The Education-Innovation Gap. Working Paper 29853

Fuente: ERIC Institute of Education Sciences
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Main Authors: Biasi, Barbara, Ma, Song
Format: Recurso educativo Open Access
Language:en
Published: 2022
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author Biasi, Barbara
Ma, Song
author_facet Biasi, Barbara
Ma, Song
Biasi, Barbara
Ma, Song
collection Education Resources Information Center
contents The Education-Innovation Gap. Working Paper 29853 Biasi, Barbara Ma, Song Educational Innovation Higher Education Course Descriptions Journal Articles Curriculum Development Selective Admission Advantaged Productivity Educational Attainment Intellectual Property Income This paper documents differences across higher-education courses in the coverage of frontier knowledge. Comparing the text of 1.7M syllabi and 20M academic articles, we construct the "education-innovation gap," a syllabus's relative proximity to old and new knowledge. We show that courses differ greatly in the extent to which they cover frontier knowledge. More selective and better funded schools, and those enrolling socio-economically advantaged students, teach more frontier knowledge. Instructors play a big role in shaping course content; research-active instructors teach more frontier knowledge. Students from schools teaching more frontier knowledge are more likely to complete a PhD, produce more patents, and earn more after graduation. [The Yale Tobin Center for Economic Policy, Yale Center for Research Computing, Yale University Library, and Yale International Center for Finance provided research support.]
format Recurso educativo Open Access
id eric_ED618523
institution ERIC Institute of Education Sciences
language en
publishDate 2022
record_format eric
spellingShingle The Education-Innovation Gap. Working Paper 29853
Biasi, Barbara
Ma, Song
Educational Innovation
Higher Education
Course Descriptions
Journal Articles
Curriculum Development
Selective Admission
Advantaged
Productivity
Educational Attainment
Intellectual Property
Income
The Education-Innovation Gap. Working Paper 29853 Biasi, Barbara Ma, Song Educational Innovation Higher Education Course Descriptions Journal Articles Curriculum Development Selective Admission Advantaged Productivity Educational Attainment Intellectual Property Income This paper documents differences across higher-education courses in the coverage of frontier knowledge. Comparing the text of 1.7M syllabi and 20M academic articles, we construct the "education-innovation gap," a syllabus's relative proximity to old and new knowledge. We show that courses differ greatly in the extent to which they cover frontier knowledge. More selective and better funded schools, and those enrolling socio-economically advantaged students, teach more frontier knowledge. Instructors play a big role in shaping course content; research-active instructors teach more frontier knowledge. Students from schools teaching more frontier knowledge are more likely to complete a PhD, produce more patents, and earn more after graduation. [The Yale Tobin Center for Economic Policy, Yale Center for Research Computing, Yale University Library, and Yale International Center for Finance provided research support.]
title The Education-Innovation Gap. Working Paper 29853
topic Educational Innovation
Higher Education
Course Descriptions
Journal Articles
Curriculum Development
Selective Admission
Advantaged
Productivity
Educational Attainment
Intellectual Property
Income
url https://eric.ed.gov/?id=ED618523