Knowledge, Diversity and Performance in European Higher Education

Knowledge, Diversity and Performance in European Higher Education

A Changing Landscape

Edited by Andrea Bonaccorsi

For the first time, data on individual European higher education institutions (rather than data aggregated at the country level) is used in order to examine a wide range of issues that are both theoretically challenging and relevant from policy-making and societal perspectives. The contributors integrate statistics on universities and colleges with other sources of information such as patents, start-up firms and bibliometric data, and employ rigorous empirical methods to address a range of key questions, including: what is the role of non-university tertiary education, such as vocational training? How important is the private sector? Are European universities internationalized? Are they efficient from the point of view of costs and educational output? Are there pure research universities in Europe? How do universities contribute to economic growth?


Andrea Bonaccorsi

Subjects: business and management, management and universities, economics and finance, economics of education, economics of innovation, education, economics of education, management and universities, innovation and technology, economics of innovation


In a paper published almost two decades ago in the American Economic Review, Zvi Griliches, the father of econometrics of research, innovation and productivity complained about the lack of statistical data on the most interesting aspects of the economy (Griliches, 1994). His famous opening remark as President of the American Economic Association in 1993 was: 'our understanding of what is happening in our economy (and in the world economy) is constrained by the extent and quality of the available data' (ibid., p. 2). After examining some unresolved empirical puzzles, he asked why statistical agencies and government offices do not collect relevant data. Among other factors, Griliches interestingly noted: We ourselves do not put enough emphasis on the value of data and data collection in our training of graduate students and in the reward structure of our profession. It is the preparation skill of the econometric chef that catches the professional eye, not the quality of the raw materials in the meal, or the effort that went into procuring them. (Ibid., p. 14)