nep-sog New Economics Papers
on Sociology of Economics
Issue of 2019‒09‒09
three papers chosen by
Jonas Holmström
Axventure AB
  1. Conference Presentations and Academic Publishing By Gorodnichenko, Yuriy; Pham, Tho; Talavera, Oleksandr
  2. Power and Publications in Chinese Academia By Ruixue Jia; Huihua Nie; Wei Xiao
  3. Students as partners : on developing a student led conference to enhance the skills of UG project students By Stephany Veuger; Seth Racey
  1. By: Gorodnichenko, Yuriy (University of California, Berkeley); Pham, Tho (affiliation not available); Talavera, Oleksandr (Swansea University)
    Abstract: This paper aims to quantify the contribution of conferences to publication success of more than 4,000 papers presented at three leading economics conferences over the 2006- 2012 period. The results show a positive link between conference presentation and the publishing probability in high-quality journals. Participating in major conferences is also associated with improved metrics for other measures of academic success such as the number of citations or abstract views. We document that, while the results are broadly similar across fields, annual meetings of the American Economic Association are particularly valuable in these dimensions.
    Keywords: publishing outcomes, research visibility, professional development, conferences
    JEL: I23 O39
    Date: 2019–08
    URL: http://d.repec.org/n?u=RePEc:iza:izadps:dp12573&r=all
  2. By: Ruixue Jia; Huihua Nie; Wei Xiao
    Abstract: In power-oriented societies, academia may not be immune to the influence of power. This paper studies the power-publication link by applying an event-study strategy to a panel dataset of the publication and biographical information of deans of economics schools in Chinese universities. We find that (i) deanship increases an individual’s publication by 0.7 articles per year; (ii) the increased publications stem from work coauthored with other researchers within the same university; (iii) the topics of the increased publications are more likely to deviate from the deans’ research area prior to becoming deans; and (iv) the power effect is smaller for top universities and leading journals, and for scholars with more pre-dean publications. These patterns appear consistent with the role of power in resource allocation rather than the impact of ability or reputation of the deans and thus have implications on distortions in knowledge production.
    JEL: H1 I2 O31
    Date: 2019–08
    URL: http://d.repec.org/n?u=RePEc:nbr:nberwo:26215&r=all
  3. By: Stephany Veuger (Northumbria University); Seth Racey (Northumbria University)
    Abstract: An important final year assessment which is common to most UK Undergraduate (UG) degree programmes is the final year project or dissertation. It is considered the capstone module on degree programmes whereby students gain valuable skills valued by employers. Our project engages final year UG students in a collaboration designed with inclusivity and partnership in mind.We ran student-led conferences to communicate the experience of final year students and disseminate their top tips to level 5 students. The project sits across three disciplines in the health and life sciences, the largest faculty in Northumbria University with the aim of developing a widely applicable solution for use across different programmes, departments, faculties and universities. By placing the student experience at its heart, our project seeks to enhance support for student learning through the improvement of graduate attributes including independence of thought and action, curiosity and critical thinking. Thus, employability outcomes are enhanced. The Project conferences aim to respect the diversity of the student body while creating a sense of equality to 1) support supervision quality across the institution. 2) Improve academic experience and 3) enhance graduate characteristics and thus employability.The inclusion of students as partners in pedagogic research in the student-led conferences and in a reflective exercise on the inclusion of students as equal partners in pedagogical research encouraged self- management of their own project and supervisor/student relationship thereby enhancing the student experience whilst developing their key graduate attributes. Student researchers played a major role in data analysis and evaluation. Additionally an eLearning platform organisation site has been constructed continuing the key resources for staff and students alongside video recordings of student presentations. This scalable project supports the development of graduates that are distinguished by their intellectual expertise and employability through meaningful pedagogical research that maximises student satisfaction.
    Keywords: Undergraduate, Research, Graduate, Skills, Partnership, Conference
    JEL: I23
    Date: 2019–06
    URL: http://d.repec.org/n?u=RePEc:sek:itepro:8410631&r=all
This nep-sog issue is ©2019 by Jonas Holmström. It is provided as is without any express or implied warranty. It may be freely redistributed in whole or in part for any purpose. If distributed in part, please include this notice.
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NEP’s infrastructure is sponsored by the School of Economics and Finance of Massey University in New Zealand.
This page is being maintained by Thomas Krichel. It was last updated on 2023‒07‒08 at 15:11.