Why Business Schools Do So Much Research: A Signaling Explanation
Criticism is mounting on business schools for their excessive focus on research and for neglecting teaching. We show that if students have imperfect information about a school's overall capabilities and if business schools differ in their research productivity, the least productive schools may do as much research as the top-tier ones only to manipulate students' expectations. In turn, the most productive schools might resort to excess research in order to signal their type in the eyes of future students. This signaling equilibrium is characterized by a relative neglect of teaching by the top-tier schools. Such a situation is socially inefficient as compared to the perfect information case.
|Date of creation:||17 Jan 2008|
|Date of revision:|
|Note:||View the original document on HAL open archive server: http://halshs.archives-ouvertes.fr/halshs-00241259|
|Contact details of provider:|| Web page: http://hal.archives-ouvertes.fr/|
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Besancenot, Damien & Huynh, Kim & Vranceanu, Radu, 2006. "The "Read or Write" Dilemma in Academic Production: A European Perspective," ESSEC Working Papers DR 06021, ESSEC Research Center, ESSEC Business School.
- Besancenot, Damien & Vranceanu, Radu, 2008.
"Can incentives for research harm research? A business schools' tale,"
Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics),
Elsevier, vol. 37(3), pages 1248-1265, June.
- Besancenot, Damien & Vranceanu, Radu, 2006. "Can Incentives for Research Harm Research? A Business Schools Tale," ESSEC Working Papers DR 06003, ESSEC Research Center, ESSEC Business School.
When requesting a correction, please mention this item's handle: RePEc:hal:cepnwp:halshs-00241259. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (CCSD)
If references are entirely missing, you can add them using this form.