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Federal “No Child Left Behind” legislation, which enables students of low-performing schools to exercise public school choice, exemplifies a widespread belief that competing for students will spur public schools to higher achievement. We investigate how the introduction of school choice in North Carolina, via a dramatic increase in the number of charter schools, affects student performance on statewide end-of-year testing at traditional public schools. We find test score gains from competition that are robust to a variety of specifications. Charter school competition causes an approximately one percent increase in the score, which constitutes about one quarter of the average yearly growth.

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

The main purpose of this study was to examine which job resources are most valuable for research productivity, depending on varying teaching demands.

Data was collected from 324 management faculty at research, balanced and teaching (i.e. respectively low-, moderate- and high-teaching demands) public universities in the United States.

Results showed that no single job resource predicted research productivity across all three types of schools. At research schools (i.e. low-teaching demands), productivity was positively associated with job resources including summer compensation, level of protection for untenured faculty and number of research assistant hours, while negatively associated with travel funding. At balanced schools (i.e. moderate-teaching demands), research output was positively associated with time allocated to research, grant money, travel funding and conference attendance, while negatively associated with amount of consulting hours. At teaching schools (i.e. high-teaching demands), the only significant resource was time allocated to research.

This paper can help management faculty and business school leaders understand what resources are most appropriate given the teaching demands associated with the specific institution, and by further helping these institutions attract and retain the best possible faculty.

This study extends prior work on academic research performance by identifying resources that can help faculty publish given different levels of teaching demands. This is important as teaching demands tend to be relatively stable within an institution, while they can vary greatly across types of institutions.

The increasing use of non-tenure employment contracting as a cost savings and/or management flexibility increasing mechanism in colleges and universities raises concerns about the impact of this strategy on other aspects of the higher education system. The purpose of this paper is to document reduced research productivity at a university that uses rolling contracts in comparison to research productivity at another university in the same state university system in the USA that uses tenure track contracting.

Negative binomial regression analysis allows investigation of the primary variable of interest (appointment type) while controlling for other factors that may also affect research productivity.

The findings suggest that non-tenure track employment contracting may have other long-term implications for institutions of higher education that warrant consideration.

No prior study has investigated the topic of comparative research productivity in business schools using this methodology or data source.

This paper seeks to model and compute productivity, including a measure of quality, of a service which does not have marketable outputs – namely public education at the micro level. This application is a case study for Sweden public schools.

A Malmquist productivity index is employed which allows for multiple outputs or outcomes such as test results and promotions without requiring price data with which to aggregate these outputs. It also allows one to account for inputs such as teachers and facilities as well as proxies for quality of the inputs (e.g. experience of teachers) and outputs. This model generalizes the basic data envelopment analysis (DEA) models – used successfully to measure performance in many educational applications – to the intertemporal case. A way of computing quality and quantity components of overall productivity is employed.

The case study is an application to the Swedish primary and secondary school system over the 1992 to 1995 period. It was found that quality “matters”, i.e. productivity growth changes when one accounts for quantity.

The data available implied that the specification is restricted to an intermediate production model, i.e. the output data only account for the intermediate outcomes of education like grades and promotions, but not the longer term outcomes related to success in the job market or higher education, which one proposed as a task for future research.

The indices which are computed at the micro level are of value for policy purposes (does investment in quality matter?) and in an evaluation context.

The aim of this study is to investigate factors considered to impact on the research productivity of accounting academics, and identify how the factors were related. The study aims to set itself within an international context of increased workloads, and revenue‐driven research and teaching.

A meta‐analysis was conducted of international studies from accounting and related business fields, published between 1988 and 2008, that examined factors influencing the research productivity of academics. A data‐driven approach to thematic analysis was used to synthesise the results, which were categorised into two time periods.

Three clusters of factors that accounted for researcher productivity were found to have had most focus in related studies over the period. These were “Institutional characteristics”, “Intrinsic motivation” and “Knowledge, skills and other individual characteristics”. Hierarchical clusters of factors operating at government, institution and individual levels appeared to influence the research output of accounting academics.

Increased understanding of the factors that affect the research productivity of accounting academics, and how they are related, has potential to benefit individual researchers and their institutions.

Models identified in previous studies have not considered the impact of the relatively recent global market pressures on accounting academics. As the proposed model was developed from a meta‐analysis of many international studies it is likely to accommodate current global pressures better than previous models.

This paper addresses revolutionary changes in the education, fertility and market work of U.S. families formed in the 1870s–1920s: Fertility fell from 5.3 to 2.6; the graduation rate of their children increased from 7% to 50%; and the fraction of adulthood wives devoted to market-oriented work increased from 7% to 23% (by one measure).

These trends are addressed within a unified framework to examine the ability of several proposed mechanisms to quantitatively replicate these changes. Based on careful calibration, the choices of successive generations of representative husband-and-wife households over the quantity and quality of their children, household production, and the extent of mother’s involvement in market-oriented production are simulated.

Rising wages, declining mortality, a declining gender wage gap, and increased efficiency and public provision of schooling cannot, individually or in combination, reduce fertility or increase stocks of human capital to levels seen in the data. The best fit of the model to the data also involves: (1) a decreased tendency among parents to view potential earnings of children as the property of parents and (2) rising consumption shares per dependent child.

Greater attention should be given the determinants of parental control of the work and earnings of children for this period.

One contribution is the gathering of information and strategies necessary to establish an initial baseline, and the time paths for parameters and targets for this period beset with data limitations. A second contribution is identifying the contributions of various mechanisms toward reaching those calibration targets.

This research paper aims to examine the global trends in publishing in the leading marketing journals between 1964 and 2008, focusing on how public policy intervention in the assessment and funding of academic research has influenced Britain's relative productivity in the world's leading marketing journals.

The method was an audit of contributions to the leading journals based on the authors' affiliation, country of origin and country in which they obtained their doctoral training.

The results show that the proportion of leading marketing publications by authors affiliated to British universities have held steady at about 2 per cent, while the productivity of several other countries has accelerated past Britain. However, to retain that share, Britain has increasingly depended upon importing people whose PhD is not British. This contrasts with some other European countries that are now more productive than Britain, but mainly recruit locals with local PhDs. The pattern of decline in the UK is related to the impact of Britain's research assessment exercise and the continuation of relatively weak social science research training.

The analysis is limited by only looking at one academic discipline and only the top few academic journals in the field.

The findings have implications at several levels. At a national policy level it questions the value of the research assessment exercises that appear to have presided over a decline in research productivity. For institutions, it questions the value in investing in developing local talent when success has come to those who buy talent internationally. Perhaps, the major implication arises from Britain's academic productivity declining while neighbouring countries have grown in international excellence.

At a time when the continuation of expensive university research assessments is being questioned the research findings add value to the current debate in showing how that very process has accompanied academic decline.