It is widely believed that female students perform better when taught by female professors. However, little is known about the mechanisms explaining these gender match effects. Using administrative records from a German public university, which cover all programs and courses between 2006 and 2018, we show that gender match effects are sizable in smaller classes, but are absent in larger classes. These results suggest that direct and frequent interactions between students and professors are crucial for gender match effects to emerge. In contrast, the mere fact that one’s professor is female is not sufficient to increase performance of female students.

Firms increasingly rely on markets for technology to acquire innovations developed outside their boundaries, yet acquiring intellectual property rights alone often does not guarantee successful implementation. Many technologies depend on tacit know-how that must be supplied by the provider after the transaction is completed. This paper examines whether common ownership between a technology provider and a potential adopter mitigates this implementation problem. I develop a model in which overlapping institutional investors cause the provider to partially internalize the adopter’s gains from successful implementation, strengthening incentives to transfer tacit know-how. This mechanism operates only when know-how is unverifiable – absent this friction, common ownership leaves matching and outcomes unchanged. Under moral hazard, the model predicts that common ownership increases the likelihood of technology transfer to a given adopter, that this effect is stronger when tacit know-how is more important, and that common ownership improves post-transfer outcomes conditional on adoption. I test these predictions using U.S. patent reassignments between publicly traded firms. Using within-deal variation across competing potential adopters and plausibly exogenous variation from passive index-fund holdings, I show that common ownership increases the likelihood that a firm acquires a technology, particularly when the transferred bundle is more tacit. Common ownership predicts stronger subsequent innovation and higher future firm value, especially when ownership overlap is concentrated among investors with stronger incentives to monitor the provider. These findings show how ownership structure shapes interfirm technology transfer by affecting not only who acquires a technology, but also how much value is created.

Die Entscheidung für eine Ausbildung oder ein Studium im Bereich Mathematik, Informatik, Naturwissenschaften und Technik (MINT) hängt nicht nur von absoluten Leistungen in Mathematik ab, sondern davon, wie gut Mathematik relativ zu anderen Fächern – etwa Sprache – gelingt. Dieser Beitrag untersucht die intergenerationale Übertragung solcher relativen Stärken in Mathematik und Sprache auf Basis niederländischer Testdaten von Eltern und ihren Kindern. Wir zeigen, dass Eltern, die im Verhältnis zu Sprache besonders gut in Mathematik abschneiden, mit deutlich höherer Wahrscheinlichkeit Kinder haben, die ebenfalls relativ besser in Mathematik sind. Zudem belegen wir, dass diese Übertragung relativer Stärken nicht ausschließlich genetisch oder familiär geprägt ist, sondern durch Schule und Lernumfeld – und damit durch Bildungspolitik – beeinflusst werden kann.

Using the universe of high school and college admissions data in Croatia, we geocoded nearly half a million students’ residential addresses to investigate how their college and major choices are influenced by older neighbors and peers. Using an RDD to exploit time and program variation in admission cutoffs, we find that having an older neighbor who was admitted to and enrolled in a program increases a student’s probability of applying to the program by about 20%. We find that this effect consistently holds only for the closest neighbors, both in terms of distance and age difference. Female students are more likely to be influenced by older neighbors’ choices, and male older neighbors’ admission has a larger impact on both male and female students compared to female older neighbors. The effect is stronger if the student-neighbor pair lives in a region that does not have its own university, implying that the value of information in rural areas is higher. We find evidence that students don’t follow their older neighbors to less competitive programs; instead, they are more likely to apply for the same programs their older neighbors were admitted to when the program is more prestigious. Next, we utilize the variation in weight scheme of Croatia’s college study programs to show evidence, beyond college choices, of how older neighbors affect the human capital formation of their younger peers. The main channel through which we observe this effect is during high school, through specialization in the subjects needed to gain admittance to older neighbors’ college programs. These findings shed light on the intricate dynamics shaping educational decisions and underscores the significant role older neighbors play in guiding younger peers toward specific academic pathways.

Why are children with lower socioeconomic status (SES) substantially less likely to be enrolled in child care? We study whether barriers in the application process work against lower-SES children — the group known to benefit strongest from child care enrollment. In an RCT in Germany with highly subsidized child care (N = 607), we offer treated families information and personal assistance for applications. We find substantial, equity-enhancing effects of the treatment, closing half of the large SES gap in child care enrollment. Increased enrollment for lower-SES families is likely driven by altered application knowledge and behavior. We discuss scalability of our intervention and derive policy implications for the design of universal child care programs.