BEGIN:VCALENDAR PRODID:-//Microsoft Corporation//Outlook 16.0 MIMEDIR//EN VERSION:2.0 METHOD:PUBLISH X-MS-OLK-FORCEINSPECTOROPEN:TRUE BEGIN:VTIMEZONE TZID:Eastern Standard Time BEGIN:STANDARD DTSTART:16011104T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=11 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 END:STANDARD BEGIN:DAYLIGHT DTSTART:16010311T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYMONTH=3 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT CLASS:PUBLIC CREATED:20220121T041223Z DESCRIPTION:PIER PUBLIC SEMINAR SERIES | cepr.harvard.edu/pier-seminar | #P IERseminar | Please note new time!\n \nBarbara Biasi\nAssistant Professor of Economics\, Yale University\nVisiting Assistant Professor\, Einaudi Ins titute for Economics and Finance\n \nThe Education-Innovation Gap\nThis pa per examines whether college and university courses teach frontier knowled ge. Comparing the text of 1.7 million course syllabi with the abstract of 20 million articles in top scientific journals at various points in time\, we construct the “education-innovation gap\,” aimed at capturing the distance between each course and frontier knowledge and defined as the ave rage similarity with older articles divided by the average similarity with newer articles. We then document how the gap varies across and within sch ools. We find that the gap is lower in schools that spend more\, are more selective\, and serve fewer disadvantaged and minority students. The gap i s also strongly associated to instructors: it decreases after the instruct or of a course changes and it is lower for courses taught by research-acti ve faculty. Lastly\, the gap is correlated with students’ graduation rat es and incomes after graduation. These findings are robust to the use of a lternative measures of course novelty.\nRead the research report \n DTEND;TZID="Eastern Standard Time":20220201T131500 DTSTAMP:20220121T041223Z DTSTART;TZID="Eastern Standard Time":20220201T120000 LAST-MODIFIED:20220121T041223Z LOCATION:https://cepr.harvard.edu/pier-seminar PRIORITY:5 SEQUENCE:0 SUMMARY;LANGUAGE=en-us:PIER Public Seminar: Barbara Biasi TRANSP:OPAQUE UID:040000008200E00074C5B7101A82E00800000000E01D2A2A520ED801000000000000000 010000000CF23A1CA3DAF7241B154DCDBCE34DF80 X-ALT-DESC;FMTTYPE=text/html:

PIER PUBLIC SEMINAR SERIES | cepr.harvard.edu/ pier-seminar | #PIERseminar | Please note new time!

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Barbara Biasi

Assistant Pr ofessor of Economics\, Yale University

Visiting Assista nt Professor\, Einaudi Institute for Economics and Finance

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The Education-Innovation Gap

This paper examines whether college and university cour ses teach frontier knowledge. Comparing the text of 1.7 million course syl labi with the abstract of 20 million articles in top scientific journals a t various points in time\, we construct the “\;education-innovation g ap\,”\; aimed at capturing the distance between each course and front ier knowledge and defined as the average similarity with older articles di vided by the average similarity with newer articles. We then document how the gap varies across and within schools. We find that the gap is lower in schools that spend more\, are more selective\, and serve fewer disadvanta ged and minority students. The gap is also strongly associated to instruct ors: it decreases after the instructor of a course changes and it is lower for courses taught by research-active faculty. Lastly\, the gap is correl ated with students’\; graduation rates and incomes after graduation. These findings are robust to the use of alternative measures of course nov elty.

Read the research report

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