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on Sociology of Economics |
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Issue of 2013‒10‒02
two papers chosen by Jonas Holmström Swedish School of Economics and Business Administration |
| By: | Markus Simeth (Ecole Polytechnique Fédérale de Lausanne (EPFL), College of Management, Switzerland); Julio Raffo (World Intellectual Property Organization, Economics and Statistics Division, Geneva, Switzerland) |
| Abstract: | Whereas recent scholarly research has provided many insights about universities engaging in commercial activities, there is still little empirical evidence regarding the opposite phenomenon of companies disseminating scientific knowledge. Our paper aims to fill this gap and explores the motivations of firms that disclose research outcomes in a scientific format. Besides considering an internal firm dimension, we focus particularly on knowledge sourcing from academic institutions and the appropriability regime using a cost-benefit framework. We conduct an econometric analysis with firm-level data from the fourth edition of the French Community Innovation Survey (CIS4) and matched scientific publications for a sample of 2,512 R&D performing firms from all manufacturing sectors. The analysis provides evidence that the access to important scientific knowledge imposes the adoption of academic disclosure principles, whereas the mere existence of collaborative links with academic institutions is not a strong predictor. Furthermore, the results suggest that overall industry conditions are influential in shaping the cost-benefit rationale of firms with respect to scientific disclosure. |
| Keywords: | R&D, Industrial Science, Knowledge Disclosure, University-Industry collaboration |
| Date: | 2013–04 |
| URL: | http://d.repec.org/n?u=RePEc:wip:wpaper:06&r=sog |
| By: | Andrew Mearman (University of the West of England, Bristol); Aspasia Papa (University of the West of England, Bristol); Don J. Webber (University of the West of England, Bristol) |
| Abstract: | This paper presents a chronological, adaptive and reflective investigation into students’ perceptions of and motivations for choosing to study economics. Applications of multiple techniques to student-level primary data reveal the following. First, students’ perceptions of economics are on average somewhat negative, although there is considerable variation. Second, they regard economics as having value, in terms of providing insight, specialist knowledge, and skills of argumentation (all of which are perceived to be superior to peers). Third, they recognise the subject yields financial and other career advantages and has kudos. Fourth, they suggest that the relevance and usefulness of economics is important and consequently that excessive theorisation and a lack of practicality are problematic. These findings have considerable implications for how economics is taught, and for the nature of the subject itself. |
| Keywords: | Mixed-methods; UK student perceptions; Realisticness; Focus groups; Survey |
| JEL: | A11 A20 |
| URL: | http://d.repec.org/n?u=RePEc:uwe:wpaper:20131303&r=sog |