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on Sociology of Economics |
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Issue of 2008‒02‒16
four papers chosen by Jonas Holmström Swedish School of Economics and Business Administration |
| By: | Azar, Ofer H.; Brock, David M. |
| Abstract: | Rankings of strategy journals are important for authors, readers, and promotion and tenure committees. We present several rankings, based either on the number of articles that cited the journal or the per-article impact. Our analyses cover various periods between 1991 and 2006, for most of which the Strategic Management Journal was in first place and Journal of Economics & Management Strategy (JEMS) second, although JEMS ranked first in certain instances. Long Range Planning and Technology Analysis & Strategic Management also achieve a top position. Strategic Organization makes an impressive entry and achieves a top position in 2003-2006. |
| Keywords: | Journal rankings; Citation analysis; Strategic Management; Academic impact; Strategy |
| JEL: | L0 M0 M1 A12 M2 |
| Date: | 2007 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:7066&r=sog |
| By: | Damien Besancenot (CEPN - Centre d'économie de l'Université de Paris Nord - CNRS : UMR7115 - Université Paris-Nord - Paris XIII); Joao Faria (Department of Economics - Nottingham Business School); Radu Vranceanu (Department of Economics - ESSEC) |
| Abstract: | Criticism is mounting on business schools for their excessive focus on research and for neglecting teaching. We show that if students have imperfect information about a school's overall capabilities and if business schools differ in their research productivity, the least productive schools may do as much research as the top-tier ones only to manipulate students' expectations. In turn, the most productive schools might resort to excess research in order to signal their type in the eyes of future students. This signaling equilibrium is characterized by a relative neglect of teaching by the top-tier schools. Such a situation is socially inefficient as compared to the perfect information case. |
| Keywords: | Business Schools; Research management; Research policy; Research vs. teaching; Signalling; Imperfect information |
| Date: | 2008–01–17 |
| URL: | http://d.repec.org/n?u=RePEc:hal:papers:halshs-00241259_v1&r=sog |
| By: | Manuel Bagues; Mauro Sylos Labini; Natalia Zinovyeva |
| Abstract: | This paper documents that grades vary significantly across Italian public universities and degrees. We provide evidence suggesting that these differences reflect the heterogeneity of grading standards. A straightforward implication of this result is that university funding schemes based on students' academic performance do not necessary favour universities that generate higher value added. We test this for the case of the Italian funds allocation system, which rewards universities according to the number of exams passed by their students. We find that university departments that rank higher according to this indicator actually tend to be significantly worse in terms of their graduates' performance in the labour market. |
| Date: | 2008–02 |
| URL: | http://d.repec.org/n?u=RePEc:fda:fdaddt:2008-07&r=sog |
| By: | Pietie Horn (Department of Economics, Stellenbosch University); Ada Jansen (Department of Economics, Stellenbosch University) |
| Abstract: | The deteriorating performance of first-year Economics students has become a concern at many South African universities. Addressing the issue requires a thorough understanding of the factors influencing students’ success. Studies analysing academic performance usually use the education production function approach. This approach identifies inputs crucial to learning to achieve certain outputs. Factors that have been investigated in other studies include the impact of lecture attendance on performance, as well as other factors such as matric results (particularly performance in Mathematics), gender and the age of the student. This study adds to existing literature by analysing the impact of the tutorial programme as an input. The case study investigates the tutorial programme for first-year Economics students at Stellenbosch University (SU) using both a quantitative and qualitative analysis. Results confirm what previous studies have found, namely that lecture attendance, gender and matric results contribute positively to performance in first-year Economics. The main finding of the paper is that tutorial attendance also contributes positively to academic performance. |
| Keywords: | Tutor programme, Undergraduate, Academic performance |
| JEL: | A2 A22 A29 |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:sza:wpaper:wpapers50&r=sog |