John Vaizey

Bio: John Vaizey is an academic researcher from University of Oxford. The author has contributed to research in topics: Public policy & Fixed investment. The author has an hindex of 2, co-authored 3 publications receiving 3689 citations.

Criteria for Public Expenditure on Education

Abstract: The criteria by which desirable levels of public expenditure on education could be decided are many and complex.1 Clearly, to a large extent some of them fall within the range of decisions labelled ‘political’. But economists usually use this word in a somewhat derogatory sense to mean irrational or even anti-economic. It has always seemed to me that in issues of public policy it is especially important to try to form an argument which, while resting securely on the basis of economic reasoning, does not pretend that the ordinary day-to-day problems of running a country do not exist. Consequently those sorts of economic reasoning which rely upon the analogy of the market mechanism in public affairs have to be especially scrutinized for the implicit assumption that no political interest in the question under discussion exists at all.2 I begin with the market analogy because it is the one that is most often used. While I do not think it the most practically useful, it does have an important function in drawing attention to certain issues that must be discussed.3

Social Capital in the Creation of Human Capital

Abstract: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...

Building a Network Theory of Social Capital

Abstract: This chapter reviews social capital as discussed in the literature, identifies controversies and debates, considers some critical issues, and provides conceptual and research strategies for building a theory. It argues that such a theory and the research enterprise must be based on the fundamental understanding that social capital is captured from embedded resources in social networks. Such measurements can strength of tie network bridge, or intimacy, intensity, interaction and reciprocity be made relative to two frameworks: network resources and contact resources. There are many other measures, such as size, density, cohesion, and closeness of social networks which are candidates as measures for social capital. Network locations are necessary conditions of embedded resources. By considering social capital as assets in networks, the chapter discusses some issues in conceptualization, measurement, and causal mechanism. A proposed model identifies the exogenous factors leading to the acquisition (or the lack) of social capital as well as the expected returns of social capital.

The Influence of Intellectual Capital on the Types of Innovative Capabilities

Abstract: We examined how aspects of intellectual capital influenced various innovative capabilities in organizations. In a longitudinal, multiple-informant study of 93 organizations, we found that human, organizational, and social capital and their interrelationships selectively influenced incremental and radical innovative capabilities. As anticipated, organizational capital positively influenced incremental innovative capability, while human capital interacted with social capital to positively influence radical innovative capability. Counter to our expectations, however, human capital by itself was negatively associated with radical innovative capability. Interestingly, social capital played a significant role in both types of innovation, as it positively influenced incremental and radical innovative capabilities. It is widely accepted that an organization’s capability to innovate is closely tied to its intellectual capital, or its ability to utilize its knowledge resources. Several studies have underscored how new products embody organizational knowledge (e.g., Stewart, 1997), described innovation as a

The Human Resource Architecture: Toward a Theory of Human Capital Allocation and Development

Abstract: Recognizing, that not all employees possess knowledge and skills that are of equal strategic importance, we draw on the resource-based view of the firm, human capital theory, and transaction cost economics to develop a human resource architecture of four different employment modes: internal development, acquisition, contracting, and alliance. We use this architecture to derive research questions for studying the relationships among employment modes, employment relationships, human resource configurations, and criteria for competitive advantage.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Abstract: Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.