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This article assesses the role and responsibilities of the budget advisor in developing countries and what factors make for success and failure. Since efficient budget institutions are important, the role of the budget advisor may include providing advice on institutional issues as well as on technical questions and the budget reform process itself.
This paper uses “extreme-bound”-type analysis to revisit the determinants behind widely differing economic growth in Russian regions. Using data of 77 regions for 1993-2004, it separately examines the growth drivers for the phase of economic decline up to 1998, and for the period of strong growth afterwards. Looking at forty variables considered to be potentially related to growth, it determines, for each of the two periods, the ones robustly associated with Russian economic performance. Among the variables considered are proxies of politico-institutional features, indicators of economic reform, and measurements of both economic and non-economic initial conditions. The main findings, based on close to one million regressions, are as follows: during the period of economic decline up to 1998, differences in Russian regional growth were almost entirely driven by initial conditions, with resource and human capital endowments, industrial structure, and geographical location playing the dominant roles. However, since the 1998 crisis, the importance of initial conditions has declined significantly, and is now basically reduced to hydrocarbon wealth and advantageous geographical location. More reform-oriented policies, as well as better regional leadership are found to have come to make a significant difference. These results point to determinants of economic performance in periods of actual economic decline being quite different from those in “normal” times of economic growth.
Envisagée en termes de Troisième mission, l’université « entreprise », également appelée université « entrepreneuriale », s’est peu à peu inscrite dans le panorama conceptuel ordinaire des politiques publiques. Les analystes ne sont toutefois pas parvenus à s’entendre sur ce qu’implique réellement cette Troisième mission pour les deux autres volets de l’activité universitaire. Ainsi, il existe peu de données probantes fiables permettant d’affirmer que la Troisième mission a un impact négatif sur l’enseignement et/ou la recherche (fondamentale). Selon Martin et Etzkowitz (2000), certaines preuves anecdotiques indiquent que la Troisième mission contribuerait, au contraire, à dynamiser les deux missions traditionnelles. C’est précisément sur ce débat que les auteurs de cet article souhaitent apporter leurs lumières. Ils s’intéressent, à cet effet, à la façon dont la Troisième mission peut réellement promouvoir les activités d’enseignement et de recherche, soulignant à quel point cet effet de levier présente, en lui-même, une importance bien supérieure à la Troisième mission. Les auteurs sont ainsi persuadés qu’une imbrication de l’enseignement, de la recherche et des activités relevant de la Troisième mission peut, grâce au développement progressif et mutuel de ces volets, avoir pour effet de renforcer leurs dynamiques respectives. Conceptualiser globalement l’engagement des établissements en faveur de la Troisième mission en termes « d’architecture entrepreneuriale » peut permettre aux universités de stimuler leur développement institutionnel au-delà de la Troisième mission. Les auteurs concluent en envisageant l’avenir du point de vue des politiques d’enseignement supérieur et de la gestion des établissements d’enseignement supérieur.
Framed in terms of the Third Mission, the “enterprise” or “entrepreneurial” university has increasingly become normalised in public policy; however there remains much contention about the implication of third stream activities. There is little rigorous evidence as to whether the Third Mission adversely affects teaching and/or (basic) research. Martin and Etzkowitz (2000) note there is some anecdotal evidence that the Third Mission has had a positive impact. Indeed, it is to this debate that this paper seeks to contribute. It considers how the Third Mission can positively reinforce teaching and research activities and how this is arguably more significant than the Third Mission itself. Indeed, it proposes that triangulating teaching, research and third stream activities should reinforce the respective dynamics of each through their recursive and reciprocal development. Conceptualising institutional engagement with the third stream holistically in terms of entrepreneurial architectures may enable universities to stimulate institutional development beyond the Third Mission. The paper concludes by reflecting upon and looking towards the future of higher education policy and the management of higher education institutions.