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Publish or Teach ? : Analysis of the Professor's Optimal Career Plan

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  • Fouad El Ouardighi

    (Operation management Department - ESSEC Business School)

  • Konstantin Kogan

    (Faculty of Social Sciences - Bar-Ilan University)

  • Radu Vranceanu

    ()
    (Economics Department - ESSEC Business School)

Abstract

This paper analyzes how faculty members dynamically allocate their efforts between improving their research and teaching skills, taking into account the organizational structures and incentives implemented by academic institutions. The model builds on the assumption that organizational structures have an impact on the nature of spillover effects between teaching and research competencies. We analyze the dynamic equilibrium under unilateral and bilateral spillovers, using the no-spillover case as a benchmark. The bilateral spillover case is the most appealing as it achieves the highest overall performance; however, the nature of the equilibrium and the career paths can be quite different depending on the parameters of the problem such as the obsolescence of competencies or the strength of the spillover effect. This finding provides interesting insights on what could be the most productive configuration of a higher education institution.

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Bibliographic Info

Paper provided by HAL in its series Post-Print with number hal-00823514.

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Date of creation: May 2013
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Handle: RePEc:hal:journl:hal-00823514

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Related research

Keywords: Teaching; Research; Competency spillovers; Effort allocation; Faculty management;

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  1. James W. Vaupel, 1981. "Over-Tenured Universities: The Mathematics of Reduction," Management Science, INFORMS, vol. 27(8), pages 904-913, August.
  2. Besancenot, Damien & Faria, Joao Ricardo & Vranceanu, Radu, 2009. "Why business schools do so much research: A signaling explanation," Research Policy, Elsevier, vol. 38(7), pages 1093-1101, September.
  3. Kellie L. Maske & Garey C. Durden & Patricia E. Gaynor, 2003. "Determinants of Scholarly Productivity among Male and Female Economists," Economic Inquiry, Western Economic Association International, vol. 41(4), pages 555-564, October.
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  8. GAUTIER, Axel & WAUTHY, Xavier, 2004. "Teaching versus research: a multi-tasking approach to multi-department universities," CORE Discussion Papers 2004003, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
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  11. William E. Becker & Peter E. Kennedy, 2006. "The Influence of Teaching on Research in Economics," Southern Economic Journal, Southern Economic Association, vol. 72(3), pages 747-759, January.
  12. Patinkin, Don, 1973. "Frank Knight as Teacher," American Economic Review, American Economic Association, vol. 63(5), pages 787-810, December.
  13. Rob Euwals & Melanie Ward, 2005. "What matters most: teaching or research? Empirical evidence on the remuneration of British academics," Applied Economics, Taylor & Francis Journals, vol. 37(14), pages 1655-1672.
  14. John Beath & Joanna Poyago-Theotoky & David Ulph, 2005. "University Funding Systems and their Impact on Research and Teaching: A General Framework," Discussion Paper Series 2005_2, Department of Economics, Loughborough University.
  15. Arthur M. Diamond, 1993. "Economic Explanations of the Behaviour of Universities and Scholars," Journal of Economic Studies, Emerald Group Publishing, vol. 20(4/5), pages 107-133, September.
  16. Jo√£o Ricardo Faria & Paulo R.A. Loureiro & Franklin G. Mixon, Jr. & Adolfo Sachsida, 2013. "Faculty Promotion in Academe: Theory and Evidence from U.S. Economics Departments," Journal of Economics and Econometrics, Economics and Econometrics Research Institute (EERI), Brussels, vol. 56(1), pages 1-27.
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