Goldbach, Stefan (2012)
Innovation and Education: Is there a
‘Nerd Effect’?
Report, Erstveröffentlichung
Kurzbeschreibung (Abstract)
This paper investigates whether entrepreneurs with technical education are more innovative in high-tech industries than economists. The main contribution to the literature is in using the type of education as main explanatory variable for innovation. To analyze this question, the KfW/ZEW Start-Up Panel between 2005 and 2007 is used. Two independent OLS regressions are conducted for entrepreneurs with university degree and practical education. The results suggest that education matters for individuals with a university degree in high-tech industries but not for people with practical education. Having an economics degree is correlated with higher innovativeness. Therefore, for the underlying sample we do not find a ‘nerd effect’. The results depend on the underlying definition of innovation, as robustness checks show.
| Typ des Eintrags: | Report |
|---|---|
| Erschienen: | 2012 |
| Autor(en): | Goldbach, Stefan |
| Art des Eintrags: | Erstveröffentlichung |
| Titel: | Innovation and Education: Is there a ‘Nerd Effect’? |
| Sprache: | Englisch |
| Publikationsjahr: | 11 Januar 2012 |
| Ort: | Darmstadt |
| Reihe: | Darmstadt Discussion Papers in Economics |
| Band einer Reihe: | 210 |
| URL / URN: | http://tuprints.ulb.tu-darmstadt.de/4716 |
| Kurzbeschreibung (Abstract): | This paper investigates whether entrepreneurs with technical education are more innovative in high-tech industries than economists. The main contribution to the literature is in using the type of education as main explanatory variable for innovation. To analyze this question, the KfW/ZEW Start-Up Panel between 2005 and 2007 is used. Two independent OLS regressions are conducted for entrepreneurs with university degree and practical education. The results suggest that education matters for individuals with a university degree in high-tech industries but not for people with practical education. Having an economics degree is correlated with higher innovativeness. Therefore, for the underlying sample we do not find a ‘nerd effect’. The results depend on the underlying definition of innovation, as robustness checks show. |
| Freie Schlagworte: | entrepreneurship, innovation, education |
| URN: | urn:nbn:de:tuda-tuprints-47167 |
| Zusätzliche Informationen: | JEL: A20, L26, O32 |
| Sachgruppe der Dewey Dezimalklassifikatin (DDC): | 300 Sozialwissenschaften > 330 Wirtschaft |
| Fachbereich(e)/-gebiet(e): | 01 Fachbereich Rechts- und Wirtschaftswissenschaften 01 Fachbereich Rechts- und Wirtschaftswissenschaften > Volkswirtschaftliche Fachgebiete 01 Fachbereich Rechts- und Wirtschaftswissenschaften > Volkswirtschaftliche Fachgebiete > Fachgebiet Internationale Wirtschaft |
| Hinterlegungsdatum: | 31 Jan 2016 21:00 |
| Letzte Änderung: | 29 Mai 2016 21:18 |
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