计量经济分析 = Econometric analysis

This handbook looks to provide academics and students with a comprehensive and holistic understanding of the phenomenon of innovation. Innovation spans a number of fields within the social sciences and humanities: Management, Economics, Geography, Sociology, Politics, Psychology, and History. Consequently, the rapidly increasing body of literature on innovation is characterized by a multitude of perspectives based on, or cutting across, existing disciplines and specializations. Scholars of innovation can come from such diverse starting points that much of this literature can be missed, and so constructive dialogues missed. The editors of The Oxford Handbook of Innovation have carefully selected and designed twenty-one contributions from leading academic experts within their particular field, each focusing on a specific aspect of innovation. These have been organized into four main sections, the first of which looks at the creation of innovations, with particular focus on firms and networks. Section Two provides an account of the wider systematic setting influencing innovation and the role of institutions and organizations in this context. Section Three explores some of the diversity in the working of innovation over time and across different sectors of the economy, and Section Four focuses on the consequences of innovation with respect to economic growth, international competitiveness, and employment. An introductory overview, concluding remarks, and guide to further reading for each chapter, make this handbook a key introduction and vital reference work for researchers, academics, and advanced students of innovation. Contributors to this volume - Jan Fagerberg, University of Oslo William Lazonick, INSEAD Walter W. Powell, Stanford University Keith Pavitt, SPRU Alice Lam, Brunel University Keith Smith, INTECH Charles Edquist, Linkoping David Mowery, University of California, Berkeley Mary O'Sullivan, INSEAD Ove Granstrand, Chalmers Bjorn Asheim, University of Lund Rajneesh Narula, Copenhagen Business School Antonello Zanfei, Urbino Kristine Bruland, University of Oslo Franco Malerba, University of Bocconi Nick Von Tunzelmann, SPRU Ian Miles, University of Manchester Bronwyn Hall, University of California, Berkeley Bart Verspagen , ECIS Francisco Louca, ISEG Manuel M. Godinho, ISEG Richard R. Nelson, Mario Pianta, Urbino Bengt-Ake Lundvall, Aalborg

The Oxford Handbook of Innovation

A straightforward way to prevent students from leaving education without a higher secondary diploma is increasing the compulsory education age. The idea is that, by staying longer in school, more students eventually obtain a higher secondary diploma. This paper examines the impact of a one-year increase in compulsory school-age on dropping out of secondary education by a difference-in-differences analysis. For this, we exploit a recent compulsory education policy reform in the Netherlands. After controlling for confounding factors and observable covariates, we find that the one year increase in compulsory school-age reduces dropout by 2.5 percentage points. The effect, however, is entirely situated in the group non-liable to the policy reform. We observe that native Dutch vocational students, mostly without retention in grade, but also without a higher secondary diploma at hand, more often left school in the immediate period before the policy reform. Given the economic revival at that time, this may reflect anticipation of labor market opportunities.

Chapter 1 - Does School Time Matter? On the impact of compulsory education age on school dropout.

This study aims to identify the factors that affect youth unemployment in emerging countries. For this purpose, 3 dimensions and 12 criteria are selected as a result of literature review. The analysis process has 3 different steps. Firstly, interval-valued intuitionistic fuzzy sets are created with the help of 2-tuple linguistic data. Additionally, relation matrix is generated by considering these fuzzy sets. In the second process, defuzzification process is occurred. Finally, the dimensions and criteria are weighted with Decision-Making Trial and Evaluation Laboratory (DEMATEL) approach by using defuzzified data sets. The findings indicate that economic and social inequalities play the most significant role for youth unemployment in emerging countries. On the other side, it is also identified that economic crisis and insufficient education conditions are also important issues which lead to youth unemployment in these countries. Hence, it is recommended that governments should implement fair tax management practices in these countries to minimize economic and social inequalities. Furthermore, education conditions should be improved in the countries. In this framework, an effective education plan can be designed by cooperating with companies in the industry. Thus, labor needs in industry can be identified and education system can be designed according to the needs in the market. With the help of these implementations, it can be much easier for young people to find a job.

Strategic mapping of youth unemployment with interval-valued intuitionistic hesitant fuzzy dematel based on 2-tuple linguistic values

In this paper, we analyse the main determinants of the propensity to NEET status in a selection of European countries. The NEET rate is the share of young people, aged between 19 and 30 years, not in Employment, Education or Training. In treating the 19–24 and 25–30 cohorts separately, our hypothesis is that for the younger cohort NEET status is mainly influenced by the school-to-work transition while for the older cohort this status is primarily due to labour market functioning and institutional factors. We apply different specifications of multilevel models with binary outcomes accounting for both personal and macro-economic factors which afford advantages over simple logit models. Estimates refer to 2007 and 2016 in order to verify how the economic crisis changed NEET status. The results confirm our hypothesis, highlighting the crucial role on the NEET propensity of the school-to-work transition in the first approach to the labour market, but also the strong influence of long-term unemployment, confirming the structural nature of the NEET phenomenon especially in countries where NEET levels remain high even during times of economic recovery.

Being NEET in Europe Before and After the Economic Crisis: An Analysis of the Micro and Macro Determinants

In recent years, the share of young people not in education, employment, or training (NEETs) has shown a remarkable increase in many European countries, such as Italy. The wide diffusion of NEETs represents an alarming social issue, as being NEET predisposes young people to long-term unemployment and social exclusion. It also has a significant negative impact on the economic growth and welfare equilibrium of countries. The aim of this paper is to analyze the determinants of the NEET condition in Italy through a step by step procedure beginning with the identification of their main characteristics and then proceeding with a focus on specific homogeneous clusters of NEETs. The decomposition of the gaps in the probabilities of being NEET between the various clusters allows verifying how personal characteristics effectively act. Furthermore, the influence of unobserved factors in the professional condition of young people has been analysed in more detail through a bivariate selection probit model on the propensity to look for a job against the condition of being inactive. The results confirm the crucial role of the education system, as well as the importance of the economic and social disparities between gender and the Italian territorial districts.

https://link.springer.com/content/pdf/10.1186/s41118-018-0031-0.pdf

The determinants of Italian NEETs and the effects of the economic crisis

There is a long period from completing studies to finding a permanent or temporary (but at least satisfactory) job in all European countries, especially in Mediterranean countries, including Italy. This paper aims to study the determinants of this duration and measure them, for the first time in a systematic way, in the case of Italy.,This paper provides several measures of duration, including education level and other criteria. Furthermore, it attempts to identify the main determinants of the long Italian transition, both at a macroeconomic and an individual level. It tests for omitted heterogeneity of those who are stuck at this important crossroads in their life within the context of parametric survival models.,The average duration of the school-to-work transition for young people aged 18–34 years was 2.88 years (or 34.56 months) in 2017. A shorter duration was found for the highly educated; they found a job on average 46 months earlier than those with compulsory education. At a macroeconomic level, the duration over the years 2004–2017 was inversely related to spending in the labour market policy and in education, gross domestic product growth and the degree of trade union density; however, it was directly related to the proportion of temporary contracts. At the individual level, being a woman, a migrant or living in a densely populated area in the South are the risk factors for remaining stuck in the transition. After correcting for omitted heterogeneity, there is clear evidence of positive duration dependence.,Positive duration dependence suggests that focusing on education and labour policy, rather than labour flexibility, is the best way to smooth the transition.,This study develops our understanding of the Italian school-to-work transition regime by providing new and detailed evidence of its duration and by studying its determinants.

/pdf/stuck-at-a-crossroads-the-duration-of-the-italian-school-to-4pnd4gm9o2.pdf

Stuck at a crossroads? The duration of the Italian school-to-work transition

This paper aims to analyse the determinants of the dynamics of those not in employment, education, or training (NEET) during 2007–2017, focusing primarily on the role played by early school leavers (ESLs). The analysis covers Italy and Spain, because they show the highest levels of NEETs and ESLs in the EU, respectively. The dynamics and causes of NEET status in these two countries are revealed to be similar only in appearance. After the analysis of the theoretical framework for the relationship between NEETs and ESLs, we investigate the NEET composition in terms of inactive and unemployed individuals, and empirically study the relationship between ESLs and NEETs both in terms of the interdependence and dependence of NEETs and ESLs. Furthermore, we study the contemporaneous relationship between NEET and ESL rates in Italy and Spain in terms of correlation. Finally, to understand how ESL status can lead to NEET status, we investigate the dynamic relationship between NEET and ESL rates based on simple regression models of NEET rates on lagged rates of ESLs, as well as on a time-varying correlation model. Results reveal, among other things, that Italy shows a greater ESL influence on NEET rates, especially for men. The main conclusion concerns the need to invest more in education and to adopt measures able to keep more young people in education for a prolonged period. Therefore, particularly in Italy, policymakers should pay more attention to the education system, including aspects linked to the labour market.

Going Behind the High Rates of NEETs in Italy and Spain: The Role of Early School Leavers

In the labour market framework, gender inequalities penalizing women in participation, remuneration and career still persist almost everywhere, even though there are remarkable differences between ...

Antonella Rocca

Papers

Being NEET in Europe Before and After the Economic Crisis: An Analysis of the Micro and Macro Determinants

The determinants of Italian NEETs and the effects of the economic crisis

Stuck at a crossroads? The duration of the Italian school-to-work transition

Going Behind the High Rates of NEETs in Italy and Spain: The Role of Early School Leavers

Analyzing the gender gap in European labour markets at the NUTS-1 level