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Education or Creativity: what matters most for economic performance?

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  • E. Marrocu

    ()

  • R. Paci

    ()

Abstract

There is a large consensus among social researchers on the positive role played by human capital on economic performances. The standard way to measure the human capital endowment is to consider the educational attainments by the resident population, usually the share of people with a university degree. Recently, Florida (2002) suggested a different measure of human capital - the “creative class” - based on the actual occupations of individuals in specific jobs like science, engineering, arts, culture, and entertainment. However, the empirical analyses carried out so far overlooked a serious measurement problem concerning the clear definition of the education and creativity components of human capital. This paper aims to disentangle this issue by proposing a disaggregation of human capital into three non- overlapping categories of creative graduates, bohemians and non creative graduates. Using a spatial error model to account for spatial dependence, we assess the concurrent effect of the human capital indicators on total factor productivity for 257 regions of EU27. Our results indicate that highly educated people working in creative occupations are the most relevant component in explaining production efficiency, non creative graduates exhibit a lower impact, while the bohemians do not show a significant effect on regional performance. Moreover, a significant influence is exerted by technological capital, cultural diversity and industrial and geographical characteristics, thus providing robust evidence that a highly educated, innovative, open and culturally diverse environment is becoming more and more central for productivity enhancements.

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Bibliographic Info

Paper provided by Centre for North South Economic Research, University of Cagliari and Sassari, Sardinia in its series Working Paper CRENoS with number 201031.

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Date of creation: 2010
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Handle: RePEc:cns:cnscwp:201031

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Keywords: human capital; creativity; education; tfp; technological capital; diversity; european regions;

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Cited by:
  1. Lee, Neil & Rodríguez-Pose, Andrés, 2013. "Creativity, cities and innovation," MPRA Paper 48758, University Library of Munich, Germany.
  2. Emanuela Marrocu & Raffaele Paci, 2013. "Regional Development and Creativity," International Regional Science Review, , vol. 36(3), pages 354-391, July.
  3. Karol Jan BOROWIECKI, 2013. "Agglomeration Economies in Classical Music," Trinity Economics Papers tep0213, Trinity College Dublin, Department of Economics.
  4. Christoph Alfken & Tom Broekel & Rolf Sternberg, 2013. "Factors explaining the spatial agglomeration of the Creative Class. Empirical evidence for German artists," Working Papers on Innovation and Space 2013-02, Philipps University Marburg, Department of Geography.
  5. d'Agostino, Giorgio & Scarlato, Margherita, 2011. "Innovation, Growth and Quality of Life: a Theoretical Model and an Estimate for the Italian Regions," MPRA Paper 31939, University Library of Munich, Germany.
  6. Raffaele Paci & Emanuela Marrocu, 2013. "Knowledge Assets and Regional Performance," Growth and Change, Gatton College of Business and Economics, University of Kentucky, vol. 44(2), pages 228-257, 06.
  7. Winters, John V., 2013. "STEM Graduates, Human Capital Externalities, and Wages in the U.S," IZA Discussion Papers 7830, Institute for the Study of Labor (IZA).

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