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Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions

Author

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  • Toledo, Ricardo Wagner Righi de
  • Bernardes, Patrícia
  • Martins, Maria Inês
  • Libório, Matheus Pereira

Abstract

This research is based on the new institutional economics and the dialogue between law, economics, and organizations. The central hypothesis is that there is limited dialogue between these areas in Brazil, and the study's objective is to measure its dialogical truncation degree. The research's relevance is justified by flaws in public policy and management in the country, which increase transaction costs and waste scarce resources, harming social well-being. The research analyzes the presence of disciplines related to law and economics in seventy higher education institutions (40 undergraduate courses and 20 postgraduate courses) through content analysis of teaching plans, syllabuses, and other pedagogical documents from 912 disciplines of these courses. The results show that only 4.44 % of courses address the law and economics, indicating that the dialogical truncation between law, economics, and organizations is a source of failures in public policy and management in the country. In addition to the Brazilian case, the research offers a framework that allows for measuring the dialogical truncation degree between law, economics, and administration and indicates to what extent these disciplines are connected and inserted in higher education courses in other countries. Applying this framework enables a deeper analysis of the relationship between transaction costs, institutions' efficiency, and economic performance with the dialogical truncation degree between law, economics, and administration courses in any country.

Suggested Citation

  • Toledo, Ricardo Wagner Righi de & Bernardes, Patrícia & Martins, Maria Inês & Libório, Matheus Pereira, 2025. "Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions," International Journal of Educational Development, Elsevier, vol. 115(C).
    • Handle: RePEc:eee:injoed:v:115:y:2025:i:c:s0738059325000914
    DOI: 10.1016/j.ijedudev.2025.103293
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