Multi-sector specific factors model with two mobile factors

Dogan, Can; Akay, Gokhan H.

doi:10.1016/j.iref.2016.09.002

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Suzuki (1985) works with a three-factor, twogood model and derives a supportive result for Rybczynski theorem. Recent studies have extended the Rybczynski framework by accommodating the assumption of different technology endowment (Fisher, 2011), vertical production chain (Ma, 2009) and mobile labor endowment (Dogan & Akay, 2016).…”

Section: Estimating Equationmentioning

confidence: 99%

China's OFDI and the economic growth: From the perspective of natural resource

Feng

2022

International Studies of Economics

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Using a country-level panel data set of China's outward foreign direct investment (OFDI) during 2003-2015, we find that China increases its direct investment in an economy endowed with natural resources, which increases the exports of the resources to China. Facilitated by the industry-level data between 2003 and 2008, we further show that the increase of China's OFDI in the economies abundant in natural resources would boost the output of Chinese industries which use the resources intensively but shrink the industries that are less intensive in the resources. These findings are consistent with the Rybczynski theorem and suggest that China's OFDI increases its domestic supply of natural resources.

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Section: Estimating Equationmentioning

confidence: 99%

China's OFDI and the economic growth: From the perspective of natural resource

Feng

2022

International Studies of Economics

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“…Several similar models have since been developed from those of Jones and Samuelson: for example, by Bliss (2003), Melvin and Waschik (2001) and Dogan and Akay (2016).…”

Section: Introductionmentioning

confidence: 99%

A classroom experiment on the specific factors model

Lin

2021

International Review of Economics Education

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This paper proposes a classroom-experiment approach to interrogate the specific factors model. Its design differs from earlier work in that students can observe both the factor prices in two different sectors, and the society's welfare. Students participate as factor owners and can produce both of two kinds of goods by allocating their resources to maximise their teams' welfare. Their resource endowment, relative prices, and trade rules vary round by round. Based on the outcomes, students discuss the impacts of relatively abundant resources, relative prices and trade rules on team welfare, individual income and the gains from trade. This classroom experiment could foster better learner understanding of the specific factors model, both individually and collectively.

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