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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "CEO Education"

1

Magdalena, Renna, and Yanuar Dananjaya. "CEO Capability and CEO Arrogance." International Journal of Scientific Research and Management 9, no. 07 (July 26, 2021): 2319–28. http://dx.doi.org/10.18535/ijsrm/v9i07.em06.

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This study aims to see the effect of the CEO Capabilities and CEO Arrogance to fraudulent financial statements indication. The study used a sample of all manufacturing companies from 2017 to 2019. In accordance with the sample selection, there are 162 manufacturing companies that meet the sample criteria. In this study using multiple linear regression test. This study uses secondary data for the 2017-2019 annual report. Based on the results that have been tested, CEO capability as a respected party (CEO Age), CEO capability as the person who knows the most about the company (CEO Tenure) and CEO arrogance as a person who has political connections (CEO Political Connection) have an influence on the indication of fraudulent financial statements. Furthermore, the hypothesis of CEO Capability in Accounting/finance knowledge (CEO Education), CEO arrogance in the form of narcissism (CEO PIC) and CEO arrogance as company founder (Founder CEO) have no influence on indications of fraudulent financial statements.
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2

Erlim, Kevin Wiyarta, and Rita Juliana. "Pengaruh Tingkat Edukasi dan Spesialisasi Pendidikan CEO terhadap Performa Perusahaan di Indonesia." Jurnal Manajemen Maranatha 16, no. 2 (May 11, 2017): 177. http://dx.doi.org/10.28932/jmm.v16i2.388.

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Using sample of non financial Indonesia public licted firms over the period from 2005-2014, we analyze the impact of CEO education level education specialization on firm performance. Globalization has a lot of impact on professionals’ careers and thus it will affect the qualification that a CEO needed. We believe that education level and CEO education specialization will affect the managerial decision making process and their strategy. This study is using panel data with fixed effect model methodology. We also did classic assumption test such as autocorrelation test, heteroscedasticity test and cross-sectional dependence test. Our analysis results that CEO education level does have impact on firm performance, and should be considered as an important aspect of a CEO. Keywords: CEO Education Level; CEO Education Specialization; Fixed Effect Model; Firm Performance; TobinsQ
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Amore, Mario Daniele, Morten Bennedsen, Birthe Larsen, and Philip Rosenbaum. "CEO education and corporate environmental footprint." Journal of Environmental Economics and Management 94 (March 2019): 254–73. http://dx.doi.org/10.1016/j.jeem.2019.02.001.

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4

Agustina, Lidya, and Yvonne Augustine Sudibyo. "Does financial performance moderate the effect of CEO characteristics and stakeholder influence on corporate social responsibility in Indonesia?" Technium Business and Management 2, no. 1 (February 25, 2022): 13–29. http://dx.doi.org/10.47577/business.v2i1.5995.

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This study aims to examine the effect of CEO characteristics and stakeholder involvement on CSR disclosure quality, with firm performance as a moderating variable. This study was conducted with the assumption that the analysis of human factors (in this case management) is often forgotten when analyzing CSR reporting. Thus, the upper echelon theory is used as the basis in this study. This study also provides a different measurement of CEO education, where CEO education is not only seen from the background of economic and business education, but also seen from the CSR certification followed by the CEO. The study's findings, based on data from Kompas-100 firms listed on the Indonesia Stock Exchange from 2018 to 2019, show that CEO tenure, CEO education, and stakeholder involvement all have a significant positive influence on CSR disclosure quality. However, CEO compensation has no effect on CSR disclosure quality. Furthermore, the firm's financial performance was proven to moderate the positive influence between CEO tenure and CEO education on the quality of the firm's CSR disclosure, but failed to moderate the effect of CEO compensation and stakeholder involvement on the quality of the firm's CSR disclosure.
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5

Wang, Changrong, Lufeng Gou, and Xuemei Li. "Is Education Beneficial to Environmentally Friendly Behaviors? Evidence from CEOs." International Journal of Environmental Research and Public Health 19, no. 18 (September 10, 2022): 11391. http://dx.doi.org/10.3390/ijerph191811391.

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Анотація:
Corporate environmental investment decisions play a crucial role in the protection of the public environment. As the decision-maker and executor, the environmental consciousness and social responsibility of the chief executive officer (CEO) has a long-term impact on the company’s environmental protection strategy, and the CEO’s level of education is a significant factor influencing the CEO’s environmental protection decisions. In this paper, we investigate the extent to which CEO education influences environmental protection investment decisions. A CEO education index is constructed as a proxy for CEO education based on the CEO’s educational background, using a panel sample of Chinese listed firms from 2010 to 2019 and providing robust evidence supporting the notioin that firms with highly educated CEOs are likely to engage in environmental protection spending activities. However, the positive relationship between CEO education and corporate environmental protection investment is reduced when the CEO also holds the position of chairman. The heterogeneity analysis shows that the positive relationship between CEO education and corporate environmental investment behavior is stronger in non-manufacturing and highly monopolistic market competitive industries. Our study contributes to the sustainability literature by providing a new impetus for corporate environmental activities from the perspective of CEO education and sheds light on the impact of the internal and external factors of firms on the investment in environmental protection. It may also help decision makers to decide whether to hire highly educated CEOs and use a dual structure of CEOs in markets with different levels of competition.
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6

Putra, Adhitya. "THE EFFECT OF CEO CHARACTERISTICS ON PRE-EARNINGS MANAGEMENT PROFITABILITY." Jurnal Akuntansi dan Keuangan Indonesia 18, no. 2 (December 31, 2021): 116–47. http://dx.doi.org/10.21002/jaki.2021.07.

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This research aims to examine the effect of CEO characteristics on pre-earnings manage­ment profitability. CEO characteristics include gender, tenure, age, education level, founding-family status, and nationality. Pre-earnings management profitability is measured by return on assets minus discretionary accruals. Data analysis uses firm and year fixed-effect regression analysis. The result shows that female CEO, longer tenure CEO, CEO with higher education levels, and foreign CEO increase firms' profitability without engaging in earnings management. On the other hand, there is no effect of CEO age and founding-family status on pre-earnings management profitability. This research contributes to filling the gap of inconsistent previous findings of CEO characteristics and profitability by considering earnings management behavior.
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7

Hermans, Jeanine. "High Potentials: A CEO Perspective." Journal of Studies in International Education 11, no. 3-4 (September 2007): 510–21. http://dx.doi.org/10.1177/1028315307304187.

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8

Sumunar, Kurnia Indah, Luluul Jannah, and Darlin Aulia. "CEO overconfidence, tax avoidance, and education foundation." Jurnal Akuntansi & Auditing Indonesia 23, no. 2 (December 1, 2019): 99–105. http://dx.doi.org/10.20885/jaai.vol23.iss2.art4.

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9

Setiawan, Rahmat, and Lila Gestanti. "CEO Education, Financial Decision and Firm Performance." Jurnal Manajemen Teori dan Terapan | Journal of Theory and Applied Management 11, no. 3 (December 10, 2018): 193. http://dx.doi.org/10.20473/jmtt.v11i3.10133.

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Анотація:
Many previous studies have shown that the number of CEOs holds MBA is still low and less dominating. We analyze the effect of CEOs with MBA degree on funding decision, investment decision and firm performance. Using 38 manufacturing companies that listed on Indonesia stock exchange during 2010-2017 analyzed with multiple linear regression. We find that CEOs with MBA degree significantly have lower interest-bearing debt, higher capital expenditure and higher return on asset than companies with non-MBA CEOs. These research results provide information to shareholders and management of manufacturing companies to consider and provide equal opportunities to hire MM-MBA CEOs.
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10

Ibrahim, Haslindar, Abdul Hadi Zulkafli, and Gul Jabeen. "Board Education, Growth and Performance of Family CEO Listed Firms in Malaysia." International Journal of Banking and Finance 15 (July 31, 2020): 25–46. http://dx.doi.org/10.32890/ijbf.15.2.2020.7438.

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This paper examines the relationship between board education, board size, growth, ownership and firm performance of family CEO and nonfamily CEO listed firms in Malaysia. A sample of 37 firms and data were collected over a period of five years from 2012 to 2016. The 37 samples of family firms were subdivided into family CEO (21), and non-family CEO (16) firms. The independent variables were board education as measured by the proportion of board degrees (BDEG) and the proportion of board professional qualifications (BPRO), board size (BSIZE), growth, and ownership. Meanwhile, firm performance was measured by using return on equity (ROE) and return on assets (ROA). The findings showed that there was a significant difference between family CEO and non-family CEO firms at a five percent level for board professional qualifications confirming that altruism and nepotism were observed among family members which supported the argument of characteristics of nepotism such as granting jobs to family members regardless of merit. In addition, this study also found board professional qualifications as significant but negatively related to external firm performance in family CEO firms. This showed that board education has not really been emphasized among board members. Besides, growth has significant influence on family firm performance which is evidently reflected in their contribution to the country’s GDP.
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Більше джерел

Дисертації з теми "CEO Education"

1

Cobley, Ronald S. "A comparative investigation into the issues affecting IT directors in UK higher education." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340729.

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2

Turkington, Mark. "The Catholic Education Office (CEO) as a learning organization and its perceived impact on standards." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/1deb431d2a4cb2ef985280087019cd4e2ee7efaca501bbdff709b069008c25fd/2415635/65120_downloaded_stream_345.pdf.

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The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: 'Systemic Thinking and Mental Models', 'Continuous Improvement of Work', 'Taking Initiatives and Risks', 'Ongoing Professional Development', 'Trusting and Collaborative Climate', 'Shared and Monitored Vision/Mission', 'Effective Communication Channels' and 'Team Work and Team Learning'. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in 'Continuous Improvement of Work', 'Systemic Thinking and Mental Models' and 'Shared and Monitored Vision/Mission'. The weakest characteristic was 'Taking Initiatives and Risks'. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.
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3

Turkington, Mark, and res cand@acu edu au. "The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.

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Анотація:
The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: ‘Systemic Thinking and Mental Models’, ‘Continuous Improvement of Work’, ‘Taking Initiatives and Risks’, ‘Ongoing Professional Development’, ‘Trusting and Collaborative Climate’, ‘Shared and Monitored Vision/Mission’, ‘Effective Communication Channels’ and ‘Team Work and Team Learning’. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in ‘Continuous Improvement of Work’, ‘Systemic Thinking and Mental Models’ and ‘Shared and Monitored Vision/Mission’. The weakest characteristic was ‘Taking Initiatives and Risks’. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.
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4

Lemon, Tate Courtney. "“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/590147.

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Educational Leadership
Ed.D.
The advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience.
Temple University--Theses
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5

Idobo, Michael, and res cand@acu edu au. "Quality Assurance Processes: The nature, outcomes and effectiveness of quality Assurance Processes of the Catholic Education Office, Sydney." Australian Catholic University. School of Educational Leadership, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp212.01092009.

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AIMS:The project examines the perceptions of significant stakeholders in the Catholic Education system concerning the nature, outcomes and effectiveness of the implementation of the Quality Assurance Processes developed by the Catholic Education Office (CEO), in the Archdiocese of Sydney. The study identifies factors that were assisting or hindering the effective implementation of these processes as they existed in 1996. It offers suggestions and recommendations for a future and more effective implementation of these processes. SCOPE This research is qualitative in nature, and uses interview as the main source of data collection. The Catholic schools selected for this study are those that have been involved in the implementation of the first Cycle of the Quality Assurance Processes of the CEO, Sydney. Care was taken to select two schools from each of the three Regions under which the Catholic schools in the Archdiocese of Sydney are presently organised. CONCLUSIONS The achievement and maintenance of quality outcomes has always been an integral part of Catholic Education. Through the brief historical background, this study has revealed that leaders in Catholic Education in Sydney have always sought to achieve and maintain quality outcomes since the establishment of the first schools, up until the implementation of the current quality assurance processes. This study found that the current form of Quality Assurance Processes is a most effective means of achieving and maintaining quality outcomes in the present-day Catholic education system. The Processes are professionally articulated in context with current practices, and have the potential to enhance accountability, credibility and development of both the personnel and the schools system. The implementation of the Quality Assurance Processes, to a great degree, has been effective and successful, the present study has shown that, stakeholders are becoming more and more aware of the actual nature and outcomes of these processes. The study also found great optimism among in the key player about the future of the Processes and has concluded that they well received and appreciated across the system. There were a few concerns about the clarity of aims and objectivity, the link between the different processes, and the apparently high and technical terms involved in naming/describing these Processes. The study has, therefore, concluded further that the Processes need streamlining, regular reviews and training programs to strengthen the practice and consolidate the gains and achievement. The implementation of Cycle 2 with appropriate modification is desirable.
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6

Carreira, Fernanda Cassab. "Formação de CEOs para a sustentabilidade: o papel das escolas de negócio." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/23929.

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Quando perguntamos aos/às CEOs qual o business case da sustentabilidade, a maior parte das respostas gira em torno de expressões como vantagem competitiva, oportunidades de negócios, redução de custos, gestão de risco e alinhamento a propósito. Nesses casos, reconhece-se que a formação para a sustentabilidade veio se dando de forma pouca estruturada, mais pela prática e com espaço para desenvolvimento. Porém, a partir das entrevistas realizadas para esse trabalho, pode-se constatar que nem todos/todas CEOs conseguem conectar sustentabilidade ao core business da empresa. Mas onde e como eles e elas poderiam se formar para a sustentabilidade? O presente trabalho buscou compreender se existe e, se sim, qual é o papel das Escolas de Negócio na formação de CEOs para a sustentabilidade, de maneira a identificar insights para que a FGV EAESP avance nesse tipo de formação. A revisão da literatura buscou i) compreender o conflito entre a formação executiva tradicional e a para a sustentabilidade e, ii) analisar a oferta do que existe hoje em educação executiva de CEOs para a sustentabilidade. Já a pesquisa empírica buscou criar, utilizando a Teoria Fundamentada em Dados, uma teoria a partir da voz de CEOs de qual seria o papel das Escolas de Negócio na formação de C-Level para a sustentabilidade. Os resultados do trabalho apontam que as Escolas de Negócio têm um papel essencial na formação de gestores/as para a sustentabilidade, principalmente nos primeiros estágios de suas carreiras, e que as instituições que avançarem nesse sentido estarão em vantagem competitiva devido à baixa oferta de cursos nesta linha. Quanto à formação para a sustentabilidade para CEOs, o espaço existe, desde que as Escolas ofereçam um formato que esteja adequado à realidade profissional do C-Level. Por fim, este trabalho traz contribuições para que as escolas repensem sua abordagem de ensino-aprendizagem. Utilizando o espelho como metáfora, se as escolas de negócio foram criadas como um reflexo do avanço do setor empresarial, as transformações pelas quais as empresas estão passando deveriam ser refletidas no ensino e na formação de gestores/as pelas Escolas.
When we ask CEOs about the sustainability business case, most answers revolve around expressions such as competitive advantage, business opportunity, cost reduction, risk management, and alignment on purpose. In these cases, it is recognized that education for sustainability came about in a little structured way, more with the practice and with space for development. However, from the interviews conducted for this work, it can be seen that not all CEOs can connect sustainability to the core business of the company. But where and how could they graduate for sustainability? The present work sought to understand if there is and, if so, what is the role of Business Schools in the formation of CEOs for sustainability, in order to identify insights for FGV EAESP to advance in this type of education. The literature review sought to (i) understand the conflict between traditional executive education and sustainability, and (ii) to analyze the supply of what exists today in CEOs executive education for sustainability. Empirical research has sought to create, using Grounded Theory, a theory based on the CEO voice of what the role of Business Schools in C-Level education for sustainability will be. The results of the study indicate that Business Schools play a key role in educating managers for sustainability, especially in the early stages of their careers, and that institutions that advance in this direction will be in a competitive advantage due to the low supply of courses in this line. As for education for sustainability for CEOs, space exists, as long as the Schools offer a format that is appropriate to the professional reality of the C-Level. Finally, this work contributes to schools rethinking their teaching-learning approach. Using the mirror as a metaphor, if business schools were created as a reflection of the advancement of the business sector, the transformations that business is going through should be reflected in the teaching and education of managers by the Schools.
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7

Marks, Lori J. "Meeting CEC and NCATE Teacher Education Standards with Limited Resources." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3567.

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8

Ofe, Hosea Ayaba. "Chief Executive Officer’s (CEO’s) Educational Background and Firm Performance : An empirical study on Manufacturing and IT listed firms in the Stockholm Stock Exchange." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet (USBE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53352.

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Анотація:
In this thesis I examine the impact of the educational background of Chief Executive Officers (CEOs) on firm performance of listed firms in the Stockholm stock exchange. This area of research is important given that researchers in the area of behavioral finance and in management argue that CEO characteristics such as educational orientation, age and functional background influence the way business problems are perceived and the decision making process. The numerous and growing challenges which businesses face, particularly in the area of operations,cost-cutting and production efficiency makes the need to examine how CEO educational background could be beneficial for firm performance very relevant. Particular attention is on listed firms in the manufacturing, oil and gas, energy sector characterized by low instability (turbulence) and the IT industry characterized by rapid growth and high turbulence. Educational background information for 100 CEOs is examined between 2008-2010. The information gathered from the annual reports of these companies, shows that the educational path way for most CEOs in these industries has been an engineering degree. The regression analysis on CEO educational background and firm performance show no significant relationship. More specifically the regression analysis show no support for the assertion that firms controlled by CEOs with an educational background in engineering have a firm performance advantage or outperformed firms controlled by CEOs with other backgrounds such as law ,marketing and finance. In addition, the finding shows no significant relationship between CEO educational level (undergraduate or postgraduate) and firm performance. The analysis thus showed no support for the claim that firms controlled by CEO with a higher level of education (postgraduate degree) had a superior firm performance over firms controlled by a CEO who had an undergraduate degree.
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9

Celik, Goknur. "University Continuing Education Units For Local Development: The Case Of Metu Cec." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608895/index.pdf.

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Анотація:
The aim of this thesis is to point out the critical position of University Continuing Education Units in the context of knowledge economy for their contribution to local development, and to analyse to what extent these units in the case of Turkey serve for this function. For this purpose, first, the nature of knowledge economy and transformations initiated in this process in labour markets and in nature of education are analysed. Next, new understanding of lifelong learning and restructuring process in universities, which are connected with transformation in these two fields, are discussed. Later, position of cities and importance of urban policy for local development within the context of knowledge economy is examined. Consequently, as a product of these intertwined transformations, it is revealed that University Continuing Education Units appear to be key actors for cities for their contribution to local development. Then, based on the facts developed in the theoretical arguments
data of University Continuing Education Units of Turkey and Middle East Technical University Continuing Education Center (METU CEC) scrutinised in order to reveal how far these units in Turkey serve for local development. Finally, findings and conclusions are summarised, and policy proposals are developed for University Continuing Education Units should follow in order to serve local development effectively.
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Nunes, Patrícia Matos Souza. "O processo educacional do cego em Aracaju (1950-1970)." Pós-Graduação em Educação, 2013. https://ri.ufs.br/handle/riufs/4921.

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Doing an analysis of the circumstance about the education of disabled person, we identify mechanisms of segregation and exclusion promoted by welfares and philanthropic politics. Before addition, the objective of this study is to understand how the educational process of blind in Aracaju started. As theoretical basis, this research is based in the assumptions of Cultural History because this perspective shows a preoccupation with anonymous populations, their modes of living, feeling and thinking. The sources used were Official Documents, Records, magazines, newspapers, laws, testimonials and other. These different registers were collected in file located in Aracaju and Rio de Janeiro. We have searched on the file of the Metropolitan Archdiocese of Aracaju, in the Historical and Geographic Institute, Epifânio Dórea Library in Aracaju; and in the file of the Benjamin Constant Institute, at Rio de Janeiro. The testimonials were collected through semi structured interview with the first teachers who worked with the blind education in Aracaju. The timeframe comprises the 50-70 decades in the twenty century, since this time was characterized by the beginning of the institution that provided education treatment to the disabled people. The first schools to blind were the Escola de Reabilitação dos Cegos de Aracaju, founded by the Bishop Dom Fernando Gomes and the Escola de Cegos Lyon s Club that worked at the Centro de Reabilitação Ninota Garcia . The main categories of analisys used were: scholar culture, scholar material culture, representation and appropriation. We hope, with this investigation, to identify elements of the education practices used with blind in Aracaju during 1950-1970.
Ao fazermos uma análise das circunstâncias que cercam a educação da pessoa com deficiência, identificam-se mecanismos de segregação e exclusão fomentados por políticas assistencialistas e filantrópicas. Diante disso, o presente estudo tem como objetivo compreender como se deu o processo educacional do cego em Aracaju. Como base teóricometodológica, a pesquisa se fundamenta nos pressupostos da História Cultural, uma vez que essa perspectiva apresenta uma preocupação com as massas anônimas, seus modos de viver, sentir e pensar. As fontes utilizadas foram: documentos oficiais, Atas, revistas, jornais legislação e depoimentos, dentre outros. Os diferentes registros citados foram coletados em arquivos localizados em Aracaju e no Rio de Janeiro. Pesquisamos no Arquivo da Arquidiocese Metropolitana de Aracaju, no Instituto Histórico e Geográfico de Sergipe, na Biblioteca Epifânio Dória, em Aracaju; e no Arquivo Instituto Benjamin Constant, no Rio de Janeiro. Os depoimentos foram coletados através de entrevistas semiestruturadas com as professoras pioneiras que atuaram na educação de cego em Aracaju. O marco temporal compreende as décadas de 1950, 1960 e 1970 do século XX, uma vez que este período foi marcado pelo surgimento das instituições que prestaram atendimento educacional à pessoa com deficiência visual. As primeiras escolas para os cegos foram a Escola de Reabilitação dos Cegos de Aracaju, fundada pelo Bispo Dom Fernando Gomes e a Escola de Cegos Lyon s Club que funcionou no Centro de Reabilitação Ninota Garcia. As principais categorias de análise utilizadas foram: cultura escolar, cultura material escolar, representação e apropriação. Espera-se, com esta investigação, elucidar elementos das práticas educativas utilizadas com os cegos em Aracaju, no período de 1950-1970.
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Книги з теми "CEO Education"

1

Novak, David. The Education of an Accidental CEO. New York: Crown Publishing Group, 2007.

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CEO inmunhak: Yŏksa munhak chʻŏrhak chonggyo yesul ro paeunŭn 21-segi inmun kyŏngyŏng. Sŏul: Chʻaek Mandŭnŭn Chip, 2009.

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The education of an accidental CEO: Lessons learned from the trailer park to the corner office. New York: Three Rivers press, 2007.

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Novak, David. The education of an accidental CEO: Lessons learned from the trailer park to the corner office. New York: Three Rivers press, 2007.

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The education of an accidental CEO: My journey from the trailer park to the corner office. New York: Crown Business, 2007.

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6

CEO you xue ji: Shi jie ba da ding ji shang xue yuan xue xi zhi lü. Taibei Shi: Tian xia yuan jian chu ban gu fen you xian gong si, 2011.

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7

J-P, Hanniet, and Hebert Nathalie, eds. Education civique: CE1,CE2. Paris: Bordas, 1987.

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Stand for the best: What I learned after leaving my job as CEO of H&R Block to become a teacher and founder of an inner city charter school. San Francisco: Jossey-Bass, A Wiley Imprint, 2008.

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9

New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Education commissioner Bret Schundler and the Schools Development Authority's CEO, Marc Larkins, will make presentations to the committee : [May 12, 2010, Trenton, New Jersey]. Trenton, N.J: New Jersey Office of Legislative Services, Public Information Office, Hearing Unit, 2010.

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10

Council for Exceptional Children. Dept. of Public Policy., ed. CEC special education advocacy handbook. Reston, Va: Council for Exceptional Children, 1995.

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Частини книг з теми "CEO Education"

1

Shekshnia, Stanislav, Kirill Kravchenko, and Elin Williams. "Class 3: Education—Three Academic Proverbs for Future CEOs." In CEO School, 25–36. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7865-1_3.

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2

Byron, William J. "Clarence Walton as Academic CEO: A Fine Mind on a Fine Line." In Education, Leadership and Business Ethics, 211–23. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-0-585-27624-3_18.

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Sadewa, P. O., and A. W. Lubis. "Liquidity, CEO education, and profitability among consumer goods companies in Indonesia." In Contemporary Research on Management and Business, 176–79. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781003295952-45.

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Goodrich, Andrew. "Vince Cee." In Peer Mentoring in Music Education, 164–81. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003243618-11.

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Górska, Anna M. "Higher education in CEE." In Gender and Academic Career Development in Central and Eastern Europe, 9–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-3.

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6

Honeycutt, Earl D., John B. Ford, and Thomas H. Stevenson. "CEO Profiles and Implications for the Marketing Educator." In Proceedings of the 1991 Academy of Marketing Science (AMS) Annual Conference, 198–202. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17049-7_41.

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Haunschild, Pamela R., Andrew D. Henderson, and Alison Davis-Blake. "CEO Demographics and Acquisitions: Network Effects of Educational and Functional Background." In Corporate Social Capital and Liability, 266–83. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5027-3_15.

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8

Honingh, Marlies, Elena Bondarouk, and Taco Brandsen. "Parents as Co-Producers in Primary Education." In Co-Production and Co-Creation, 167–73. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315204956-25.

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9

Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education, 191–97. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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Górska, Anna M. "Designing equality in higher education institutions in the CEE region." In Gender and Academic Career Development in Central and Eastern Europe, 171–91. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-20.

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Тези доповідей конференцій з теми "CEO Education"

1

Lytle, Nicholas, Veronica Cateté, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, and Eric Wiebe. "CEO." In CompEd '19: ACM Global Computing Education Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3300115.3309527.

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Azmi, Riswadi, Wan Farah Wani Wan Fakhruddin, Rosalam Che Me, Anuar Mohd Yusof, W. Omar Ali Saifuddin Wan Ismail, Zuraida Abal Abas, Norliana Mohd Abbas, Safiyyah Ahmad Sabri, and Suraya Ya’acob. "BRIDGING THE GAP BETWEEN GOVERNMENT-INDUSTRY-UNIVERSITY COLLABORATION THROUGH CEO@FACULTY PROGRAMME." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1922.

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3

Zhang, Changzheng, and Zhuoqin Gao. "Effect of CEO Power on Executive Pay-Performance Sensitivity: A literature Review." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.93.

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4

Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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5

Altin, Darus, and Jakaria Jakaria. "CEO Overconfidence and Risk-Taking Behaviour in Indonesian Banking Sectors." In Proceedings of the First Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education, LePALISSHE 2021, August 3, 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.3-8-2021.2315136.

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Jones, Brandon, Jeanee Beacham, and Terence Jeyaretnam. "Session 3 Youth As Agents of Change: Youth Dialogue with Industry and Government Leaders." In The 4th Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2022. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/dec2021/all-events/18.

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"Speakers: Brandon Jones, Program Director, Geosciences and Education Divisions, US National Science Foundation Jeanne Beacham, President and CEO of Delphon Industries Terence Jeyaretnam, Partner at EY, Climate Change and Sustainability Services Australia We engaged in dialogue with industry and government leaders on the following questions: How can we pull on levers to create change? What are key innovative approaches for making real world change? What do the outcomes of COP26 mean for industry and government, and how can youth get involved?"
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7

Huo, Jiahang, and Guangming Wang. "CEO Reputation and Internal Control Effectiveness — Based on China A-share Listed Company Data." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.2.

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8

"Corporate Sustainability: The Impact of Corporate Leadership Gender on Year Over Year Performance." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4213.

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Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics. Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender differences in business strategy and ethical considerations influenced by social roles. Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index. Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance. Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach. Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.
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9

Karaca, Erol. "A Comparison of Turkey and Transition Economies in terms of Educational Development and Conditions." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00868.

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The main objective of this research is to determine and evaluate the dimensions of educational development in Turkey in comparison with the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries. For this purpose, in this study, Turkey is compared to the Central and Eastern Europe (CEE) countries and the Commonwealth of Independent States (CIS) countries with regard to the educational development and conditions. In this study, carried out through comparative relation scanning model and literature model, the sample group was established the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries with Turkey. The research data was collected by means of data from HDI Report developed by United Nations Development Programme (UNDP). On the base of data obtained from report, the study concluded that the lowest rate of adult literacy and population with at least secondary education belongs to Turkey. The rate of enrolment in primary education, however, is higher in Turkey than most of the CEE and CIS countries. This affirmative data can be attributed to the high rate of young population and/or education campaigns in Turkey since the lowest rate of secondary education and the highest level of primary school dropout rate is also seen in Turkey. In addition, performance of 15-year old students in reading, mathematics and science is generally lower in Turkey, CEE and CIS countries than in OECD countries.
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Krbec, Denisa. "Shaping New Paradigms In The Higher Education Development: Dilemmas For Transitional Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2516.

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Higher education in Croatia, as well in the other transitional countries, is undergoing significant changes. Those reforming activities affect not only institutions directly but also their relationship to society at large. Recognizing that higher education plays also a crucial role in the various aspects of transitional transformation, many scientist and expert’s reviews place it in the current political, economic, cultural and social environment in which they operate. In this sense, and despite the specific reform start-point of each country, there is a general consensus on the need for regional cooperation. According the Bologna Declaration, the CEE countries need certain compatibility, which means certain similar structures of the educational system in order to strengthening the educational structure of the CEE region. This paper reviews different aspects of higher education challenges. Among many others, the use of IT in higher education effectively requires good tactics as well as a sensible strategy.
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Звіти організацій з теми "CEO Education"

1

Kanwar, Asha. OER for Quality Education: How Can we Benefit? Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4076.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 2 August 2022.
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2

Boone, Peter, Ila Fazzio, Kameshwari Jandhyala, Chitra Jayanty, Gangadhar Jayanty, Simon Johnson, Vimala Ramachandrin, Filipa Silva, and Zhaoguo Zhan. The Surprisingly Dire Situation of Children's Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau (Comprehensive Review of Education Outcomes). Cambridge, MA: National Bureau of Economic Research, April 2013. http://dx.doi.org/10.3386/w18971.

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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4

Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

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Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.
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Dunne, Máiréad, Sara Humphreys, and Carolina Szyp. Education and Work: Children’s Lives in Rural Sub‑Saharan Africa. Action on Children’s Harmful Work in African Agriculture, April 2021. http://dx.doi.org/10.19088/acha.2021.004.

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This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces. Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
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6

Martin, Staci. Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6120.

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Ків, Арнольд Юхимович, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk, and Андрій Миколайович Стрюк. Proceedings of the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021. Криворізький державний педагогічний університет, February 2022. http://dx.doi.org/10.31812/123456789/6983.

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Proceedings of the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021) co-located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), Kherson, Ukraine, October 1, 2021
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8

Belzil, Christian, Jörgen Hansen, and Xingfei Liu. The evolution of inequality in education - Trajectories and graduation outcomes in the US. CIRANO, June 2022. http://dx.doi.org/10.54932/qxsu8178.

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Анотація:
Nous modélisons la distribution conjointe (i) des trajectoires éducatives individuelles, définies par l'allocation du temps (semestres) entre diverses combinaisons d'inscription à l'école avec différentes modalités d'offre de travail et des périodes d'interruption de l'école consacrées soit à l'emploi soit à la production domestique et (ii) des résultats réels d'obtention du diplôme en utilisant deux cohortes de l'enquête longitudinale nationale sur les jeunes que nous suivons de 16 à 28 ans. Nous discutons de l'évolution des effets du revenu familial et des aptitudes, ces dernières étant décomposées en un facteur d'aptitude latente académique (cognitive) et pratique (technique-mécanique) corrélé avec le revenu familial et les variables de contexte. Nous constatons que le différentiel individuel d'aptitude cognitive et technique prévalant à 16 ans augmentait avec le revenu au début des années 80 mais beaucoup moins au début des années 2000. Nous ne trouvons aucune preuve d'une quelconque "inégalité de trajectoire" basée sur le revenu dans l'une ou l'autre des cohortes, après conditionnement sur les capacités. Parmi tous les résultats liés à l'obtention d'un diplôme et à l'inscription, l'obtention d'un diplôme universitaire est le seul pour lequel l'effet du revenu a augmenté entre les années 1980 et le début des années 2000, mais il n'a pas atteint un niveau plus important que l'effet du revenu sur l'obtention d'un diplôme d'études secondaires. Dans les deux cohortes, les capacités cognitives et techniques sont les facteurs dominants mais elles affectent la plupart des dimensions des trajectoires individuelles et tous les résultats d'obtention du diplôme dans des directions opposées. Cependant, le facteur des capacités cognitives a perdu la moitié de son effet sur l'obtention du diplôme universitaire, tandis que l'impact du facteur technique-mécanique a été plus stable d'une cohorte à l'autre.
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Lee, Joo-Youp. Research and Education of CO{sub 2} Separation from Coal Combustion Flue Gases with Regenerable Magnesium Solutions. Office of Scientific and Technical Information (OSTI), September 2013. http://dx.doi.org/10.2172/1132605.

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Goldin, Claudia, and Lawrence Katz. Putting the Co in Education: Timing, Reasons, and Consequences of College Coeducation from 1835 to the Present. Cambridge, MA: National Bureau of Economic Research, August 2010. http://dx.doi.org/10.3386/w16281.

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