per- formance of pupils. In the early 2000s the Labour government introduced academies, a new type of state-run school managed by a team of private co-sponsors. This reform broadened the choice of schools available to pupils and their parents increasing competitive pressure in the education sector. I use administrative pupil-level data to evaluate whether pupils in traditional secondary schools located near academies were affected by this new competition in the education market. Credible causal estimates of the short term impact of academies on neighbouring state schools are obtained by exploiting variation in both the timing and the number of academy entries. I find small positive effects on achievement in schools located within three miles from an academy: this finding suggests that increasing competition in the education market in England does not affect negatively the academic performance in less popular traditional schools and instead results in modest benefits particularly for more disadvantaged pupils.
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Bouchnak, Lilia. "Essays on economics of education." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010097.

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Essais sur l'économie de l'éducation
As stated by the World Bank “education is a powerful driver of development and of the strongest instruments for reducing poverty and improving health, gender equality, peace and stability”. Moreover, yearly years of education are crucial for developing attitudes, values and skills which are permanent for entire life. However, education analyses are generally reduced to the academic learning while other aspects related to fair social system insuring equal access to education is neglected by policy makers in developing countries. Access to learning, success at secondary school and opportunity of higher education is socially and spatially conditioned. Despite the increase of the school enrolment, there remain a large number of students who fail to meet minimum standards of literacy and there are left behind. These students are generally coming from economically deprived backgrounds and their exclusion from school has several consequences for social cohesion, economic growth and for regional development. Equal access to education should be guaranteed by giving importance to the socioeconomic environment such as parents’ educational attainment which presents an important predictor of children education. As stated by the OECD (2013), “If your parents didn’t go to university, it is unlikely you will”. Indeed, parents are first educators of children and their educational attainments reflect the level of quality care provided for them. Government investment in primary education is crucial for learning continuity even though the quality of secondary education is of big interest especially for girls because they represent future mothers. This may represent an important reason to promote educational attainment for actual and future generations. Another type of educational determinants is the school quality. Participatory pedagogy, updated skills of teachers, procurement of adequate instructional material, etc., are important factors that can improve primary educational efficiency and reduce school dropout
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Turley, Patrick Ansel. "Essays in Economics and Education." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493510.

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Education is a fundamental input of human capital formation. In this dissertation we explore topics related to how much and what time of human capital individuals invest in, and the long term-consequences of these investments. We begin with by measuring the degree to which financial incentives can affect a college student’s field of study. Next, we attempt to identify genetic variants associated with increased educational attainment and examine the biological systems implicated by this analysis. Last, we test for heterogeneous treatment effects of education on health across the distribution of observed health and across a genetic predictor of health. In chapter 1, we examine whether students respond to immediate financial incentives when choosing their college major. From 2006-07 to 2010-11, low-income students in technical or foreign language majors could receive up to $8,000 in SMART Grants. Since income-eligibility was determined using a strict threshold, we determine the causal impact of this grant on student major with a regression discontinuity design. Using administrative data from public universities in Texas, we determine that income-eligible students were 3.2 percentage points more likely than their ineligible peers to major in targeted fields. We measure a larger impact of 10.2 percentage points at Brigham Young University. In chapter 2 we find that, educational attainment (EA) is strongly influenced by social and other environmental factors, but genetic factors are also estimated to account for at least 20% of the variation across individuals. We report the results of a genome-wide association study (GWAS) for EA that extends our earlier discovery sample of 101,069 individuals to 293,723 individuals, and a replication in an independent sample of 111,349 individuals from the UK Biobank. We now identify 74 genome-wide significant loci associated with number of years of schooling completed. Single-nucleotide polymorphisms (SNPs) associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioral phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because EA is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric disease. In 1972, the mandatory minimum age at which a student could drop out of school in England and Wales was raised from 15 to 16, constraining roughly 15 percent of the student population. In chapter 3, we exploit this discontinuous increase in educational attainment to estimate the impact of education on body mass index (BMI) and diabetes approximately 40 years later. While previous literature found no significant effect of education on health, they were not able to investigate whether these effects vary along the distribution of health outcomes. We are able to detect large effects on BMI in the upper quantiles of observed BMI, as large as 2 BMI points at the 90th percentile of BMI, from a baseline of 35.6. Using a genetic predictor of BMI, we also find that those with higher genetic risk of obesity see smaller reductions in BMI as a result of the increase in compulsory schooling while large reductions are seen in those with low genetic risk. Taken together our results point to the importance of considering heterogeneity when estimating the impacts of education on health.
Economics
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De, Philippis Marta. "Essays in economics of education." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3292/.

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This thesis studies aspects related to the role of schools characteristics and their governance on students’ learning outcomes. The thesis contains three chapters. The first chapter explores the effect of exposing students to more science in high school on their enrolment and persistence in STEM majors at university. It exploits the different timing in the implementation of a reform that induced high schools in the UK to offer more science to high ability 14 year-old children. The findings show that a stronger science curriculum at high school increases the probability of enrolling and of graduating in a STEM major at university. Moreover, the effect masks substantial gender heterogeneity. It is indeed mostly concentrated on boys. Girls tend to choose more scientific subjects, but still the most female-dominated ones: they choose medicine, not engineering. The second chapter of this thesis analyses the effects of providing strong research incentives to university professors on the way they allocate effort between teaching and research and on the way they select into different types of universities. I find evidence that teaching and research efforts are substitute in the professors’ cost function: the impact of research incentives is positive on research activity and negative on teaching performance. Effects are stronger for young faculty members, who are exposed not only to monetary incentives but also to career concerns. Moreover, I find that less skilled researchers tend to leave the university under stronger research incentives. Since I estimate that teaching and research skills are positively correlated, this implies that also bad teachers tend to leave the university. The overall impact of stronger research incentives on the university teaching quality is therefore ambiguous: the negative effect on teaching performance for incumbent professors is compensated by the positive sorting effect, given by changes in the composition of teachers. The third chapter explores where do the large cross-country differences in students’ performances in international standardized tests come from. This chapter argues that, while most of the debate concentrates on country differences in the school systems, differences in cultural environments and parental inputs are instead of great importance. I show indeed that the school performance of second generation immigrants is closely related to the average one of native students who still study in their parents’ countries of origin. This holds true even after accounting for different family background characteristics, different schools attended and different patterns of selection into immigration. This pattern questions whether PISA scores should be interpreted only as a quality measure for a country’s educational system. They actually contain an important intergenerational and cultural component. Parental inputs are found indeed to explain a large part of the cross country variation in school performance, for instance they account for more than one third of the gap between East Asia and other regions.
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Abington, Casey. "Essays in the economics of education." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/3872.

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Doctor of Philosophy
Department of Economics
William F. Blankenau
The first essay examines the allocation of education spending. Human capital investment in early childhood can lead to large and persistent gains. Beyond this window of opportunity, human capital accumulation is more costly. Despite this, government education spending is allocated disproportionately toward late childhood and young adulthood. The consequences of a reallocation are examined using an overlapping generations model with private and public spending on early and late childhood education. Taking as given the higher returns to early investment, the model shows the current allocation may nonetheless be appropriate. With a homogeneous population, this can hold for moderate levels of government spending. With heterogeneity, this can hold for middle income workers. Lower income workers, by contrast, may benefit from a reallocation. The second essay provides a detailed review of the human capital proxies used in growth regressions. Economic theory and intuition tells us that human capital is important for economic growth, and now most empirical growth studies include a human capital component. Human capital is a complex concept that is difficult to quantify in a single measure. A number of proxies have been proposed, with most focusing on an aspect of education. The consensus is that human capital is poorly proxied. For each of the most commonly used measures, I give a description, discuss trends, summarize the literature and results, compare advantages and disadvantages, and list data sets. This review will serve as a useful reference for any researcher including human capital in a growth regression. The final essay explores the importance of a variety of human capital measures for growth using the Bayesian Averaging of Classical Estimates (BACE) approach proposed by Sala-i-Martin, Doppelhofer, and Miller (2004). BACE combines standard Bayesian methods with the classical approach to address the problem of model uncertainty. A new data set is constructed that includes 35 human capital variables. The analysis shows that multiple human capital measures are robustly significant for growth. Some of these variables are IQ scores, the duration of primary and secondary education, average years of primary education, average years of female higher education, and higher education enrollment.
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Books on the topic "Of Education and Economics"

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Ayot, H. Okello. Economics of education. Nairobi: Educational Research and Publications, 1992.

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(undifferentiated), Lowe. Consumer Education and Economics. 4th ed. New York: Glencoe/Mcgraw-Hill, 1997.

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Cohn, Elchanan. The economics of education. 3rd ed. Oxford, England: Pergamon Press, 1990.

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Dawkins, David. Economics, politics, and education. Victoria: Deakin University, 1986.

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Debi, Sailabala. Economics of higher education. Meerut, India: Anu Books, 1988.

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Johnes, Geraint. The economics of education. New York: St. Martin's Press, 1993.

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Johnes, Geraint. The Economics of Education. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23008-2.

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Majhanovich, Suzanne, and Macleans A. Geo-JaJa, eds. Economics, Aid and Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-365-2.

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Toutkoushian, Robert K., and Michael B. Paulsen. Economics of Higher Education. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7506-9.

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Arai, Kazuhiro. The Economics of Education. Tokyo: Springer Japan, 1998. http://dx.doi.org/10.1007/978-4-431-66905-0.

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Book chapters on the topic "Of Education and Economics"

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Duplass, James A. "Economics Education." In The Essence of Teaching Social Studies, 119–28. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-15.

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Grol, Roel, Sam de Muijnck, and Esther-Mirjam Sent. "Economics." In Understanding Education and Economics, 12–22. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429020933-2.

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Sadler, Thomas R. "Economics of education." In Pandemic Economics, 189–207. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003133629-13.

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Santone, Susan. "Ecological Economics Education." In Schooling for Sustainable Development in Canada and the United States, 153–67. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4273-4_11.

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Wiegel, Vincent. "Economics and Education." In Lean in the Classroom, 3–22. New York : Taylor & Francis, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429837012-1.

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Conrad, Christian A. "Weaknesses in Economics and Economic Education." In Political Economy, 5–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30884-1_2.

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Le Grand, Julian, Carol Propper, and Sarah Smith. "Education." In The Economics of Social Problems, 49–67. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-349-92210-9_4.

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Le Grand, Julian, Carol Propper, and Ray Robinson. "Education." In The Economics of Social Problems, 65–90. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21930-8_4.

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Kulkarni, Anand. "Education." In India Studies in Business and Economics, 107–66. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9378-5_3.

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Atkinson, Brian. "Social Policy: Health and Education." In Applied Economics, 163–77. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14250-7_10.

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Conference papers on the topic "Of Education and Economics"

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Umi Mintarti W, Sri, Agung Haryono, Imam Mukhlis, Nasik Nasikh, Roufah Inayati, and Ali Wafa. "Economics Teachers Perception on Asean Economic Community and the Implication toward the Teaching of Economics." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006891106560661.

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Melvin L. Myers, Henry P. Cole, Joan M. Mazur, and Steve Isaacs. "Promoting Safety through Economics Education." In 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21192.

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Stukalina, Yulia. "Marketing in higher education: promoting educational services and programmes." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.062.

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Purpose – the purpose of the article is to investigate current marketing and branding trends in higher education, and to discuss some popular marketing tools incorporated into the marketing strategy of a contemporary university. The rele-vance of the research topic is determined by the fact that managers working in higher education have to become more market-oriented as they are facing new challenges in an extremely competitive international environment. Research methodology – the article is based on the analysis of theoretical literature and previous research on the topic, OECD and EU documents on the basic trends in higher education, and marketing plans of randomly chosen higher edu-cation institutions. Findings – the analysis performed in the article has allowed the author to identify the main challenges experienced by contemporary universities in the agenda of promoting their educational services and programmes, and some novel mar-keting tools applied for enhancing the university’s brand awareness and reputation. Research limitations – the limitations of the study are mainly related to the research base, which includes a few higher education institutions, so future study with a broader research base is recommended to generalize the findings. Practical implications – the research results may be useful for higher education managers responsible for developing a competitive marketing strategy of the university aimed at promoting their educational services and programmes. Originality/Value – the research is based on the analysis of working marketing plans of some universities having good marketing traditions.
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Krajnc, Saša. "Copyright Exceptions for Education." In IXth Conference Law and Economics. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-115-5.3.

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Van Der Vorst, Claudia. "HIGHER EDUCATION TURNAROUND SUPPORTING DIGITAL TRANSFORMATION." In 15th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2021. http://dx.doi.org/10.20472/efc.2021.015.009.

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Feng, Zhiqin. "Study of Applied Economics Research Methods under Open Economic Environment." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.136.

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Laanemets, Urve, and Tiia Ruutmann. "Educational decision-making about curriculum development, environments and economics of education." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096056.

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Çokgezen, Murat, and Jale Çokgezen. "Transformation in Economics Education in Transition Countries and International Visibility: The Case of Balkan Economists." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00856.

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In the socialist era, economists, like other scientists, had limited connections to the West and their work rarely appeared in international journals due to methodological differences between the Western and the socialist scholars in social sciences, inadequacies in English, and other legal restrictions. After the collapse of socialism, legal barriers were lifted but the new republics still needed new economists equipped with the requirements of the new economic order based on private property and market mechanisms. To this end, they reorganized their economics curricula, published new textbooks, and trained students and academics. Aim of this study is to discuss impact of policies adopted in economics education by transition countries on publication performances of economists in former socialist countries in Balkan region. In this regard, articles published by the economists of former socialist countries in the Balkans between 1990 and 2013 are examined. The articles published in journals indexed by Scopus database are classified on the bases of countries, dates, authors, affiliations, journals and subjects. Long term trends derived from these classifications are interpreted. The results of this study show that number of publications by Balkan economists in Scopus economics journals increased gradually over 1990-2013 period: Particularly, increasing number of regional journals indexed in the Scopus soared the international publications of the Balkan economists. Overwhelming majority of these works are in English, published in regional journals and are about regional issues. The study also revealed that most of the contributors are affiliated to big, old, public universities of the region.
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Fu, Jinlan, and Hongtao An. "The Justice of Higher education: a Necessary Care of Education." In 2016 International Conference on Economics and Management Innovations. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemi-16.2016.18.

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Xiang, Dawei, and Yanbo Wu. "Computer Applications Educational Reform and Laboratory Practice and Exploration in Higher Education." In 2016 International Conference on Economics and Management Innovations. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemi-16.2016.41.

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Reports on the topic "Of Education and Economics"

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Hoxby, Caroline. The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19816.

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Flyer, Frederick, and Sherwin Rosen. The New Economics of Teachers and Education. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4828.

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Lavecchia, Adam, Heidi Liu, and Philip Oreopoulos. Behavioral Economics of Education: Progress and Possibilities. Cambridge, MA: National Bureau of Economic Research, October 2014. http://dx.doi.org/10.3386/w20609.

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Dolan, Margarida. Supporting International Students of Economics in UK Higher Education. The Economics Network, December 2012. http://dx.doi.org/10.53593/n2264a.

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Carlton, Dennis, and Avi Weiss. The Economics of Religion, Jewish Survival and Jewish Attitudes Toward Competition in Torah Education. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7863.

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Poulter, Martin L. Open Educational Resources in Economics. The Economics Network, September 2017. http://dx.doi.org/10.53593/n2962a.

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Hastings, Justine, Brigitte Madrian, and William Skimmyhorn. Financial Literacy, Financial Education and Economic Outcomes. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18412.

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Chun, Natalie, and Elisabetta Gentile. Taking Education to the Next Level: What Can Be Learned from Benchmarking Education across Economies? Asian Development Bank, March 2020. http://dx.doi.org/10.22617/wps200059-2.

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Hanushek, Eric, and Ludger Woessmann. The Economics of International Differences in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, April 2010. http://dx.doi.org/10.3386/w15949.

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Jorgenson, Dale, Mun Ho, and Jon Samuels. Education, Participation, and the Revival of U.S. Economic Growth. Cambridge, MA: National Bureau of Economic Research, July 2016. http://dx.doi.org/10.3386/w22453.

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