The Education-Innovation Gap. Working Paper 29853

Autor/inn/en	Biasi, Barbara; Ma, Song
Institution	National Bureau of Economic Research (NBER)
Titel	The Education-Innovation Gap. Working Paper 29853
Quelle	(2022) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Innovation; Higher Education; Course Descriptions; Journal Articles; Curriculum Development; Selective Admission; Advantaged; Productivity; Educational Attainment; Intellectual Property; Income + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Journal article; Zeitschriftenaufsatz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsselektion; Produktivität; Bildungsabschluss; Bildungsgut; Geistiges Eigentum; Einkommen
Abstract	This paper documents differences across higher-education courses in the coverage of frontier knowledge. Comparing the text of 1.7M syllabi and 20M academic articles, we construct the "education-innovation gap," a syllabus's relative proximity to old and new knowledge. We show that courses differ greatly in the extent to which they cover frontier knowledge. More selective and better funded schools, and those enrolling socio-economically advantaged students, teach more frontier knowledge. Instructors play a big role in shaping course content; research-active instructors teach more frontier knowledge. Students from schools teaching more frontier knowledge are more likely to complete a PhD, produce more patents, and earn more after graduation. [The Yale Tobin Center for Economic Policy, Yale Center for Research Computing, Yale University Library, and Yale International Center for Finance provided research support.] (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01