Does working during higher education affect students’ academic progression?

This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.     

中国计算机制造行业的自我选择和出口学习效应——基于企业层面的面板数据研究

采用中国计算机制造企业的面板数据（1998-2007年）,从企业层面研究出口和企业生产率之间的关系。实证研究发现,出口企业比非出口企业的生产率高,这既来源于自我选择效应又来源于出口学习效应。     

中国所有制结构变迁与部门工资差距问题——基于中国微观家计调查数据的实证分析

不同所有制部门间的工资差距是近年来中国收入差距现象中的一个显著维度,国有与非国有部门在不同时期,经历了由折价到溢价的工资差距现象,构成了其中一个典型特征。但由于进入国有部门者与非国有部门者可能存在系统性差异,所有制性质在多大程度上可解释二者工资差异存在质疑。本文从工资决定因素分析的视角,通过Treatment-effects模型校正样本自选择偏差,利用CHNS数据分析中国部门工资决定中各因素的影响,尤其是所有制性质对部门工资差距的影响。基于1993-2006年CHNS数据的实证分析表明,部门性质对部门工资差距具有显著的影响,这种影响呈现出由折价向溢价转换的分阶段特征,表现出了较强的政策与体制相关性。     

Academic discipline and risk perception of technologies: An empirical study

This article brings together two areas of research: studies on risk perception of technologies and studies on vocational/career choice. This is an important link since decisions concerning technologies are influenced by decision makers’ risk perceptions and these in turn may be related to educational and career paths.We analyze students of different academic disciplines with regard to their risk perception of four technologies. The aim is to find out whether there is a relationship between area of study (as a precursor of vocational and career choice) and risk perception of technologies regarding health, environment and society. The four technologies under study are renewable energies, genetic engineering, nanotechnology and information and communication technologies (ICT). Key results are: irrespective of academic discipline risk of genetic engineering on average is rated highest and renewable energies lowest. This holds for all the risks studied (environmental, health, societal risks). On average, students from different academic disciplines differ in their risk perception. Factor analyses show that common dimensions of risk are the technologies and not the kind of risk. Regression analyses show that the variables influencing perceived risks vary between the technological fields.     

The effects of R&D tax credits on patenting and innovations

Norwegian business spending on R&D is low by OECD standards. To stimulate business R&D, in 2002 the Norwegian government introduced a tax-based incentive, SkatteFUNN. We analyze the effects of SkatteFUNN on the likelihood of innovating and patenting. Using a rich database for Norwegian firms, we find that projects receiving tax credits result in the development of new production processes and to some extent the development of new products for the firm. Firms that collaborate with other firms are more likely to be successful in their innovation activities. However, the scheme does not appear to contribute to innovations in the form of new products for the market or patenting.     

Epistemological beliefs,school achievement,and college major: A large-scale longitudinal study on the impact of certainty beliefs

Epistemological beliefs are subjective theories on the structure and acquisition of knowledge. Using data collected in the final year of high school (Time 1) and early in the college career (Time 2) as part of a large-scale longitudinal study, we examined the relationship of beliefs in the certainty of knowledge with school achievement and choice of college majors in Germany. In line with our hypothesis, students high on certainty beliefs showed lower school achievement at Time 1, even when controlling for indicators of intelligence and family background. Certainty beliefs also predicted the choice of future fields of study at college (self-selection hypothesis) and were shaped by enrolment in specific fields of study at college (socialization hypothesis).