École néoclassique

Résumé

L'école néoclassique est une école de pensée économique dont la thèse centrale est que les marchés disposent de mécanismes autorégulateurs qui, en l'absence d'intervention extérieure, conduisent à l'optimum économique ; l'État n'a ainsi qu'un rôle très mineur à jouer dans le domaine économique. Fondée par les économistes marginalistes Léon Walras, William Stanley Jevons et Carl Menger à la fin du , elle a dominé la science économique jusqu'à l'avènement du keynésianisme amendé. L'école s'est ensuite en partie fondue dans la synthèse néoclassique, qui a synthétisé des pans de la théorie keynésienne avec des modèles néoclassiques. L'expression de est aussi le nom générique donné aux différentes écoles de pensées postérieures au néoclassicisme de la fin du XIXe et du début du XXe siècle. Le monétarisme de Milton Friedman et la nouvelle économie classique sont ainsi parfois qualifiées de néoclassiques. Histoire Émergence et premiers modèles L'école classique a do

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https://fr.wikipedia.org/wiki/%C3%89cole_n%C3%A9oclassique

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'Peak Oil' As Classical Economic Process

François Meynard

Forecasts about 'peak oil', the limits of oil production, are the subject of controversies. 'Peak oil' forecasts are based on extrapolations of a priori chosen mathematical models fitted to field data. Scientifically that is not very sound. To clarify this point, in this paper 'peak oil' is modelled in a generic reductionist, approach, in which the conflicting dynamic between economic forces and physical laws are well identified. This model finds a natural interpretation just supress in a classical economic analysis frame. The 'peak oil' controversy is thus brought into the field of economic thought as a debate between classical and mainstream economics, in particular between an objective and a faith based appraisal about this historical event. The goal is not to improve forecasts about 'peak oil', which is very likely not a predictable event, but to propose an objective framework for the analysis of its systemic effects on economic production.

Multi-Science Publ Co Ltd2014

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Are the US outperforming Europe in university technology licensing? A new perspective on the European paradox

Annamaria Conti, Patrick Gaulé

Europe is perceived to lag behind the US in converting its academic results into economic outcomes. Using new survey data and controlling for standard factors affecting the productivity of Technology Transfer Offices (TTOs), we find that European TTOs do not execute less licenses than US TTOs. However, they earn significantly less revenue from licenses. We relate the difference in licensing income to differences in the organization and staffing of TTOs. Specifically, US TTOs employ more staff with experience in industry and appear to have greater flexibility in managing their budget.

2009

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Europe is perceived to be lagging behind the US in converting its academic results into economic outcomes. Using new survey data on European and US technology transfer offices (TTOs), we find that differences in academic research, TTO staff and experience explain to a great extent the gap between the US and Europe in terms of the number of license agreements concluded. However, these factors account for only part of the difference in license income. We relate the difference in licensing income to differences in the organization and staffing of TTOs. Our analysis reveals that US TTOs do not attach more importance to generating revenue as an objective than their European counterparts. However, they employ more staff with experience in industry which explains some of the remaining differential in license income performance. (C) 2010 Elsevier B.V. All rights reserved.

2011

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