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on Education |
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Issue of 2011‒07‒27
25 papers chosen by Joao Carlos Correia Leitao University of Beira Interior and Technical University of Lisbon |
| By: | Cervera-Taulet, Amparo; Iniesta-Bonillo, M. Ángeles; Sánchez-Férnadez, Raquel; Schlesinger-Díaz, M. Walesska; Soler-Ramo, Leonarda |
| Abstract: | Information and communication technologies (ICT) represent a source of competitive advantage for an organization. In particular, the expansion of ICT knowledge and experience in higher education is a key component of an educational reform agenda. This paper reports findings about which factors influence on the ICT usage in this context. Results confirm that graduates' experiences with some particular technologies in education are related to gender, area of expertise and University of origin. |
| Keywords: | areas of expertise; University of origin; gender; higher education; ICT usage |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:353&r=edu |
| By: | Barreda-Tarrazona, Raquel; Carausan, Mihaela Victorita; Márquez-García, Alfonso Miguel; Souto-Pérez, Jaime |
| Abstract: | This study examines the impact of ethical commitment generic competence in higher education and culture. We used an ad-hoc questionnaire to evaluate the responses of graduate-level business students in Romania and Spain when they are asked about their self-assessment, the importance of the competence for working in their profession in the labour market and the role of University in improving their assessment in this competence, as well as 10 items from the National Culture Survey to determine the extent of the association between five cultural dimensions and ethical commitment in Romania and Spain. Research suggests that Spanish and Romanian students' perceptions of their self-assessment are significantly higher than their perceptions of the role of the university. We conclude that we should promote the role of universities in improving their assessment. |
| Keywords: | Cross-country research; Ethics Commitment; Generic Competences; Higher Education |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:310&r=edu |
| By: | Nicolescu, Cristina |
| Abstract: | The paper at hand is a continuation of the work in progress presented at 9th International Congress of the International Association on Public and Nonprofit Marketing 2010, whose scientific approach is aimed at the use of promotion, as instrument of the marketing mix, triggered by the interest to analyze the ability of Romanian higher education to use the marketing strategies, as strategies of boosting their competitive advantage. The research final conclusions highlight, however, an incipient crystallization of this ability, standing by the initial statement, according to which the Romanian higher education institutions have not yet reached the maturity level in using the marketing instruments, which calls for, in a fairly foreseeable future, the need to adjust their using manner. |
| Keywords: | promotion instruments; educational market; marketing mix; University p romotion |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:342&r=edu |
| By: | Krieger, Tim; Haupt, Alexander M.; Lange, Thomas |
| Abstract: | The paper presents a model of two countries competing for the international pool of talented students from the rest of the world. To relax tuition-fee competition, countries differentiate their education systems in equilibrium, albeit inefficiently. One country offers high educational quality at high tuition fees and attracts the brightest students; the other country provides lower quality and charges lower fees. Recent developments, such as an increasing number of international students or growing graduate incomes in developing countries, widen the gap between education systems. Furthermore, educational competition among developed countries provides scope for a qualitative brain gain in less developed countries. -- |
| Keywords: | Higher education,student mobility,vertical quality differentiation,return migration,brain gain |
| JEL: | H87 F22 I28 |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:gdec11:49&r=edu |
| By: | Dearden, Lorraine (Institute for Fiscal Studies, London); Micklewright, John (Institute of Education, University of London); Vignoles, Anna (Institute of Education, University of London) |
| Abstract: | 'League table' information on school effectiveness in England generally relies on either a comparison of the average outcomes of pupils by school, e.g. mean exam scores, or on estimates of the average value added by each school. These approaches assume that the information parents and policy-makers need most to judge school effectiveness is the average achievement level or gain in a particular school. Yet schools can be differentially effective for children with differing levels of prior attainment. We present evidence on the extent of differential effectiveness in English secondary schools, and find that even the most conservative estimate suggests that around one quarter of schools in England are differentially effective for students of differing prior ability levels. This affects an even larger proportion of children as larger schools are more likely to be differentially effective. |
| Keywords: | school effectiveness, school choice, value added, England |
| JEL: | I2 |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp5839&r=edu |
| By: | Christopher Bruffaerts; Catherine Dehon; Bertrand Guisset |
| Abstract: | By using data collected through a survey containing newly enrolled student in Management Engineering at the University of Brussels, we show that even if all students do not come with the same chance of success at university, their working/studying behavior may lessen the burden of the past. Unlike the majority of the literature focusing on deterministic vision of success, we propose a more balanced view of the determining factors of academic success where success is explained both by what the student controls and what he does not control. We indeed take into account by means of a multivariate analysis the background of the student(personal characteristics, schooling and human capital of the family) as well as variables that are related to the study methods and habits of the student such as class attendance, the regularity of study and the study capacity during the exam period. Our results show that the work/studying pays off: the two most relevant factors explaining success are the work/study regularity as well as the number of hours the student studies/works during the exam period. In addition and in contrast with the common belief, both class attendance and guidance courses do not seem to be important to succeed but are the keys in successfully completing the year with a grade. |
| Keywords: | academic achievement; management engineering; multivariate models; socioeconomic factors; study methods |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:eca:wpaper:2013/92704&r=edu |
| By: | Christian Dustmann (CReAM, University College London); Albrecht Glitz (CReAM, Universitat Pompeu Fabra) |
| Abstract: | Sjaastad (1962) viewed migration in the same way as education: as an investment in the human agent. Migration and education are decisions that are indeed intertwined in many dimensions. Education and skill acquisition play an important role at many stages of an individual’s migration. Differential returns to skills in origin- and destination country are a main driver of migration. The economic success of the immigrant in the destination country is to a large extent determined by her educational background, how transferable these skills are to the host country labour market, and how much she invests into further skills after arrival. The desire to acquire skills in the host country that have a high return in the country of origin may also be an important reason for a migration. From an intertemporal point of view, the possibility of a later migration may also affect educational decisions in the home country long before a migration is realised. In addition, the decisions of migrants regarding their own educational investment, and their expectations about future migration plans may also affect the educational attainment of their children. But migration and education are not only related for those who migrate or their descendants. Migrations of some individuals may have consequences for educational decisions of those who do not migrate, both in the home and in the host country. By easing credit constraints through remittances, migration of some may help others to go to school. By changing the skill base of the receiving country, migration may change incentives to invest in certain types of human capital. Migrants and their children may create externalities that influence educational outcomes of non-migrants in the destination country. This chapter will discuss some of the key areas that connect migration and education. |
| Keywords: | Migration, Education, Human Capital, Return Migration, Immigrant Selection, Second-generation Immigrants. |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:nor:wpaper:2011011&r=edu |
| By: | Frenette, Marc |
| Abstract: | Aboriginal people generally have lower levels of educational attainment than other groups in Canada, but little is known about the reasons behind this gap. This study is the second of two by the same author investigating the issue in detail. The first paper (Frenette 2011) concludes that the labour market benefits to pursuing further schooling are generally not lower for Aboriginal people than for non-Aboriginal people. This second paper takes a more direct approach to the subject by examining the gap in educational attainment between Aboriginal and non-Aboriginal youth using the Youth in Transition Survey (YITS), Cohort A. Aboriginal people who live on-reserve or in the North are excluded from the YITS and, thus, from this analysis. The results of the analysis show that most (90 percent) of the university attendance gap among high school graduates is associated with differences in relevant academic and socio-economic characteristics. The largest contributing factor among these is academic performance (especially differences in performance on scholastic, as opposed to standardized, tests). Differences in parental income account for very little of the university attendance gap, even when academic factors are excluded from the models (and thus do not absorb part of the indirect effect of income). Differences in academic and socio-economic characteristics explain a smaller proportion of the gap in high school completion than in university attendance. |
| Keywords: | Educational attainment, Aboriginal |
| JEL: | I21 J15 |
| Date: | 2011–06–27 |
| URL: | http://d.repec.org/n?u=RePEc:ubc:clssrn:clsrn_admin-2011-13&r=edu |
| By: | Bigoni, Maria (University of Bologna); Fort, Margherita (University of Bologna); Nardotto, Mattia (Telecom - Paris Tech); Reggiani, Tommaso (University of Bologna) |
| Abstract: | This paper assesses the effect of two stylized and antithetic non-monetary incentive schemes on students’ effort. We collect data from a field experiment where incentives are exogenously imposed, performance is monitored and individual characteristics are observed. Students are randomly assigned to a tournament scheme that fosters competition between coupled students, a cooperative scheme that promotes information sharing and collaboration between students and a control treatment in which students can neither compete, nor cooperate. In line with theoretical predictions, we find that competition induces higher effort with respect to cooperation and cooperation does not increase effort with respect to the baseline. However, this is true only for men, while women do not seem to react to non-monetary incentives. |
| Keywords: | education, field experiments, incentives, competition, cooperation |
| JEL: | A22 C93 I20 |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp5844&r=edu |
| By: | Bogicevic, Marija; Curic, Maja; Petrovic, Ivana B. |
| Abstract: | The aim of research was to apply principles of marketing to the development of career guidance services for liberal arts students at the University of Belgrade. The paper includes a brief overview of the context of higher education in Serbia where Bologna process goes along the transition from socialist, state planned to market economy. Major findings of survey research on a sample of 312 liberal arts students about their career related needs indicate that students need a great deal of information about both studies and future jobs. In discussing research implications, it is argued that career services, in the discourse of the ‘Bologna' higher education, can and should be developed utilizing the marketing process, starting from the exchange as the basic principle of marketing dialogue. |
| Keywords: | Transitional Economy; Bologna Process; Marketing Perspective; Liberal Arts Students; Career Services |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:346&r=edu |
| By: | Burguete, José Luis Vázquez |
| Abstract: | The principal aim of this study is to analyze the internal and external Corporate Social Responsibility (CSR) functions attributed by university students to enterprises in their habitual economic activity, just as the influence of academic background in such subjective perceptions. Self-reported data was collected through a structured questionnaire from a total sample of 400 Spanish undergraduates. Descriptive and multivariate analysis revealed a generalized awareness of the relevance of socially responsible criteria, particularly when concerned to relationships with employees and consumers. Moreover, students in Experimental and Technical fields showed higher expectations of enterprises' social responsibilities than those within Social, Health and Humanities. |
| Keywords: | academic background; higher education; European policy; undergraduates' expectations; Corporate social responsibility |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:359&r=edu |
| By: | Gille, Véronique |
| Abstract: | Empirical evidence of education spillovers in developing countries and rural contexts is scarce and focuses on specific channels. This paper provides evidence of such spillovers in rural India, by evaluating the overall impact of education of neighbors on farm productivity. We use cross-sectional data from the India Human Development Survey of 2005. Spatial econometric tools are used to take into account social distance between neighbors. To be sure that our definition of the neighborhood does not drive our results, we test three different definitions of neighbors. Our results show that education spillovers are substantial: one additional year in the mean level of education of neighbors increases households' farm productivity by 3%. These findings are robust to changes in specification and open the way to further research. In particular, the paper does not explore the channels through which this spillover effect happens. This paper confirms the choice of improving education in developing countries: giving a child education will certainly provide him greater revenues but it may also provide his neighbors greater revenues. It also shows the importance for policy makers of taking into account education spillovers and policies' complementarity when facing political trade-offs. This paper is one of the few to underline that education externalities do not only exist in urban contexts and that education spillovers do not only occur between workers of the manufacturing and service sectors. There are also spillovers in sectors considered as more traditional such as agriculture. -- |
| Keywords: | Education externalities,Rural India,Farm productivity |
| JEL: | D13 O12 Q12 |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:gdec11:31&r=edu |
| By: | Sara Connolly (School of Economics, University of East Anglia); Susan Long (School of Economics, University of East Anglia) |
| Abstract: | The groundbreaking MIT report (1999) was the first study to quantify the disadvantages faced by female scientists. This has been followed by studies of gender pay differentials amongst academics working in the humanities (US), economics (UK and US) and the sciences (US). This paper provides the first detailed study of gender pay differentials amongst scientists working in the UK. Our data allows us to contrast the experiences of scientists working in Higher Education (academic scientists) with those working in Research Institutes (research scientists). We find that there is a gender pay differential of 22% (?6-7,000), most of which can be accounted for in terms of age, grade, subject, research esteem, workplace and domestic responsibilities, but a significant proportion remains unexplained (19% in academic and 30% in research science). Our results suggest that across grades, if female scientists were to receive the same returns as male scientists, the gender pay gap would narrow significantly and would close at the bottom end of the distribution. |
| Keywords: | occupation, pay, decomposition, institutions |
| JEL: | J16 J31 J44 J71 |
| Date: | 2011–07–18 |
| URL: | http://d.repec.org/n?u=RePEc:uea:aepppr:2011_27&r=edu |
| By: | C. Kirabo Jackson |
| Abstract: | I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a variety of alternate specifications to account for non-random charter entry. |
| JEL: | I2 I28 J00 J18 |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:17225&r=edu |
| By: | Arnaud Maurel; Xavier D'Haultfoeuille |
| Abstract: | This paper considers the identification and estimation of an extension of Roy’s model (1951) of sectoral choice, which includes a non-pecuniary component in the selection equation and allows for uncertainty on potential earnings. We focus on the identification of the non-pecuniary component, which is key to disentangle the relative importance of monetary incentives versus preferences in the context of sorting across sectors. By making the most of the structure of the selection equation, we show that this component is point identified from the knowledge of the covariates effects on earnings, as soon as one covariate is continuous. Notably, and in contrast to most results on the identification of Roy models, this implies that identification can be achieved without any exclusion restriction nor large support condition on the covariates. As a byproduct, bounds are obtained on the distribution of the ex ante monetary returns. We also propose a three-stage semiparametric estimation procedure for this model, which yields root-n consistent and asymptotically normal estimators. Finally, we apply our results to the educational context, by providing new evidence from French data that non-pecuniary factors are a key determinant of higher education attendance decisions. |
| Keywords: | Roy model, nonparametric identification, schooling choices, ex ante returns to schooling |
| JEL: | C14 C25 J24 |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:duk:dukeec:11-10&r=edu |
| By: | Claudia Schuchart (Universität Wuppertal); Kerstin Schneider (Universität Wuppertal and CESifo); Horst Weishaupt (Universität Wuppertal and DIPF); Andrea Riedel (Universität Wuppertal and DIPF) |
| Abstract: | In 2008, school districts were abolished in North Rhine-Westphalia. The paper focuses on the question whether neighborhood characteristics have an influence on the school choice behavior of parents with different socioeconomic and cultural resources. The analysis is based on data of a telephone survey of N = 1576 parents combined with data from school statistics and official statistics. The results indicate that the relationship between choice behavior and cultural and socioeconomic resources of parents is stronger in socially deprived neighborhoods than in privileged neighborhoods. However, there is only weak evidence for the hypothesis that the neighborhood influences the underlying subjective motives of parental school choice. |
| Keywords: | school choice, neighborhood effects, social inequality |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:bwu:schdps:sdp11009&r=edu |
| By: | Ding, Weili; Lehrer, Steven F. |
| Abstract: | Proponents of class size reductions draw heavily on the results from Project STAR to support their initiatives. Adding to the political appeal of these initiative are reports that minority and economically disadvantaged students received the largest benefits from smaller classes. We extend this research in two directions. First, to address correlated outcomes from the same class size treatment, we account for the over-rejection of the Null hypotheses by using multiple inference procedures. Second, we conduct a more detailed examination of the heterogeneous impacts of class size reductions on measures of cognitive and noncognitive achievement using more flexible models. We find that students with higher test scores received greater benefits from class size reductions. Furthermore, we present evidence that the main effects of the small class treatment are robust to corrections for the multiple hypotheses being tested. However, these same corrections lead the differential impacts of smaller classes by race and freelunch status to become statistically insignificant. |
| Keywords: | class size; multiple inference; unconditional quantile regression; treatment effect heterogeneity; test score gaps; and education experiment |
| JEL: | I20 C21 C12 |
| Date: | 2011–06–26 |
| URL: | http://d.repec.org/n?u=RePEc:ubc:clssrn:clsrn_admin-2011-12&r=edu |
| By: | Fornos, María Inés; Morel, Agustín Reyes; Muñoz, Álvaro Silva |
| Abstract: | This article refers to an exploratory study, which intends to understand the perspective that students graduated from an Uruguayan University have about the University Social Responsibility. Moreover, the research does not focus in the eventual learning process that those graduated lived when they were students and how they appreciate them forming in Social Responsibility; on the other hand, tries to grasp in their professional and social trajectories the elements of Social Responsibility. As a result, the study questions some traditional notions related to University Social Responsibility and offers new concepts to provide new meaning to discourses and practices inside Universities. |
| Keywords: | ethical and moral coherence; care; trust; professional trajectory; graduates' approach; University Social Responsibility |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:338&r=edu |
| By: | Monteleone, Simona (University of Catania, Department of Training Processes); Skonieczny, Giorgio (University of Catania, Dipartimento di Imprese, Culture e Società); Torrisi, Benedetto (University of Catania, Dipartimento di Imprese, Culture e Società) |
| Abstract: | To study the behavior of Italian researchers living in Italy with a view to creating appropriate policies to tackle the brain drain and discourage academics from emigrating, we constructed a survey based on a sample of 4700 Italian researchers (assistant professors) in several universities in Italy. The outlook is far from rosy: Italian researchers are generally dissatisfied with the economic and social situation of the country. Strong family ties represent the element keeping them at home in Italy. In this regard, no particular differences were noted between the North and South of the country. In analyzing the Italian academic system we identified factors that have greater weight in driving Italian intellectual talent to emigrate: the country’s higher education system leaves all dissatisfied. Furthermore, we discovered other factors that, albeit weak, keep Italian researchers in Italy. However, one wonders how much longer family and national ties will be able to keep Italian skilled agents in Italy, and whether such dissatisfaction may jeopardize the country’s future economic development. |
| Keywords: | Skilled migration; pull and push factors; academic system; geographical distribution |
| JEL: | F22 J24 O15 |
| Date: | 2011–05–01 |
| URL: | http://d.repec.org/n?u=RePEc:ris:demqwp:2011_001&r=edu |
| By: | Alves, Helena; Mainardes, Emerson Wagner; Raposo, Mario |
| Abstract: | With the objective of classifying university stakeholders by order of importance, this research project follows the core concepts and principles of Stakeholder Theory. The Stakeholder Salience model represented the foundation of an empirical study involving members of staff at eleven Portuguese state universities. Following the identification of twenty-one university stakeholders by means of exploratory research, we set out a questionnaire that was sent off to all staff at these universities. We had obtained 684 valid responses. The Stakeholder Salience model was deployed even though significant limitations to this approach were encountered. Thus, we put forward a new model designed to ascertain the importance of organisational stakeholders based exclusively on their respective influence. By the end, we were able to conclude that government and academics bear more influence than the market at the universities studied. |
| Keywords: | Stakeholder Theory; University Stakeholders; Universities; Importance of Stakeholders; Stakeholder Salience; Stakeholders |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:nsu:apasro:330&r=edu |
| By: | Wald, Nina; Bozzoli, Carlos |
| Abstract: | Recently, Conditional Cash Transfer Programs (CCT) became increasingly popular in developing countries due to their positive outcomes on health and education. In this paper, we are particularly interested in testing if children participating in CCT (treated) in conflict affected regions benefit more (or less) than their counterparts in peaceful areas. To test this, we combine longitudinal CCT data from Colombia with a conflict event dataset. This allows us to use standard techniques in treatment evaluation, but it augments the testing equations by adding interactions between dummies identifying different groups and indicators of violence. We find that the CCT program had an extra benefit in conflict areas concerning enrolment. However, grade progression is similar for treated children in low and high conflict regions. Results suggest that the program may work in attracting children to school, but in high conflict regions children tend to do less homework and miss more days in school. -- |
| Keywords: | Conditional Cash Transfer Program,Education,Conflict,Colombia,Panel Data,Treatment Effects |
| JEL: | C23 D74 I21 I38 O54 |
| Date: | 2011 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:gdec11:80&r=edu |
| By: | Philippe Belley; Marc Frenette; Lance Lochner |
| Abstract: | This paper examines the implications of tuition and need-based financial aid policies for family income – post-secondary (PS) attendance relationships. We first conduct a parallel empirical analysis of the effects of parental income on PS attendance for recent high school cohorts in both the U.S. and Canada using data from the 1997 Cohort of the National Longitudinal Survey of Youth and Youth in Transition Survey. We estimate substantially smaller PS attendance gaps by parental income in Canada relative to the U.S., even after controlling for family background, adolescent cognitive achievement, and local residence fixed effects. We next document that U.S. public tuition and financial aid policies are actually more generous to low-income youth than are Canadian policies. By contrast, Canada offers more generous aid to middle-class youth than does the U.S. These findings suggest that the much stronger family income – PS attendance relationship in the U.S. is not driven by differences in the need-based nature of financial aid policies. Based on previous estimates of the effects of tuition and aid on PS attendance, we consider how much stronger income – attendance relationships would be in the absence of need-based aid and how much additional aid would need to be offered to lower income families to eliminate existing income – attendance gaps entirely. |
| JEL: | H52 I21 I28 |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:17218&r=edu |
| By: | Rao, B. Bhaskara; Cooray, Arusha; Hassan, Gazi Mainul |
| Abstract: | This paper uses the Extreme Bounds Analysis (EBA) to find robust and permanent growth effects of education by using enrolment ratios and its components in a panel of Asian countries. It is found that male and female primary and secondary enrolment ratios have robust but small permanent growth effects. However, the growth effects of male and female tertiary enrolment ratios are fragile and insignificant. In contrast to the existing estimates in the literature, which do not distinguish between the transitory and permanent growth effects, our estimated permanent growth effects are small but significant. |
| Keywords: | Education and growth; Solow Growth Model; Extreme bounds analysis and Total factor productivity. |
| JEL: | O11 O15 |
| Date: | 2011–07–16 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:32279&r=edu |
| By: | David Neumark; Hans P. Johnson; Marisol Cuellar Mejia |
| Abstract: | The impending retirement of the baby boom cohort represents the first time in the history of the United States that such a large and well-educated group of workers will exit the labor force. This could imply skill shortages in the U.S. economy. We develop medium-term labor force projections of the educational demands on the workforce and the supply of workers by education to assess the potential for skill imbalances to emerge. Based on our formal projections, we see little likelihood of skill shortages emerging by the end of this decade. More tentatively, though, skill shortages are more likely as all of the baby boomers retire in later years, and skill shortages are more likely in the medium-term in states with large and growing immigrant populations. We discuss conflicting evidence on skill shortages based on alternative projections as well as criticisms of the definition of skill requirements, concluding that our projections are likely the most reasonable. |
| JEL: | J11 J24 |
| Date: | 2011–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:17213&r=edu |
| By: | Besancenot, Damien (Université paris 13); Huynh, Kim (Université Paris 2); Vranceanu, Radu (ESSEC Business School) |
| Abstract: | This paper provides a dynamic analysis of the market for academic publications. Given imperfect information about journals’editorial line, authors can sometimes target a wrong journal; in turn, the editor will desk-reject their paper. An equilibrium is de…ned as a situation where both editors and authors implement their optimal publication strategies, given the matching technology and the prevailing surplus sharing rule. The model can be solved for the equilibrium submission fee, desk rejection rate and ratio between the number of editors and the number of authors. |
| Keywords: | Academic journals; Desk-rejection; Publishing; Matching; Imperfect information |
| JEL: | A14 C78 |
| Date: | 2011–07–13 |
| URL: | http://d.repec.org/n?u=RePEc:ebg:essewp:dr-11004&r=edu |