The multiple faces of the entrepreneurial university: a review of the prevailing theoretical approaches

The Journal of Technology Transfer - The importance and the definition of an entrepreneurial university (EU), together with the factors that lead to its existence, have been widely discussed in the...     

Political Power, Fiscal Crises, and Decentralization in Latin America: Federal Countries in Comparative Perspective (and some Contrasts with Unitary Cases)

What factors shape decentralization processes in Latin Americanfederations? This work reviews and statistically analyzes currentapproaches on the topic, questions some claims of generalityin their theoretical frameworks, and presents an argument toexplain variation in decentralization processes across thesefederations. The main hypothesis is that the degree of decentralization(in fiscal and administrative terms) in Latin American federationshas been shaped by the political power of the national executiveand sub-national actors and the fiscal context in which theyinteract. The article presents statistical evidence (for federaland unitary countries between 1979 and 1998) to sustain someof the expectations in the argument and discusses some of itslimitations.     

Detracking America's schools: Equity at zero cost?

Schools across the country are ending the practice of grouping students based on ability, in part, because of research indicating that tracking hurts low-ability students without helping students of other ability levels. Using a nationally representative survey conducted by the National Center for Education Statistics, (NCES) we reexamine the impact of tracking on high school student achievement through the estimation of a standard education production function. This approach allows us to control for the possibility that track is correlated with factors such as class size and teacher education. In addition, we address the possibility that there are unobserved student or school characteristics that affect both achievement and track placement. Our results indicate that abolishing tracking in America's schools would have a large positive impact on achievement for students currently in the lower tracks, but that this increase in achievement would come at the expense of students in upper-track classes.