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Faculty renewal, promotion, tenure, merit and awards are typically tied to scholarship performance, which is often measured in several ways, among them citation-based metrics like the scholar-level h-index. With the relatively recent developments of ‘one-touch’ Google Scholar citation tracking and Harzing’s Publish or Perish Software, it is simple to monitor and potentially game one’s personal h-index. This article explores this possibility by assessing the incentives embedded in the scholar-level h-index through the lens of cartels, uncertainty, insurance and game-theoretic best response. [ABSTRACT FROM PUBLISHER]

This study provides an update to Mixon and Upadhyaya’s (2001) ranking of Southern economics departments using research output indexed inEconLit. Ranking results from a ‘core’ (i.e. the top five faculty researchers) of each institution’s economics department reveal that Vanderbilt University, George Mason University, Johns Hopkins University, the University of Maryland and Georgia State University currently maintain the top five economics departments, respectively, in the US South. Relatedly, the five institutions rising the most from Mixon and Upadhyaya (2001) are Tulane University, Georgia State University, University of Texas–Dallas, Rice University and Florida International University, respectively. [ABSTRACT FROM PUBLISHER]

This article adopts a resource-based view to help understand why some of the incubators are more successful than others in supporting the development of new science and technology-based firms (NSTBFs). We provide this evidence using an original longitudinal data set collected from a decade-old public incubator programme funded after the passage of the 1999 French law on innovation and research. [ABSTRACT FROM AUTHOR]

This article examines what determines the success of a standard coalition. We test empirically for network effect, experience effect, and industrial and geographical relatedness in the Blu-ray versus HD-DVD standard war. [ABSTRACT FROM PUBLISHER]

This study investigates the influences on student evaluation of teaching of the principle of economics course using the student–professor matched data, which combines students’ course evaluations and professors’ research performance. The results indicated that professors with better research performance, majored in applied rather than theoretical economics and using global standard textbooks received higher course evaluations than otherwise. [ABSTRACT FROM PUBLISHER]