Letter from the Editors

The authors explore academic misconduct in various forms and consider the role of student perceptions. They gather data from students in introductory economics courses regarding 31 types of misconduct. They estimate the relevance of various determinants of misconduct, acknowledging that they may vary across misconduct type and that students' perceptions may influence their behavior. Their estimates reveal that although there are determinants that influence student behavior across misconduct type, some types of misconduct have a unique set of determinants. They find that a student's perception of what constitutes misconduct is an important component of this behavioral decision. These results imply that to reduce a particular type of cheating, one must consider its specific determinants and ensure that students believe that the act is misconduct. In addition, students must believe that the probability of being caught is high.     

Quasi-Experimental Evidence of Peer Effects in First-Year Economics Courses at a Chinese University

The authors of this article implement a quasi-experimental strategy to estimate peer effects in economic education by exploiting the institutional setting in a large public university in China, where roommates are randomly assigned conditional on a student's major and province of origin. They found significant impacts of peer academic quality, measured as roommates’ average scores on the national College Entrance Exam, on first-year economics students’ scores in first-year microeconomics, macroeconomics, and accounting courses. They also found nonlinearity in peer effects: Roommates’ academic ability has significant effects for academically weak students but not for academically strong students.     

学术型企业家社会资本惯性、角色冲突感知对创业绩效的影响研究

学术创业跨越了学术与产业两种不同的环境,因此学术型企业家往往肩负着学者与企业家两种角色,他们的社会资本、角色冲突感知都会对该创业进程产生一定影响。本文基于资源保存理论、扩张-加强假说和资源基础理论,构建了学术型企业家角色冲突感知、社会资本惯性对创业资源获取与创业绩效的整合作用模型,并深入探索企业参与程度在这一过程中的调节作用。对394位学术型企业家展开问卷调研,并运用多元回归分析等方法进行实证检验。结果表明,角色冲突感知对资源获取与创业绩效都具有显著正向影响,而社会资本惯性对资源获取有显著负向影响。同时,资源获取对创业绩效具有显著正向影响,学者的企业参与程度正向调节了角色冲突感知与创业绩效的关系。以上研究结果从主观感知的角度丰富了学术型企业家双重角色的相关研究,也为有创业想法或者已在创业过程中的学者提供一定的实践指导。     

RANKING ECONOMICS DEPARTMENTS IN TERMS OF RESIDUAL PRODUCTIVITY: NEW ZEALAND ECONOMICS DEPARTMENTS, 2000–2006*

This paper utilises a human‐capital approach for ranking the research productivity of academic departments. Our approach provides rankings in terms of residual research output after controlling for the key characteristics of each department's academic staff. More specifically, we estimate residual research output rankings for all of New Zealand's economics departments based on their publication performance over the 2000 to 2006 period. We do so after taking into account the following characteristics of each department's academic staff: gender, experience, seniority, academic credentials and academic rank. The paper demonstrates that the rankings generated by the residual research approach and those generated by traditional approaches to research rankings may be significantly different for some departments. These differences are important in determining the likely efficiency impact of research assessment exercises.     

Public funds and outputs in higher academic technical institutions: insights from India

ABSTRACT

This study examines the effect of public funding and its lag structure on research outputs in higher academic technical institutions of India. It contributes to the literature by providing empirical evidence on the determinants of academic publications and patents in the developing country context. We use panel data of actual yearly expenditure of 54 comparable scientific departments of the Indian Institutes of Technology from 2009–2010 to 2013–2014. The results highlight the need for increased funding for operational activities of the institutes as it is positively associated with publication and patent intensity.     

Tertiary Performance, Field of Study and Graduate Starting Salaries

This paper analyses data from the University of Western Australia (UWA) Graduate Destination Survey linked to information from the University's Student Records System to explore the determinants of graduates' starting salaries over the years 2002 to 2004. While the details examined also include age, gender, language spoken at home, country of birth, disability status and high school attended, most emphasis is placed on the impact on starting salaries of students' academic performance and their field of study. The analyses show that the main determinant of graduates' starting salaries is the weighted average mark they achieve at university. The salary differentials associated with higher marks in the Australian labour market appear greater than those reported in similar studies of the US and the UK labour markets. Science graduates are shown to have relatively low starting salaries, casting a shadow over recent suggestions that the supply of this group be increased through lower fee regimes.     

Student employment and academic performance: an empirical exploration of the primary orientation theory

This study empirically assesses the thesis that student employment only hurts academic performance for students with a primary orientation towards work (versus school). To this end, we analyse unique data on tertiary education students’ intensity of and motivation for student employment by means of a state-of-the art moderation model. We find, indeed, only a negative association between hours of student work and the percentage of courses passed for work-oriented students. This finding may explain the contradictory results in the literature neglecting this factor.     

The Returns to Academic and Vocational Qualifications in Britain

This paper uses data from the 1991 sweep of the National Child Development Study (NCDS) and the 1998 Labour Force Survey (LFS) to provide a comprehensive analysis of the labour market returns to academic and vocational qualifications. The results show that the wage premia from academic qualifications are typically higher than from vocational qualifications. However, this gap is reduced somewhat, when we control for the amount of time taken to acquire different qualifications. This is particularly important for vocational courses, which generally take shorter time periods to complete. In the paper we also investigate how returns vary by gender, subsequent qualifications, and the natural ability of individuals. Finally, by comparing the NCDS results with those from the LFS, we estimate the bias that can result from not controlling for factors such as ability, family background and measurement error. The results reveal that the estimated returns in the NCDS equations controlling for ability, family background and measurement error are similar to the simple OLS estimates obtained with the LFS, which do not control for these factors. This suggests that the biases generally offset one another.     

二本院校国际商务专业人才培养模式研究

目前,国际商务专业面临着培养目标定位不准、设置体系不合理、实践教学环节少等问题。根据二本院校的资源禀赋特征以及国际商务专业与国际贸易专业的区隔,二本院校应以＂企业走向世界＂以及走向世界后的＂跨国经营管理＂为主线构建课程体系;平衡基础课、专业基础课与专业课、实践教学模块之间的衔接;加强国内外交流和合作,建立与社会沟通的多维度通畅渠道;坚持产学合作,实现校企深度融合,重视国际商务综合模拟实验室的建设,以培养更适合社会需要的国际商务专业人才。     

The Effects of Individual and School Factors on University Students' Academic Performance

This article examines the factors that influence university students'academic performance, focusing on the role of student background and school factors. Using data on the first‐year students at the University of Western Australia in 2001, two methodologies are employed. The first is analogous to an input‐output approach, and the second is a random coefficients model. A key finding is that high schools have an impact on the academic performance of students at university beyond students' own background characteristics. Both immersion and reinforcement effects are identified.     

Who Secures Job Opportunities in the Chinese Government? Evidence Based on the First Jobs of Graduates from a Chinese College

Using a unique data set obtained from a Chinese college, the present paper investigates the determinants of obtaining a job in the Chinese Government. Despite the significant amount of attention paid to this issue by the media, academic study on this subject has been limited. We find that the parents' social capital, membership to the Communist Party, gender and personal ability significantly affect the possibility of a graduate obtaining a job in the public sector. Moreover, although acquiring a job in the government is difficult, no significant wage premium exists for graduates working in this sector. Finally, these results still hold after conducting the Heckman tests to validate the self‐selection bias. This study identifies the determinants of young Chinese people's aspirations to be civil servants, which raises significant policy implications for the government.     

高桐轩年画作品中的风景园林观

高桐轩是晚清杨柳青著名的民间年画画师。通过分 析学术界已经确立为其本人所做的22幅年画作品中的风景园 林要素,研究人物活动及文化内涵,结合《墨余琐录》原文探 析高桐轩的风景园林观。发现晚年的他以雅俗共赏的年画形 式,始终推崇在风景园林中以人为本的诗意的生活观念,并结 合中国传统文化进行宣教。     

An empirical analysis of ‘acting white’

Using a newly available data set, which allows one to construct a novel measure of a student's social status, we demonstrate that there are potentially important racial differences in the relationship between social status and academic achievement. The effect is concentrated among students with a grade point average (GPA) of 3.5 or higher and more pronounced in schools with more interracial contact. Earlier studies showing a positive relationship between popularity and academic achievement for blacks are sensitive to the inclusion of more continuous achievement measures. We argue that the data are most consistent with a model of ‘acting white’ in which investments in education are taken as a signal of one's opportunity costs of peer-group loyalty, though imprecise estimates make definitive conclusions difficult.     

产学合作数量与学术创新绩效关系

采用面板分位数回归方法,基于《2016中国大学评价报告》中前100所大学2011-2015年数据,对产学合作数量与学术创新绩效关系进行研究。结果显示：①产学合作数量与学术创新绩效之间存在明显的倒U型关系,表明存在最优的产学合作数量使高校获得最佳学术创新绩效;②不同分位点处存在异质效应,表明产学合作数量对学术创新绩效高低分位的影响具有差异,因此,不能搞“一刀切”的产学合作治理结构;③合作广度、知识能力对产学合作数量与学术创新绩效的关系产生了正向调节效应。     

How (Over) Confident Are Financial Analysts?

Extensive research has been devoted to the quality of analysts' earnings forecasts. The common finding is that analysts' forecasts are not very accurate. Prior studies have tended to focus on the mean of forecasts and measure accuracy using various summaries of forecast errors. The present study sheds new light on the accuracy of analysts' forecasts, by measuring how well calibrated these forecasts are. The authors follow the tradition of calibration studies in psychological literature and measure the degree of calibration by the hit rate. They analyze a year's worth of data from the Institutional Brokers Estimate System database, which includes over 200,000 annual earnings forecasts made by over 6,000 analysts for over 5,000 companies. By using different ways to convert analysts' point estimates of earnings into a range of values, the authors establish the bounds that are necessary to determine the hit rates, and examine to what extent the actual earnings announced by the companies are bracketed by these intervals. These hit rates provide a more complete picture of the accuracy of the forecasts.     

Effects of free textbooks on academic performance: Evidence from China's compulsory education

Since little is known about the effects of free textbooks on compulsory school students in China, this paper examines the effects of free textbooks on the academic performance of Chinese middle school students. It combines propensity score matching and difference-in-difference estimation to control for both observable and unobservable factors that affect the probability of obtaining free textbooks as well as students' academic performance. Results indicate that free textbooks significantly improve the midterm scores of girls and rural students, and the effects vary across different subjects. Moreover, the impact mechanisms of free textbooks are different for different groups and different subjects.     

Are Native and Non‐Native English Speaking Tutors Equally Effective?

Many studies find a negative effect of non‐native English speaking instructors on students' performance in universities where the language of instruction is English. However, the negative effect observed in the existing literature is not found in the study by Fleisher, Hashimoto and Weinberg (2002) , which uses the sample of instructors who received training in the Ohio State University's PhD programme. In many economics departments in Australia, mainly because their PhD programmes are not large enough, it is unrealistic to have all the tutors trained in the methods recommended in Fleisher, Hashimoto and Weinberg (2002) . This gives rise to a potential negative impact of non‐native English speaking tutors on students' performance. Nevertheless, by analysing the panel data drawn from first‐year quantitative methods, microeconomics and macroeconomics courses in an Australian university, we find no statistically significant difference in the effectiveness of small class teaching between native and non‐native English speaking tutors.     

An Evaluation of Collaborative Problem Solving for Learning Economics

The use of student evaluations of courses and professors has been examined by Professor Kelley in an effort to learn more about the factors that appear to be associated with “good” or “poor” ratings. Using student evaluations of the Principles of Economics course at the University of Wisconsin in Madison, Kelly investigated two dependent variables: measures of course evaluation and measures of professor evaluation. Eleven independent variables were included in the analysis, and two different regression models were used. The results are tentative, of course, but the study reveals some interesting findings on the impact of teaching assistants, the student's expectation of his course grade, and the professor's propensity to be generous or niggardly in awarding high grades.     

Degree performance of Economics students in UK universities: absolute and relative performance in prior qualifications

We exploit individual‐level data on full cohorts of UK university leavers who were enrolled for an Economics degree during the period 1984–85 to 1992–93 or the academic year 1997–98. We analyse the determinants of degree performance and find that performance depends not only on prior qualifications as measured by A‐level scores, for example, but also on the individual student's ranking (based on their A‐level scores) within their cohort at their university. The students' performance is also enhanced by having previously studied mathematics, although there is no benefit from the prior study of Economics. We find that attendance at an Independent school has a negative effect on degree performance, and that there are comparatively few social class background effects. Females are more likely than males to obtain a good degree.