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This book addresses an important but inadequately recognized dimension of the activities of the modern state--the role it plays in producing the theoretical and practical knowledge necessary for economic policy making. Over time, governments in modern societies have assumed the ultimate responsibility for ensuring the economic well-being of their citizens and for protecting their competitive positions in the international economy. To perform their various coordinating functions effectively, and to maintain legitimacy, governments have found it necessary to rely on accurate information regarding economic conditions and trends, and on empirically based theories or models that allow officials to anticipate the economy's performance under specified conditions. The traditional assumption, which this collection of essays challenges, is that despite this profound dependence governments have generally acted as passive consumers of whatever ideas economists in the private sector and professions had to offer. This book brings together papers that reveal the ways in which modern states have helped to generate new economic knowledge and how that process interacts with economic changes, specific political institutions and ideological contexts.
A collection of essays on the modern state's role in producing the knowledge base required for economic policy-making.
Today, universities around the world find themselves going beyond the traditional roles of research and teaching to drive the development of local economies through collaborations with industry. At a time when regions with universities are seeking best practices among their peers, Shiri M. Breznitz argues against the notion that one university's successful technology transfer model can be easily transported to another. Rather, the impact that a university can have on its local economy must be understood in terms of its idiosyncratic internal mechanisms, as well as the state and regional markets within which it operates. To illustrate her argument, Breznitz undertakes a comparative analysis of two universities, Yale and Cambridge, and the different outcomes of their attempts at technology commercialization in biotech. By contrasting these two universities—their unique policies, organizational structure, institutional culture, and location within distinct national polities—she makes a powerful case for the idea that technology transfer is dependent on highly variable historical and environmental factors. Breznitz highlights key features to weigh and engage in developing future university and economic development policies that are tailor-made for their contexts.
This book considers statistical innovation, 1900-45, in the Weimar Republic and the Third Reich.
The conditions for sustainable growth and development are among the most debated topics in economics, and the consensus is that institutions matter greatly in explaining why some economies are more successful than others over time. This book explores the relationship between economic conditions, growth, and inequality.
This book, first published in 1965 with a revised edition in 1977, examines the subject matter and the method of the science of economics. On Economic Knowledge explores the historical trends of economics, the logic of economic science, and whether or not economics can be viewed in itself as a science. This title will be of interest to students of economics.
The book builds on an important emergent body of discussion which questions, both empirically and theoretically, the conventional neoclassical doctrine that economies are more efficient if the state withdraws from it. It develops a “space-time” approach to state theory as a way of explaining development outcomes in the global economy as the latter increasingly shifts to what is referred to as “knowledge capitalism”. It examines two global cases – Finland and China – as expressions of two broad models of successful development punctuated most recently by successful responses to the Covid-19 pandemic. It also contrasts both cases with the unsuccessful development of Brazil and Argentina toward “knowledge capitalism” and the ramifications of that for their efforts to combat Covid-19. This book will be of interest to academics in economics, politics and international relations.
This book models the emergence of the state, and the forces that shape it.
This book traces the history of economic thought over the last 300 years, from its emergence as a scientific discipline in the 17th century to the present. More than a conventional history, the book focuses on the evolution of the discipline in the light of the moral, scientific, and political ideas and attitudes with which each new generation of economists has developed its distinctive vision of a changing economic system. Deane balances the twin themes of the economists' desire to be scientific and their desire to satisfy central government's need for reliable advice on the workings of the system, offering clear and accessible analyses of the major thinkers and the problems they pose.
“A superb new understanding of the dynamic economy as a learning society, one that goes well beyond the usual treatment of education, training, and R&D.”—Robert Kuttner, author of The Stakes: 2020 and the Survival of American Democracy Since its publication Creating a Learning Society has served as an effective tool for those who advocate government policies to advance science and technology. It shows persuasively how enormous increases in our standard of living have been the result of learning how to learn, and it explains how advanced and developing countries alike can model a new learning economy on this example. Creating a Learning Society: Reader’s Edition uses accessible language to focus on the work’s central message and policy prescriptions. As the book makes clear, creating a learning society requires good governmental policy in trade, industry, intellectual property, and other important areas. The text’s central thesis—that every policy affects learning—is critical for governments unaware of the innovative ways they can propel their economies forward. “Profound and dazzling. In their new book, Joseph E. Stiglitz and Bruce C. Greenwald study the human wish to learn and our ability to learn and so uncover the processes that relate the institutions we devise and the accompanying processes that drive the production, dissemination, and use of knowledge . . . This is social science at its best.”—Partha Dasgupta, University of Cambridge “An impressive tour de force, from the theory of the firm all the way to long-term development, guided by the focus on knowledge and learning . . . This is an ambitious book with far-reaching policy implications.”—Giovanni Dosi, director, Institute of Economics, Scuola Superiore Sant’Anna “[A] sweeping work of macroeconomic theory.”—Harvard Business Review