Laws

In an Al Jazeera documentary “In Search of the Great American Job”, Institute scholar William Lazonick offers some arch insights into the relationship between financialization — particularly the “shareholder value” ideology in corporations, which drives the transfer of profits to shareholders through stock buybacks — and job creation and inequality.

Offshoring manufacturing may have hurt many working people in America, but professionals and intellectual property have been robustly protected

Many Americans have expressed outrage over Pfizer’s plan, through its merger with Allergan, to move its tax home from the United States to Ireland. Now, in a New York Times op-ed, Carl Icahn, the billionaire corporate raider turned hedge fund activist, has joined the chorus. He labels the Pfizer-Allergan deal a “travesty,” blaming the U.S.’s “uncompetitive international tax system.”

Why are we paying for corporate behavior that crushes innovation, cheats taxpayers, cost jobs, and heightens inequality?

John Kay shares findings from his new book, Other People’s Money, and his insights on changing the financial sector.

Here we are, some 7 years after the Great Financial Crisis, and not one senior banking executive has gone to jail.

We discuss recent work on bounded rationality and learning in relation to Soros’ principle of reflexivity and stress the empirical importance of non-rational, almost self-fulfilling equilibria in positive feedback systems.

This research project improves our understanding of the effects of intellectual property rights—and in particular copyrights—on creativity and innovation.

This paper is based on a social accounting matrix (SAM) which incorporates the size distribution of income based on data from the BEA national accounts, the widely discussed 2012 CBO distribution study, and BLS consumer surveys.

The financial crisis of 2008, and the subsequent worldwide economic depression and continuing dislocation, have made little to no impression on the way macroeconomics is taught at the university level, from Economics 101 through graduate school. It has been “business as usual’, which (it seems to me) means an almost studious avoidance of any attempt to acquire knowledge of how monetary economies actually work.

How to rebalance Chinese economy has become a topic of heated discussion. After years of fast economic expansion, now China faces a difficult crossroad. The global financial crisis provided clear evidence that China’s traditional export-driven strategy is vulnerable to slumps of the external demand.

When the Curriculum Open-access Resources in Economics (CORE) project launched on 11 November 2013 at Her Majesty’s Treasury in London, we promised that we would be ‘teaching economics as if the last three decades had happened’. The last six months have shown us that this is challenging but we are well on our way to doing it.

Economics has advanced an enormous distance from the Walrasian paradigm and the Neoclassical synthesis. However, undergraduate curriculums continue to heavily favour these views of what economics is and what tools it provides for understanding contemporarypublic problems.