Posts filed under ‘Syllabus Exchange’
| Peter Klein |
We’ve written many posts on the popular belief that information technology, globalization, deregulation, and the like have rendered the corporate hierarchy obsolete, or at least led to a substantial “flattening” of the modern corporation (see the links here). The theory is all wrong — these environmental changes affect the costs of both internal and external governance, and the net effect on firm size and structure are ambiguous — and the data don’t support a general trend toward smaller and flatter firms.
Julie Wulf has a paper in the Fall 2012 California Management Review summarizing her careful and detailed empirical work on the shape of corporate hierarchies. (The published version is paywalled, but here is a free version.) Writes Julie:
I set out to investigate the flattening phenomenon using a variety of methods, including quantitative analysis of large datasets and more qualitative research in the field involving executive interviews and a survey on executive time use. . . .
We discovered that flattening has occurred, but it is not what it is widely assumed to be. In line with the conventional view of flattening, we find that CEOs eliminated layers in the management ranks, broadened their spans of control, and changed pay structures in ways suggesting some decisions were in fact delegated to lower levels. But, using multiple methods of analysis, we find other evidence sharply at odds with the prevailing view of flattening. In fact, flattened firms exhibited more control and decision-making at the top. Not only did CEOs centralize more functions, such that a greater number of functional managers (e.g., CFO, Chief Human Resource Officer, CIO) reported directly to them; firms also paid lower-level division managers less when functional managers joined the top team, suggesting more decisions at the top. Furthermore, CEOs report in interviews that they flattened to “get closer to the businesses” and become more involved, not less, in internal operations. Finally, our analysis of CEO time use indicates that CEOs of flattened firms allocate more time to internal interactions. Taken together, the evidence suggests that flattening transferred some decision rights from lower-level division managers to functional managers at the top. And flattening is associated with increased CEO involvement with direct reports —the second level of top management—suggesting a more hands-on CEO at the pinnacle of the hierarchy.
As they say, read the whole thing.
| Peter Klein |
I’m very excited about Doug Allen’s forthcoming book The Institutional Revolution (University of Chicago Press). Trained by Yoram Barzel (and hence part of the Tree of Zvi), Doug is a leading contemporary scholar on property rights, transaction costs, contracting, and economic history. His work on agricultural contracting with Dean Lueck, including their 2002 book The Nature of the Farm, is a classic contribution to the economics literature on economic organization. He also has a very good introductory textbook. More information is at Doug’s informative (and amusing) website.
Here’s the cover blurb for the new book:
Few events in the history of humanity rival the Industrial Revolution. Following its onset in eighteenth-century Britain, sweeping changes in agriculture, manufacturing, transportation, and technology began to gain unstoppable momentum throughout Europe, North America, and eventually much of the world—with profound effects on socioeconomic and cultural conditions.
In The Institutional Revolution, Douglas W. Allen offers a thought-provoking account of another, quieter revolution that took place at the end of the eighteenth century and allowed for the full exploitation of the many new technological innovations. Fundamental to this shift were dramatic changes in institutions, or the rules that govern society, which reflected significant improvements in the ability to measure performance—whether of government officials, laborers, or naval officers—thereby reducing the role of nature and the hazards of variance in daily affairs. Along the way, Allen provides readers with a fascinating explanation of the critical roles played by seemingly bizarre institutions, from dueling to the purchase of one’s rank in the British Army.
Engagingly written, The Institutional Revolution traces the dramatic shift from premodern institutions based on patronage, purchase, and personal ties toward modern institutions based on standardization, merit, and wage labor—a shift which was crucial to the explosive economic growth of the Industrial Revolution.
Bonus: Here’s the syllabus from Doug’s course on the economics of property rights.
| Peter Klein |
I’m teaching a five-week, online course starting in January called “Networks and the Digital Revolution: Economic Myths and Realities.” It’s offered through the Mises Academy, an innovative course-delivery platform that is becoming its own educational ecosystem. A description and course outline is here, signup information is here. I’d love to have you join me!
| Scott Masten |
O&M readers might be interested in a conference held this week (Sept. 30 – Oct. 1) at the Tilburg Law and Economics Center on the topic “Economic Governance and Competition: The Pros and Cons of Private Ordering in the Shadow of the Law.” The conference was organized by Jens Prüfer and featured keynote presentations by Lisa Bernstein, Avinash Dixit, Robert Gibbons, and Bentley MacLeod. Many interesting papers, several of the authors of which will be familiar to the O&M/ISNIE crowd. The full program, including downloadable papers, can be found here. (Would have liked to attended but classes interfered.)
| Peter Klein |
Earlier I shared the reading list for my graduate course in the Austrian school of economics. Chris Coyne is teaching a similar class and has posted his syllabus here. Chris’s course is laid out differently than mine, with a different mix among types of readings, but I like what he’s done. As Pete Boettke and Joe Salerno have noted, the diversity and variety of course offerings and educational programs in Austrian economics is a sign of the health and vitality of the school.
| Peter Klein |
This fall I’m teaching “Economics of Institutions and Organizations” to first-year graduate students. The reading list is rather heavy, compared to what most students are used to from their undergraduate courses and their first-year courses in microeconomics, econometrics, etc. I explain that they need to become not only avid readers, but also efficient readers, able to extract the maximum information from an academic article with the least effort. They need to learn, in other words, the art of the skim.
When I’ve explained this in the past, students have responded that they don’t know how to skim. So a couple years back I put together a little handout, “How to Read an Academic Article,” with a few tips and tricks. I emphasize that I don’t mean to be patronizing, and that they should ignore the handout if its contents seem painfully obvious. But students have told me they really appreciate having this information. So, I reproduce the handout below. Any comments and suggestions for improvement?
How to Read an Academic Article
- Caveat: no single style works for everyone!
- Klein’s basic steps for skimming, scanning, processing…
- Read the abstract (if provided)
- Read the introduction.
- Read the conclusion.
- Skim the middle, looking at section titles, tables, figures, etc.—try to get a feel for the style and flow of the article.
- Is it methodological, conceptual, theoretical (verbal or mathematical), empirical, or something else?
- Is it primarily a survey, a novel theoretical contribution, an empirical application of an existing theory or technique, a critique, or something else?
- Go back and read the whole thing quickly, skipping equations, most figures and tables.
- Go back and read the whole thing carefully, focusing on the sections or areas that seem most important.
- Once you’ve grasped the basic argument the author is trying to make, critique it!
- Ask if the argument makes sense. Is it internally consistent? Well supported by argument or evidence? (This skill takes some experience to develop!)
- Compare the article to others you’ve read on the same or a closely related subject. (If this is the first paper you’ve read in a particular subject area, find some more and skim them. Introductions and conclusions are key.) Compare and contrast. Are the arguments consistent, contradictory, orthogonal?
- Use Google Scholar, the Social Sciences Citation Index, publisher web pages, and other resources to find articles that cite the article you’re reading. See what they say about it. See if it’s mentioned on blogs, groups, etc.
- Check out a reference work, e.g. a survey article from the Journal of Economic Literature, a Handbook or Encyclopedia article, or a similar source, to see how this article fits in the broader context of its subject area.
| Peter Klein |
This semester I am teaching a PhD course in the Austrian school of economics. Here’s a preview. Visitors to Columbia, Missouri are welcome to sit in!
Excerpt from the syllabus:
It is difficult to cover an entire school of thought in one semester. Austrian economics, after all, is not an applied field like development economics or international trade policy or biotechnology but an alternative approach to all fields of economics. The course objective is not to provide a comprehensive review and critique of the entire Austrian tradition, but to give students a sampler of high-quality Austrian writings, classic and modern, on a variety of issues and topics. One goal is to show that while Austrian economists share a common conceptual framework, theoretical core, and historical context, the Austrian literature contains tremendous variety, both stylistic and substantive. Like any living, breathing tradition the Austrian literature continues to expand and diversify, often at a dizzying pace.