Pedro Pérez

Business cycle affiliations in the context of European integration

We study affiliations for the countries of the European Economic and Monetary Union (EMU) with Germany and the USA, using various business cycle measures derived from quarterly real GDP. These measures are Hodrick-Prescott and Baxter-King filtered series and annual growth rates. By using rolling contemporaneous and maximum (over a short lead/lag interval) correlations, we document increasing correlations of EMU countries with Germany, with these typically being largest during the 1990s. We also document a strong leading role for the USA in relation to these countries in the period since 1993, thereby correcting the fallacy that the European business cycle was disjointed from the USA for most of the 1990s.

Higher education and the development of competencies for innovation in the workplace

Purpose – This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice.Design/methodology/approach – The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records.Findings – Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific co...

Analysis of rabbit vascular responses to DBI, an ingol derivative isolated from Euphorbia canariensis.

We have analysed the effects of 7,12‐O‐diacetyl‐8‐O‐benzoil‐2,3‐diepiingol (DBI), an ingol derivative isolated from E. canariensis, on isometric tension developed by isolated rabbit basilar and carotid arteries.

A System of Indicators for Evaluating Public Broadcasting Corporations

We describe an operational procedure to build an integrated information system (IIS) for monitoring and evaluating the performance of public broadcasting corporations (PBC). The procedure grounds in a conceptual framework derived from evaluation models, and consists of two stages. The first stage is the selection, through expert judgment, of simple indicators that illustrate the most relevant aspects of the corporations. The second stage is the definition of a system of indicators related to each level of the hierarchy of objectives planned by the corporations. The system of indicators has two levels. The first level is a basic indicator system that allows description and monitoring of the reality of the activities of a corporation on a daily basis. The second level consists of a strategic indicator system, which expresses the consequences that the activities of a PBC generate in its environment, both as short-term effects and as medium and long-term impacts.

Teaching-learning methods and their effect on professional development and the development of graduates’ competencies / Métodos de enseñanza-aprendizaje y su efecto en el desarrollo profesional y competencial de los egresados

Abstract This article analyses the effect of the teaching-learning methods used in Spanish universities on three measures of educational output: average mark, graduates’ assessment of their professional performance in different dimensions, and their assessment of the acquisition of professional competencies and skills. Multi-level models were used in which graduates (first level) are grouped by field of study (second level). The Class attendance and Written work methods have the most influence on the average mark but influence the graduates’ working future the least, as measured with assessments of professional aspects or competencies. In contrast, Problem-based learning, In-company internships and Practical and methodological knowledge are the methods that bear the most influence on the graduates’ professional careers and their development of specific professional competencies.