The Education-Innovation Gap
Barbara Biasi and
No 9653, CESifo Working Paper Series from CESifo
This paper documents differences across higher-education courses in the coverage of frontier knowledge. Comparing the text of 1.7M syllabi and 20M academic articles, we construct the “education-innovation gap,” a syllabus’s relative proximity to old and new knowledge. We show that courses differ greatly in the extent to which they cover frontier knowledge. More selective and better funded schools, and those enrolling socio-economically advantaged students, teach more frontier knowledge. Instructors play a big role in shaping course content; research-active instructors teach more frontier knowledge. Students from schools teaching more frontier knowledge are more likely to complete a PhD, produce more patents, and earn more after graduation.
Keywords: education; innovation; syllabi; instructors; text analysis; inequality (search for similar items in EconPapers)
JEL-codes: I23 I24 I26 J24 O33 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-ino, nep-knm, nep-lma, nep-tid and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_9653
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