Title: The effect of quality of education on disruptive innovations: a cross-country analysis

Authors: Olugbenga Michael Adewumi

Addresses: University of Agder, Universitetsveien 25, 4630 Kristiansand, Norway

Abstract: Building on the institutional theory, the study tests the effect of quality of education on disruptive innovations across countries. Fixed and mixed effect models were used to estimate a conceptual framework with 394 observations from a three-year panel data on 151 (42 advanced and 109 developing) countries. Results show that the quality of education is positively associated with disruptive innovations and positively influences quality labour force across countries. Also, the quality labour force mediates a positive association between the quality of education and disruptive innovations. While the developing economies are associated with disruptive innovations, the advanced economies do not. However, the quality of higher education institutions (HEIs) of developing economies is inadequate and unable to adequately supply the competitive human capital that can independently affect disruptive innovations. Thus, the study offers suggestions for policymakers in the institutions of developing economies.

Keywords: institutional theory; disruptive innovations; DI; quality of education; fixed effects; developing economies; labour force; higher education institutions; HEIs; national innovation; NI.

DOI: 10.1504/IJBIR.2022.121568

International Journal of Business Innovation and Research, 2022 Vol.27 No.2, pp.263 - 280

Received: 12 Jan 2019
Accepted: 28 Dec 2019

Published online: 18 Mar 2022 *

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