This study contributes to the debate on the premature deindustrialization of developing countries by analysing the contribution of services to aggregate productivity and output growth within a Kaldorian framework. The article revisits Kaldor's Growth Laws and empirically tests them for a number of economic activities, including four service branches across 29 developing economies in Asia, Latin America and sub-Saharan Africa over three decades . Panel data estimations are complemented by a shiftshare decomposition of labour productivity growth. The findings support the Kaldorian argument for both manufacturing and business services' contribution to aggregate productivity growth. Conversely, other services slow down aggregate productivity and output growth. The authors suggest qualifying and repositioning the debate on premature deindustrialization within a broader reflection on the opportunities for development linked to structural change. The analysis claims that these opportunities might include not only manufacturing sectors, but also business services.1. See Romero (2016) for a review.
Undergraduate internships have gained popularity among students, universities, government and firms since the creation of the European Higher Education Area. However, empirical research on the relationship between internships and labour market performance of graduates is still scarce, particularly in Spain. This paper examines whether internships improve the job attainment in the short run (first employment after graduation) and in the medium /long term (employment four years later). We use the first Spanish University Graduate Job Placement Survey (2014) to estimate linear probability models and probit models. A novel econometric technique is also implemented to evaluate the sensitivity of our findings to omitted variable bias. We disentangle the internship effect on: (i) the speed to find the first job; (ii) the vertical, horizontal and skill/competence matching with the first job; (iii) being employed in the medium/ long term; (iv) the vertical and horizontal matching with the current employment; and (v) wage quintiles of the current job. Our results show that the internship experience smooths the university-to-work transition for Spanish graduates. Although internships effects on employment do not vanish in the medium/long term, there is weak evidence of positive effects on matching or wages four years after graduation.
P erform an ce o f th e public sector is a t the core o f lo n g -term w ealth creation an d w elfare im provem ent. Yet, its m easurem ent rem ains in a d eq u a te an d flawed w ith d ata deficiency. In this p ap er we p ro p o se an extended fram ew o rk for the assessm ent o f public services perfo rm an ce th a t acco u n ts for long-term im pacts on w elfare an d em pirically evaluate it across tw enty-five E u ro p e an countries on the basis o f a w ide set o f proxy in d ic ato rs. We relate the perfo rm an ce scores to in p u t costs indices an d p ro p o se a co h eren t typology o f co u n tries th a t co rresp o n d s to the p a tte rn s o f econom ic effectiveness o f public services. T he em pirical analysis reveals th a t, because o f differences in in p u t costs across the enlarged EU , the econom ic effectiveness o f public services varies to a m uch larg er extent th a n the perform ance, w ith som e relatively large-sized governm ents (Sw eden, D en m a rk , A ustria) being the m o st effective ones.Keywords: perform ance, effectiveness, E u ro p e an U n io n , public services 1 In tro d u c tio n The current economic crisis and new socioeconomic concerns are exerting pressure on the public sector budget and have placed the discussion on how to allocate scarce resources effectively at the top of the political agenda. The key policy documents in Europe-the Europe 2020 Strategy', the Lisbon Reform Agenda, and the Stability and Growth Pactalso call for enhancing the quality and efficiency of the services provided to citizens and consumers. In particular, the provision of public services represents a crucial aspect, as they account for nearly a quarter of value added and a third of employment generation in the European Union.** 1' Therefore, assessing the performance of these activities is a matter of interest in its own right and also the result of the indirect influence they have on the economy. Despite considerable progress, research on this topic at the conceptual, methodological, and empirical level is still deficient and sometimes ambiguous because of the use of different concepts.'''Public or nonmarket services comprise public administration, defence, and compulsory social security; education; health and social work; other community, social, and personal services; and private households with employed persons.
Las prácticas en empresas que realizan los estudiantes a lo largo de sus estudios universitarios están profundamente arraigadas en los sistemas de educación superior actuales. Sin embargo, han sido prácticamente inexploradas en la investigación académica, sobre todo en el ámbito español. El objetivo de este artículo es analizar qué características de las prácticas en empresas y qué competencias adquiridas en las mismas determinan la inserción laboral de aquellos estudiantes que las han realizado. A tal fin, el término inserción laboral se adopta en un sentido amplio, abarcando tanto la empleabilidad actual de los graduados como su calidad salarial. Adicionalmente, se examina el grado de satisfacción y de utilidad percibido con la realización de dichas prácticas. La investigación se basa en información recopilada por medio de una encuesta realizada a estudiantes de Ciencias Económicas y Empresariales de la Universidad Complutense de Madrid que han realizado prácticas entre 2012-2016. Los resultados de la estimación de modelos lineales de probabilidad y probit, muestran que aquellas prácticas que permiten desarrollar las competencias de comunicación y de gestión de problemas mejoran, respectivamente, la probabilidad de estar empleado y la de situarse en tramos salariales elevados. Asimismo, el uso de nuevas tecnologías de comunicación e información (TICs) emerge como la competencia adquirida más importante, tanto en lo relativo a la satisfacción de los estudiantes con las prácticas como a la utilidad percibida de las mismas como medio efectivo de inserción laboral.
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