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Continuous training and wages: An empirical analysis using a comparison-group approach 总被引：3，自引：0，他引：3
Katja Görlitz 《Economics of Education Review》2011,30(4):691-701
Using German linked employer-employee data, this paper investigates the short-term impact of on-the-job training on wages. The applied estimation approach was first introduced by Leuven and Oosterbeek (2008). Wages of employees who intended to participate in training but did not do so because of a random event are compared to wages of training participants. The estimated wage returns are statistically insignificant. Furthermore, the decision to participate in training is associated with sizeable selection effects. On average, participants have a wage advantage of more than 4% compared to non-participants. 相似文献
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Despite a substantial body of research investigating the market significance of inventions by independent inventors, relatively little attention has been devoted to understanding their technological significance. A recent study conducted by [Dahlin, K., Taylor, M., Fichman, M., 2004. Today's Edisons or weekend hobbyists: technical impact and success of inventions by independent inventors. Res. Policy 33, 1167-1183] on the tennis racket industry shows that independent inventors are a heterogeneous group which includes both “heroes” who contribute substantially to technological progress and “hobbyists” who make only a marginal contribution. What is not asked - and therefore not explained - is why this distinction arises. In this paper, we focus on the type of prior technological knowledge (in terms of technological specialization and diversity) applied by independent inventors and their corporate counterparts as a factor explaining differences in technological impact. Our empirical setting is the field of medical equipment technology. We find that independent inventors are more sensitive to the negative effects of technological diversity than their corporate counterparts. Furthermore, our study reveals that technological specialization pays off more for independent inventors than for their corporate counterparts. Therefore, those independent inventors who apply low degrees of diversity and high degrees of specialization are capable of reaching the same level as or even outperforming their corporate counterparts, thus becoming “heroes”. Based on our findings, we discuss implications for research and corporate practice. 相似文献
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Studies of technological change constitute a field of growing importance and sophistication. In this paper we contribute to the discussion with a methodological reflection and application of multi-stage patent citation analysis for the measurement of inventive progress. Investigating specific patterns of patent citation data, we conclude that single-stage citation analysis cannot reveal technological paths or lineages. Therefore, one should also make use of indirect citations and bibliographical coupling. To measure aspects of cumulative inventive progress, we develop a “shared specialization measure” of patent families. We relate this measure to an expert rating of the technological value added in the field of variable valve actuation for internal combustion engines. In sum, the study presents promising evidence for multi-stage patent citation analysis in order to explain aspects of technological change. 相似文献
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Although the relation between teacher–student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between teacher acceptance, student-perceived teacher support, and academic achievement. Eight hundred sixteen students from 3 different grade levels in Slovenian elementary and secondary schools, covering the age range from late childhood through early-to-middle adolescence, participated in the study at the beginning and at the end of the school year. Structural equation modeling was used. Different models of relations between teacher acceptance, student-perceived teacher support, and academic achievement were analyzed using the cross-lagged panel correlation technique. The results supported the hypothesized reciprocal model, indicating the relation between teacher acceptance and academic achievement in both directions. Student-perceived teacher personal support partially mediates the relation between teacher acceptance and achievement in both directions on the whole sample but not in specific age groups. Finally, we found some age-specific differences in the relations between teacher acceptance, teacher personal support, and achievement. 相似文献
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Mihelič Katarina Katja Lim Vivien Kim Geok Culiberg Barbara 《European Journal of Psychology of Education - EJPE》2023,38(2):567-585
European Journal of Psychology of Education - This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives.... 相似文献