Specifying Human Capital: A Review, Some Extensions, and Development Effects

By Ludger Wößmann. 2000

471 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/af51590a3ffe7df5f1c966aa0796dcc76c35b104

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

In Political Science and International Relations

Citations in the corpus

Education, knowledge capital, and economic growth (2020, background): “Several studies have since found very similar results, including Barro (2001), Woessmann (2003b), Bosworth and Collins (2003), and Coulombe and Tremblay (2006); see Hanushek & Woessmann (2008) for a review.”
Human capital, R&D, trade, and long-run productivity. Testing the technological absorption hypothesis for the Portuguese economy, 1960–2001 (2010, background): “Nevertheless, specifying human capital by average years of schooling implicitly gives the same weight to any year of schooling acquired by a person and ignores the fact that one-year of schooling does not raise the human capital stock by an equal amount regardless of the quality of the education sys”
International Evidence on School Competition, Autonomy, and Accountability: A Review (2007, methodology): “This is true in TIMSS, TIMSS-Repeat, and PISA (cf. Fuchs & Wößmann, 2007; Wößmann, 2003b, 2003c, 2005b), as well as in other previous international achievement tests (cf. also Bishop 1997, 2006).”
Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries (2008, methodology): “Extensions and additions to this work by Barro (2001), Wößmann (2002, 2003), Bosworth and Collins (2003), Coulombe, Tremblay, and Marchand (2004), and Jamison, Jamison, and Hanushek (2007) all support the importance of quality differences for growth.”
Growth Effects of Education and Social Capital in the OECD Countries (2002, unknown): “We can then ask questions such as: to what extent do differences in educational attainment explain the variation in GDP per capita across OECD member countries? Research applying such ideas is just starting to emerge, and Woessmann (2000) discusses the approach in more detail.”
Human Capital Measurement: A Survey (2010, methodology): “The educational attainment approach measures the quantity of HC through attainment level indicators such as the percentage of the relevant population that have attained each level of education (from primary to tertiary levels), how many people have completed each level of education (in schools and u”