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on Knowledge Management and Knowledge Economy |
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Issue of 2026–05–11
four papers chosen by Laura Nicola-Gavrila, Centrul European de Studii Manageriale în Administrarea Afacerilor |
| By: | Eric Bartelsman (Vrije Universiteit Amsterdam); Sabien Dobbelaere (Vrije Universiteit Amsterdam); Alessandro Zona Mattioli (University of Amsterdam) |
| Abstract: | This paper develops a micro-founded framework linking price-cost and wage markups to intangible assets. Intangible assets, once created, are a source of firm rents. Owing to limits to enforceable ownership and the non-rival nature of knowledge, these rents can be both retained by the origin firm and transferred to a competitor through poaching of workers. Search and matching frictions affect labor mobility and result in bargaining over rents between the firm and the worker. This environment generates hold-up in intangible asset creation and motivates rent sharing. Under non-compete agreements, poached workers face start delays that weaken outside options. Using microdata from the Netherlands, we document higher price-cost and wage markups in more intangible-intensive firms and lower wages for workers with non-compete agreements, consistent with the model. |
| Keywords: | Price-cost markups, wage markups, rent sharing, intangibles, non-compete agreements |
| JEL: | J41 L10 O30 |
| Date: | 2026–02–26 |
| URL: | https://d.repec.org/n?u=RePEc:tin:wpaper:20260008 |
| By: | Sule Alan; Kumar Biswas; Christina S. Hauser; Shwetlena Sabarwal |
| Abstract: | Improving classroom behavior is a persistent challenge in low-resource education systems, where disruptive environments often derail instruction and limit learning. Yet little rigorous evidence exists on whether behavior management can serve as a lever for academic improvement. We evaluate a program that shifts responsibility for establishing behavioral norms and reducing classroom disruptions from teachers to students. Covering over 7, 500 adolescents across 127 middle schools in Bangladesh, the program significantly improves the classroom social climate, fostering stronger cooperation, better behavioral norms, and more supportive peer networks. High-performing students benefit most, showing significant gains in math and verbal tests after the program. A follow-up 1.5 years later reveals that while social climate improvements fade, academic gains persist and extend to a broader set of students, though they remain concentrated among higher-ability peers. A key mechanism is enhanced academic support networks among high-ability students, facilitating peer learning and knowledge diffusion within this group. |
| JEL: | C93 I24 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35160 |
| By: | Cronauer, Carla; Weituschat, Sophia; Murken, Lisa; Randrianarison, Henintsoa; Waid, Jillian; Gornott, Christoph |
| Abstract: | Soil degradation poses a severe threat to smallholder farmers' livelihoods in Madagascar, yet farmers' own perceptions of the processes affecting soil quality remain poorly understood. This study analyzes the mental models of 1, 007 smallholder farmers in south-eastern Madagascar, examining how environmental and socio-economic characteristics shape their understanding of soil quality processes. As a second objective we examine whether mental model elicitation influences agronomic knowledge and adoption intentions. Using a representative survey with randomized assignment to the mental model elicitation task, we find that Malagasy smallholder farmers hold moderately complex mental models, most often drawing direct connections between drivers and soil quality. Manure, rainfall, and heat are the most frequently included drivers, with manure perceived as most beneficial for soil quality. Education emerges as the strongest predictor of mental model complexity, with complexity increasing progressively across education levels. Sex, age, and local climatic conditions also shape both complexity and the inclusion of specific drivers. Mental model elicitation did not meaningfully improve agronomic knowledge test scores, but was positively associated with intentions to adopt manure application. These findings underscore the value of farmers' systems thinking and highlight the importance of accounting for socio-demographic and environmental heterogeneity when seeking to understand local agricultural knowledge systems. They further suggest that structured mental model elicitation holds potential as a tool for targeted agricultural extension, particularly for practices that are already salient in farmers' mental models and positively perceived. |
| Keywords: | Institutional and Behavioral Economics |
| Date: | 2026–03 |
| URL: | https://d.repec.org/n?u=RePEc:ags:aes026:397896 |
| By: | Knebel-Seitz, Caroline |
| Abstract: | Online brokers and robo advisors frequently use investment simulation tools to visualize portfolio choices and illustrate investment scenarios to their clients. I conduct a survey experiment to study whether people understand such a simulation tool. I analyze how using it might affect individual financial knowledge, confidence in financial decision-making skills, and motivation to deal with the topic of "saving and investing". In addition, an advice-giving task is implemented to test for mutual reinforcement effects. I find that even a simplified simulation tool is challenging to understand for a lot of individuals. Only those who are able to comprehend the tool are able to improve their financial knowledge related to the tool's content. A successfully completed advice-giving task boosts confidence for those with initial below-median confidence levels. Furthermore, there is a positive short-term effect on motivation. In the medium term, however, participants are rather discouraged to take further actions. Overall, this calls for the careful design and implementation of investment simulation tools, especially for less financially literate individuals. |
| Keywords: | Behavior, finance & microfinance, framing, simulation tool, giving advice |
| JEL: | C90 D14 G11 G53 |
| Date: | 2026 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:zewdip:340838 |