Financial Literacy and Self-employment
Aida Ćumurović, Walter Hyll
Abstract
In this paper, we study the relationship between financial literacy and self-employment. We use established financial knowledge-based questions to measure financial literacy levels. The analysis shows a highly significant correlation between selfemployment and financial literacy scores. To investigate the impact of financial literacy on being self-employed, we apply instrumental variable techniques based on information on economic education before entering the labour market and education of parents. Our results reveal that financial literacy positively affects the probability of being self-employed. As financial literacy is acquirable, findings suggest that entrepreneurial activities may be raised via enhancing financial knowledge.
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Paternal Unemployment During Childhood: Causal Effects on Youth Worklessness and Educational Attainment
Steffen Müller, Regina T. Riphahn, Caroline Schwientek
Abstract
Using long-running data from the German Socio-Economic Panel (1984-2012), we investigate the impact of paternal unemployment on child labor market and education outcomes. We first describe correlation patterns and then use sibling fixed effects and the Gottschalk (1996) method to identify the causal effects of paternal unemployment. We find different patterns for sons and daughters. Paternal unemployment does not seem to causally affect the outcomes of sons. In contrast, it increases both daughters‘ worklessness and educational attainment. We test the robustness of the results and explore potential explanations.
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College Choice and the Selection of Mechanisms: A Structural Empirical Analysis
J.-R. Carvalho, T. Magnac, Qizhou Xiong
Abstract
We use rich microeconomic data on performance and choices of students at college entry to study the interaction between the revelation of college preferences through exams and the selection of allocation mechanisms. We propose a method in which preferences and expectations of students are identified from data on choices and multiple exam grades. Counterfactuals we consider balance costs arising from congestion and exam organization. Moving to deferred acceptance or inverting the timing of choices and exams are shown to increase welfare. Redistribution among students or schools is sizeable in all counterfactual experiments.
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Persönliche Beziehungen, der Transfer von akademischem Wissen und der Standort von Gründungen aus Hochschulen
S. Heblich, Viktor Slavtchev
Wirtschaft im Wandel,
No. 6,
2015
Abstract
In dieser Studie wird die Bedeutung von persönlichen Beziehungen zwischen Unternehmensgründern aus Hochschulen und Hochschulforschern für die Entscheidung der Gründer, sich in der Region der Heimathochschule niederzulassen, untersucht. Am Beispiel von Gründungen aus Hochschulen in Regionen mit mehreren Hochschulen kann gezeigt werden, dass bei der Entscheidung der Gründer, in der Region zu bleiben, der Nähe zur Heimatfakultät größere Bedeutung zukommt als der Nähe zu vergleichbaren Fakultäten an anderen lokalen Hochschulen. Die Ergebnisse deuten darauf hin, dass für den Zugang zu akademischem Wissen und Ressourcen und deren Transfer in Privatunternehmen über das einfache lokale Vorhandensein von Hochschulen hinaus persönliche Beziehungen bedeutsam sind. Dies hat Implikationen für die Rolle der Hochschulen als Standortvorteil für Unternehmen, die von akademischem Wissen und Ressourcen profitieren können oder darauf angewiesen sind.
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R&D Cooperation with Scientific Institutions: A Difference-in-difference Approach
Gunnar Pippel, V. Seefeld
Economics of Innovation and New Technology,
No. 5,
2016
Abstract
Economists and business managers have long been interested in the impact of research and development (R&D) cooperation with scientific institutions on the innovation performance of firms. Recent research identifies a positive correlation between these two variables. This paper aims to contribute to the identification of the relationship between R&D cooperation with scientific institutions and the product and process innovation performance of firms by using a difference-in-difference approach. In doing so, we distinguish between two different types of scientific institutions: universities and governmental research institutes. For the econometric analyses, we use data from the German Community Innovation Survey. In total, data from up to 560 German service and manufacturing firms are available for the difference-in-difference analyses. The results suggest that R&D cooperation with universities and governmental research institutes has a positive effect on both product innovation and process innovation performance of firms.
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Coordination between Municipalities and Local Non-Municipal Public Units (NMPUs) for Supporting Urban Economic Development: Theoretical Analysis and Empirical Evidence for the Example of Universities in Germany
Martin T. W. Rosenfeld, J. Hinz
Koordination raumwirksamer Politik: Mehr Effizienz und Wirksamkeit von Politik durch abgestimmte Arbeitsteilung,
2015
Abstract
In zahlreichen europäischen Städten gibt es Versuche, der lokalen Wirtschaftsentwicklung eine neue Richtung zu geben, u.a. durch die Ansiedlung von Nicht-Kommunalen Öffentlichen Einrichtungen (NKOE), z.B. Bundesagenturen, Gerichte, Rechnungshöfe, Landesmuseen oder Universitäten. Allerdings liegen die Kompetenzen für solche NKOE nicht bei den Kommunen, sondern zumeist bei den höheren staatlichen Ebenen. Deshalb haben die Kommunen keinen unmittelbaren Einfluss auf die Ansiedlung von NKOE. Sobald aber eine entsprechende Entscheidung gefallen ist, können die Kommunen die weitere Entwicklung von NKOE begünstigen. Im Beitrag wird zunächst eine Kategorisierung von NKOE durchgeführt, und zwar sowohl gemäß der Bedeutung von NKOE für die lokale Wirtschaftsentwicklung als auch hinsichtlich des Einflusses lokaler Maßnahmen auf die Leistungsfähigkeit von NKOE. Es wird gezeigt, dass Universitäten zu jener Kategorie von NKOE zählen, für die eine Koordination der eigenen Aktivitäten mit jenen der Kommunen besonders wichtig sein dürfte. Die Effekte von Universitäten für die lokale Wirtschaftsentwicklung wurden bereits vielfach diskutiert. Die Fähigkeit der Universitäten, das für ihre Effektivität erforderliche Humankapital zu attrahieren, hängt von verschiedenen lokalen Faktoren ab. Folglich gibt es eine reziproke Beziehung zwischen Kommunen und Universitäten. Eine Koordinierung der jeweiligen Aktivitäten wäre deshalb für beide Seiten von Vorteil. Dies gilt z.B. für den Bereich der Informationspolitik. Eine Kommune sollte nach innen wie nach außen die Vorzüge der örtlichen Universitäten kommunizieren; umgekehrt sollte auch eine Universität die Stärken des lokalen Umfelds deutlich machen. Da für den Bereich der Informationspolitik empirische Daten leicht zugänglich sind, konzentriert sich der empirische Teil des Beitrags auf eine empirische Untersuchung der Internetpräsentationen ausgewählter Städte und Universitäten. Es zeigt sich, dass in den meisten betrachteten Städten die Koordinierung zwischen Kommunen und Universitäten zu wünschen übrig lässt. Eine Verbesserung dieser Situation ließe sich z.B. durch die Einführung
finanzieller Anreizmechanismen erreichen.
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Returns to Skills around the World: Evidence from PIAAC
Eric A. Hanushek, Guido Schwerdt, Simon Wiederhold, Ludger Woessmann
European Economic Review,
January
2015
Abstract
Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 23 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Instrumental-variable models that use skill variation stemming from school attainment, parental education, or compulsory-schooling laws provide even higher estimates. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
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Do Better Pre-migration Skills Accelerate Immigrants' Wage Assimilation?
Boris Hirsch, Elke J. Jahn, Ott Toomet, Daniela Hochfellner
Labour Economics,
2014
Abstract
This paper analyzes wage assimilation of ethnic German immigrants to Germany using unique administrative data that include an administrative estimate of immigrants' expected wage in Germany at the time of migration. We find that a 10% higher wage potential translates into a 1.6% higher wage in Germany when also controlling for educational attainment, thus pointing at partial transferability of pre-migration skills to the host country's labor market. We also document that wage assimilation is significantly accelerated for immigrants with higher wage potentials. Our results are both in line with complementarities between pre-migration skills and host country-specific human capital and a U-shaped pattern of immigrants' job mobility with initial downgrading and subsequent upgrading.
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College Choice Allocation Mechanisms: Structural Estimates and Counterfactuals
J.-R. Carvalho, T. Magnac, Qizhou Xiong
Abstract
We evaluate a simple allocation mechanism of students to majors at college entry that was commonly used in universities in Brazil in the 1990s and 2000s. Students first chose a single major and then took exams that select them in or out of the chosen major. The literature analyzing student placement, points out that this decentralized mechanism is not stable and is not strategy-proof. This means that some pairs of major & students can be made better off and that students tend to disguise their preferences using such a mechanism. We build up a model of performance and school choices in which expectations are carefully specified and we estimate it using cross-section data reporting choices between two medical schools and grade performances at the entry exams. Given those estimates, we evaluate changes in selection and students’ expected utilities when other mechanisms are implemented. Results highlight the importance of strategic motives and redistributive effects of changes of the allocation mechanisms.
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A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom
Robert W. Fairlie, Florian Hoffmann, Philip Oreopoulos
American Economic Review,
No. 8,
2014
Abstract
Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer term outcomes such as subsequent course selection, retention, and degree completion.
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