Grant Assistance and Small Firm Development in Northern Ireland and the Republic of Ireland

Small business support is an important element of industrial development policy in both Northern Ireland and the Republic of Ireland. This paper examines the effect of grant support on small business performance from 1991–94. Around 50% of small businesses in Northern Ireland and 30% of small businesses in the Republic of Ireland received financial support over this period. In Northern Ireland, three clusters of assisted companies were identified who received support for marketing, training and capital investments. In the Republic of Ireland, two assisted clusters of firms were identified who received marketing and training grants. In each case, firms in the assisted clusters grew faster, tended to be more profitable, were more active in terms of sales and market development and adopted more ambitious strategic directions than those in the non‐assisted clusters. Selection models are used to explore whether these differences are due to differences in the characteristics of the assisted and non‐assisted groups or can be directly attributed to the effect of government financial support. In the Republic of Ireland there is no evidence of any effective targeting of assistance at better performing firms. In Northern Ireland, there is some evidence that assistance was targeted at firms with higher productivity growth. Grant aid had no effect on either the turnover growth or profitability of small businesses in either area. It did, however, boost employment growth. This is good‐news for job creation but has potentially worrying implications for firms' longer‐term competitive position through its negative effect on productivity.     

THE DETERMINANTS OF EXPORT PERFORMANCE: EVIDENCE FOR MANUFACTURING PLANTS IN IRELAND AND NORTHERN IRELAND

The dramatic GDP and export growth of Ireland over the last decade forms a marked contrast with that of its nearest neighbour Northern Ireland. In Ireland, export volume growth averaged 15.5% p.a. from 1991 to 1999 compared with 6.3% from Northern Ireland. Using data on individual manufacturing plants this paper considers the determinants of export performance in the two areas. Larger, externally owned plants with higher skill levels are found to have the highest export propensities in both areas. Other influences (plant age, R&D, etc.) prove more strongly conditional on location, plant size, and ownership. Structural factors (e.g. ownership, industry) explain almost all of the difference in export propensity between larger plants in Northern Ireland and Ireland but only around one‐third of that between smaller plants. Significant differences are also evident between plants in terms of their sources of new technology. For indigenously owned plants, in‐house R&D is important. For externally owned plants, R&D conducted elsewhere in the group – typically outside Ireland and Northern Ireland – proves more significant. This external dependency and lower than expected export propensity on the part of small plants in Northern Ireland represent significant policy challenges for the future.     

Educational opportunity and income inequality

Affordable higher education is, and has been, a key element of social policy in the United States with broad bipartisan support. Financial aid has substantially increased the number of people who complete university—generally thought to be a good thing. We show, however, that making education more affordable can increase income inequality. The mechanism that drives our results is a combination of credit constraints and the ‘signaling’ role of education first explored by Spence [Spence, A. Michael, 1973. Job Market Signalling, Quarterly Journal of Economics, 87(3) Aug., 355–374]. When borrowing for education is difficult, lack of a college education could mean that one is either of low ability or of high ability but with low financial resources. When government programs make borrowing or lower tuition more affordable, high-ability persons become educated and leave the uneducated pool, driving down the wage for unskilled workers and raising the skill premium.     

The U-shape of happiness in Scotland

We examine well-being in Scotland using micro data from the Scottish Health Survey and the UK Annual Population Surveys. We find evidence of a midlife nadir or zenith in Scotland in well-being at around age 50 using a variety of measures of both happiness and unhappiness. We confirm that higher consumption of fruit and vegetables is associated with higher levels of happiness in Scotland. We compare this with evidence for England from the Health Survey of England. The decline in well-being between youth and midlife is comparable in size to the loss of a spouse or of a job and around half of the fall in well-being in the COVID-19 lockdown. We also find a midlife peak in suicides in Scotland. Despite higher mortality and suicide rates in Scotland than in England, paradoxically we find that the Scots are happier than the English. Northern Ireland is the happiest of the four home countries. We also find evidence of U-shapes in England, Wales and Northern Ireland in the mid to late forties.     

Redistribution and Subsidies for Higher Education

The financing of higher education through public spending imposes a transfer of resources from taxpayers to university students and their parents. We provide an explanation for this phenomenon. Those who attend institutions of higher education will earn more income in the future and will pay more taxes. People whose children do not receive higher education, however, should agree to help pay the cost of such education, providing that taxes are sufficiently high to ensure an adequate redistribution in favor of their own children at some time in the future.
JEL classification : D 71; H 21; H 52     

A Note on the Wage Effects of the 1972 Raising of the School Leaving Age in Scotland and Northern Ireland

In this note, we use the UK Labour Force Survey to estimate the wage return to an additional year of schooling for Scotland and Northern Ireland exploiting the 1972 Raising of the School Leaving Age (RoSLA). Prior literature on this topic has consistently ignored both countries in a UK context, likely due to an incorrect belief that they were not affected by the 1972 RoSLA until some years later. We demonstrate that both countries were affected by the education reform in 1972 and our estimates suggest a positive effect on hourly wages for Scotland.     

Part–Time Work During Post–Compulsory Education And Examination Performance: Help Or Hindrance?

This paper examines the effects on examination performance of having a part–time job whilst in full–time post–sixteen education, using new data on young people in Northern Ireland. Around 35% engaged in part time employment during their education spell, compared to over 60% found by recent GB studies. This may be related to Northern Ireland's comparatively slack youth labour market and might reflect part–time employment levels in other peripheral regions. Our estimations suggest working part–time per se is not detrimental to examination performance, although working long hours is. Policy makers might improve educational performance by reducing incentives to work long hours.     

Estimating the benefit of high school for university‐bound students: evidence of subject‐specific human capital accumulation

Numerous studies suggest that the value of high school education is large for potential dropouts, yet we know much less about the benefits for students who will go on to post‐secondary education. To help fill this gap I measure, using a recent Ontario high school reform, the value‐added (in terms of university grades) of an extra year of high‐school mathematics for university‐bound students. The estimated benefit is small for these students: 2.3 points on a 100‐point scale. This evidence helps to explain why the literature has found only modest effects of taking more mathematics in high school on wages.     

The Evolution of Technical Efficiency in the Northern Ireland Manufacturing Sector, 1973–1985

This paper uses a stochastic frontier production function approach to measure technical efficiency in firms in Northern Ireland. Firm level census of production panel data were used to examine how efficiency in firms changed over the period 1973–1985. Once estimates of efficiency were made, the causes of inefficiency based on characteristics of firms were examined. The results indicate that efficiency in Northern Ireland has improved significantly over-time. The largest increases in efficiency were in indigenously owned firms. The results suggest that many Northern Ireland owned firms were 'catching-up' in terms of efficiency with foreign owned firms over the period.     

Who actually goes to university?

Access to higher education (HE) is a major policy issue in England and Wales. There is concern that children from lower socio-economic backgrounds are far less likely to get a degree. We analyse the changing association between socio-economic background and the likelihood of going to university, using data from the Youth Cohort Study (YCS), spanning the period 1994–2000. We find evidence of substantial social class inequality in HE participation but conclude that this is largely due to education inequalities that emerge earlier in the education system. Conditional on GCSE and A level performance, we find no additional role for socio-economic background or parental education in determining pupils’ likelihood of going to university.     

Determinants of the demand for education in Spain

The aim of this paper is to estimate an equation for household demand for both secondary and university education, using an estimation of the opportunity cost associated with the decision to invest in education. Limited dependent variable models are applied to the data provided by the Family Budget Survey 1991 for Spain. The results show that the social and economic status of the family has a comparatively greater impact on household expenditure on secondary education than on university education. The opportunity cost is also shown to be a decisive variable in the decision to invest in secondary education, although the results are less conclusive in the case of university education.     

How Would One Extra Year of High School Affect Academic Performance in University? Evidence from an Educational Policy Change

This paper uses a unique policy change in Ontario, Canada, to provide direct evidence on how reducing the length of high school would impact student performance in university. After a five‐year educational program was eliminated from Ontario high schools and replaced with a four‐year program, two graduating cohorts with different amounts of high school education simultaneously entered university. The results demonstrate that students who receive one less year of high school education perform significantly worse than their counterparts in all subjects, even after the age difference between the cohorts is accounted for.     

Enrollment expansion and quality differentiation across higher education systems

While the impact of a higher college wage premium on enrollment expansion is well understood, the link between university quality differentiation and student outcomes in this context has received less attention. To address this issue, we model different higher education systems. Academic standards decline in a differentiated, U.S.-type education system - as a low-quality segment emerges - but also in a system in which a uniform standard is politically determined, as in most European countries, since the interests of marginal students matter for the chosen standard. In the absence of full information about graduates' skills, employers put more weight on university reputation than on individual human capital signal. Thus, higher differentiation can decrease the effort and skill of medium-ability students. Obtaining the preferred academic standard is particularly important for high-and low-ability students, hence the trend toward more unequal societies raises political support for strongly differentiated systems.     

The Bridge to Practice Model: a collaborative program designed for clinical experiences in baccalaureate nursing

The Bridge to Practice Model provides undergraduate nursing students with continuity in medical-surgical education through placement in the same hospital for all medical-surgical clinical rotations. Hospitals that participate in the bridge model provide senior clinical nurse preceptors whose time is paid for by the university. The university provides an on-site nurse faculty member who works with nursing education to coordinate all clinical groups. Institutional continuity and university/hospital collaboration result in less orientation time for students and faculty, more involvement with clinical support services and care management, and more informed employment choices by senior students. Challenges include recruitment of interested senior clinical nurses, retention of clinical liaison faculty, and management of the trade-off between institutional stability offered by clinical site continuity and the variety of experiences offered by rotation across several clinical settings.     

Leaving EMU: a real options perspective

The real option implicit in a country's decision of whether to leave an existing monetary union when there is uncertainty over the future benefits of this move is examined. The theoretical model used is calibrated for the current Euro-12 area by proxying policymakers’ inflation preferences with unemployment rates and debt-to-GDP ratios. A robust group of countries is observed that would choose to remain within EMU consisting of Belgium, Finland, Greece and Italy; France and Spain loosely also belong to this core. Only Luxembourg would robustly want to leave EMU; Ireland and The Netherlands, however, complement that core closely.     

Grounds for Peace; Territoriality and Conflict Resolution

Changes toward the de-territorialising of sovereignty and the corresponding emergence of various global institutions, associated with globalisation, can offer new incentives and possibilities for the resolution of seemingly intractable ethno-national conflicts, by rethinking them in a transnational context. Peace processes in Northern Ireland and Israel shared a common vision, associating conflict resolution with global integration, but differed profoundly in their structures, dynamics and outcomes. The Good Friday Agreement in Northern Ireland was based on a complex power-sharing model between Protestants and Catholics, which would supposedly allow both to express their national identity. On the other hand, the peace process between Israel and the Palestinians, despite the vision of the globalised ‘New Middle East’, was based on partition that would lead to the making of two separate states. The dynamics and outcomes of the peace processes in Israel/Palestine and Northern Ireland provide for a comparative study of these approaches in the wider context of globalisation and their contribution to the transformation of the conflict and, consequently, its stability.     

Leaving state sector employment in Russia

I analyse the reallocation of labour and human capital from the state sector to the non‐state sector and non‐employment in Russia. I use a nationally representative household dataset, the Russian Longitudinal Monitoring Survey, to study sectoral mobility in early transition using summary measures of mobility and multivariate discrete choice models. The results show that sectoral mobility varies between different skill groups, and in particular that those with university education, with supervisory responsibility and in white‐collar occupations are less likely to leave state jobs for both non‐state employment and non‐employment. The results suggest that in the early stages of transition in Russia mismatch of skills across state/non‐state employment was significant and that non‐state employment consisted mostly of low skill, ‘bad’ jobs.     

Does the higher education expansion in the UK reduce the returns to education? A comparison of returning-from-work versus fresh out-of-school graduates

Using the Quarterly Labour Force Survey, we examine the effect of the higher education expansion following the Education Reform Act 1988 on the returns to education in the United Kingdom. Compared to previous studies, we make the distinction between fresh out-of-school students and returning-from-work students who typically have rather lower prior educational attainment but more work experience. We find that fresh university students have experienced larger declines in lower secondary-school educational attainment while the returning university students have grown significantly in shares as a result of the expansion. After accounting for the compositional changes, the Matching Difference-in-Differences results suggest that the expansion has significantly reduced the returns to education for fresh students, but not for returning students. Our findings imply that government policy to enrol increasingly academically weaker students into universities could be misleading. On the other hand, university education might continue to be an efficient pathway for some low school-achievers to obtain more education and enhance their productivity, provided they have some relevant work experience and favourable non-cognitive skills.     

浅谈多元文化背景下的高校素描教学

在文化背景日渐多元的趋势下,高校的素描教育必须进行变革才能获得更好的发展。通过对现行素描教育模式的分析,高校素描教学严谨的个性以及丰富的内容都是它成功的地方,但还需要在此基础上让学生多接触更先进的素描理念,同时各高校应该根据我国传统文化自身的优势建立更具有民族特色的教学体系,并留给学生足够的自我发挥空间,这样,素描教育才会得到更好的发展。     

Conflict displacement and labor market outcomes in post-war Bosnia and Herzegovina

The war in Bosnia and Herzegovina of the early nineties displaced 1.3 million people. This study uses longitudinal data to document the effects of this displacement on labor market outcomes. To account for endogeneity in displacement, I exploit the fact that the level of violence affected the decision to leave and that pre-war economic performance is orthogonal to local violence levels. I find that displaced Bosnians are less likely to be working relative to the people who stayed. Displaced men experience higher unemployment levels, and displaced women are more likely to drop out of the labor force.