Determinants of educational outcomes in Yaroslavl, Russia
This paper examines the determinants of educational outcomes in Yaroslavl, Russia. Previous findings for this country point out that parents’ educational level and income are the main explanatory variables. To investigate these factors, in 2009 we applied a questionnaire to a random sample of two thousand ninth grade students from 65 schools. We performed a regression analysis with ordinary lest squares and Newey-West robust standard errors and probit analysis. We found that the most common explanatory variables, family resources (including cultural capital, social capital and socioeconomic status), have a small but statistically significant positive effect on educational achievements and trajectories.
The principal result of this research is that the valuable skills have a negative and significant effect on alcohol abuse. We found that a higher professional level is consistent with a stronger negative relationship between earnings and alcohol-related behaviors and problems. The explanation of the result is proposed in that the pecuniary losses imposed on an individual by alcohol-related physical inability are positively conditioned by the valuable skills.
The modern concept of modernizing Russia somehow reproduce the history of the theory of innovation. The theory of innovation in its development has gone through a least 3 stages. In the first phase (1910 - first half of the 40s) to the forefront issues of understanding the nature of innovation and their role in the development of society over time (long, medium and short periods), the relationship of innovation and long cycles conditions. This period is associated with the names of J.A.Schumpeter, M.I.Tugan-Baranovsky and N.D. Kondratieff. The second stage in the development of innovation theory (second half 1940 - first half of the 1970s) is characterized by the increased role of macroeconomic analysis, in turn, he has at least two substages: the first of which was dominated by the ideas of neo-Keynesians, on the second-neoclassical. The third stage of development of the theory of innovation began in the mid-1970s and proldolzhaetsya to the present. It is characterized by an offensive alternative approach to macroeconomic theory. With a certain degree of conditionality is also possible to distinguish two substages. The first (second half of the 1970s - early 1990s) is characterized by the emergence of new ideas drawn from evolutionary theory, institutionalism (the theory of the firm) and management (innovation management). In the second substage (mid 90s) innovations studied by the methods of systems analysis. The authors are increasingly focused on issues of comparative studies: a comparative analysis of innovation policy in different countries, study the ways and means of forming an effective innovation systems. In the report it is critically considered not only the official point of view, but also M. Porter, K. Ketels work “Competitiveness at the Crossroads: Choosing the Future Direction of the Russian Economy”. Also «The forecast of innovative, technological and structural dynamics of Russian economy till 2030» and RAND Corporation report “The Global Technology Revolution 2020: Trends, Drivers, Barriers, and Social Implications” are analyzed. In this paper institutional preconditions and possibilities of application of the concept of social market economy in the 21st century Russia were analyzed. Basic elements of social market economy are personal liberty, social justice, and economic efficiency.
The article is focused upon business education students perceptions of career success and its determinants. Empirical base of research is formed by a survey of 222 business school students in the three Universities of Moscow, attending MBA, EMBA and DBA programs. The students are classified into five groups on the basis of their perceptions of success. These groups also differ by perceptions of success determinants, ethical principles and by motivation behind joining an MBA program.
Taking into account the transformation in economic reality towards knowledge economy, it seems logical for company’s intellectual capital to be treated not as a cost but as an investment. Intellectual capital is a resource of creation value equal to physical assets and financial capital. In order for the new system to be consistent it is necessary to define new index of intellectual capital efficiency in the value creation.
Using the theory of efficiency value added by the major company’s resources that are physical capital, human capital and structural capital this paper examines the association with company’s profitability, productivity and market value. Data is drawn from a sample of 56 Russian publicity traded firms from sectors heavily reliant on intellectual capital that are communication systems, instrumentation, pharmacology and financial services. Empirical research is conducted using correlation and linear multiple regression analysis.
People are the focus of the third edition of the OECD Yearbook, which looks at some of the key challenges that have resulted from over five years of global economic turmoil. OECD experts are joined by leaders from government, business, labour, academia and civil society to examine pressing questions.
Economic crisis started in 2008 forced companies in Russia to move from growth and expansion to reduction and restructuring. The article presents the main changes at top managers’ labor market from the beginning of crisis in Russia. The original data on top managers’ mobility in Russia from late 1999 till 2009 was used. The main result of the research is that there were no big changes in Russian top managers’ labor market during the crisis years (2008–2009). The most significant change was the increase of firm’s demand for specific human capital of top managers and the decrease of demand for general human capital.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.