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Economists have long believed education is essential to the acquisition of human capital and contributes to economic growth. However, education researchers, political and business leaders and other stakeholders have raised concerns about the quality and costs of the K-12 education system in the United States and the implications for the development of the nation's future workforce. Some of these groups have called for more innovation in K-12 education, leveraging technology in the classroom and experimenting with different organizing models for schools, both as a means to lower costs and increase quality. To shed light on the prospects of this approach, I review the economics literature at the intersection between innovation and K-12 education from two different, but related, perspectives. First, I summarize the evidence about the efficacy of technological and other kinds of innovation in the classroom. Second, I discuss the state of research on how the American K-12 system influences the production of innovators and entrepreneurs. In both instances, I identify implications for policy and opportunities for future research to generate actionable insights, particularly around increasing the low levels of research and development in the education sector.
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Increasingly, business leaders are tasked with developing new products, services, and business models that minimize environmental impact while driving economic growth. It's a tall order—and a call that is only getting louder. In Can Business Save the Earth?, Michael Lenox and Aaron Chatterji explain just how the private sector can help. Many believe that markets will inevitably demand sustainable practices and force them to emerge. But Lenox and Chatterji see it differently. Based on more than a decade of research and work with companies, they argue that a bright green future is only possible with dramatic innovation across multiple sectors at the same time. To achieve this, a broader ecosystem of players—including inventors, executives, customers, investors, activists, and governments—all must play a role. The book outlines how and the extent to which each group can serve as a driver of green growth. Then, Lenox and Chatterji identify where economic incentives currently exist, or could exist with institutional change, and ultimately address the larger question of how far well-coordinated efforts can take us in addressing the current environmental crisis.
Business enterprises --- Technological innovations --- Industrial management --- Sustainable development --- Development, Sustainable --- Ecologically sustainable development --- Economic development, Sustainable --- Economic sustainability --- ESD (Ecologically sustainable development) --- Smart growth --- Sustainable economic development --- Economic development --- Environmental aspects --- E-books --- Sustainable development. --- Environmental aspects.
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Prior work has established that the financing environment can impact firm strategy. We argue that this influence can shape the earliest strategic choices of a new venture by creating a potential tradeoff between two objectives: rapid growth and reaping the benefits of a positive reputation (glory). We leverage a simple reputation-building strategic choice, naming the firm after the founder (eponymy), that is associated with superior profitability. Next, we argue via a formal model that the availability of/dependence on external financing can explain why high-growth firms are rarely eponymous. We find empirical support for the model's predictions using a large dataset of 1 million European firms. Eponymous firms grow considerably more slowly than similarly profitable firms. Moreover, eponymy varies in accordance with the firm's financing environment in a pattern consistent with our model. We discuss implications for the literature on new venture strategy.
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Economists have long believed education is essential to the acquisition of human capital and contributes to economic growth. However, education researchers, political and business leaders and other stakeholders have raised concerns about the quality and costs of the K-12 education system in the United States and the implications for the development of the nation's future workforce. Some of these groups have called for more innovation in K-12 education, leveraging technology in the classroom and experimenting with different organizing models for schools, both as a means to lower costs and increase quality. To shed light on the prospects of this approach, I review the economics literature at the intersection between innovation and K-12 education from two different, but related, perspectives. First, I summarize the evidence about the efficacy of technological and other kinds of innovation in the classroom. Second, I discuss the state of research on how the American K-12 system influences the production of innovators and entrepreneurs. In both instances, I identify implications for policy and opportunities for future research to generate actionable insights, particularly around increasing the low levels of research and development in the education sector.
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