The Four Motives of Educational Innovators
UK corporate tax reform, corporate tax in Russia and tax relief system were considered and described in the article. Also it was made an attempt to apply UK experience of innovative activity encouragement through corporate tax regulation to Russian economy.
We consider the realization of the development strategy for the university in the context of global, national and regional trends. We show how the implementation of innovative forms of educational process and research work of teachers and students, co-operation with key partners are able to turn a new school in a leading regional university of socio-economic profile.
The article is dedicated to fiscal incentives for business angels. Business angel, a comparatively new phenomenon in Russia, is defined in the first part of the article. The second part is a research of fiscal incentives intended for private investors in order to encourage them to support small innovative enterprises. The research is based on European and North American experience. Finally, the third part suggests the ways of creating a system of fiscal incentives for business angels in Russia.
The collective monograph includes practical and theoretical materials on the questions of innovation activity in the system of education.
Interaction of higher education and research and its evolution through last centuries is considered. Most attention is paid to nowadays tendencies in higher education system reforms
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.