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We study whether compulsory religious education in schools affects students' religiosity as adults. We exploit the staggered termination of compulsory religious education across German states in models with state and cohort fixed effects. Using three different datasets, we find that abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood. It also reduced the religious actions of personal prayer, church-going, and church membership. Beyond religious attitudes, the reform led to more equalized gender roles, fewer marriages and children, and higher labor-market participation and earnings. The reform did not affect ethical and political values or non-religious school outcomes.
We study whether compulsory religious education in schools affects students' religiosity as adults. We exploit the staggered termination of compulsory religious education across German states in models with state and cohort fixed effects. Using three different datasets, we find that abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood. It also reduced the religious actions of personal prayer, church-going, and church membership. Beyond religious attitudes, the reform led to more equalized gender roles, fewer marriages and children, and higher labor-market participation and earnings. The reform did not affect ethical and political values or non-religious school outcomes.
This research briefing describes the organizational capability of scaling at scale, which we define as enabling multiple digital innovation initiatives to realize bottom-line value from their innovation by leveraging shared resources. We illustrate this concept with a case study from global multi-energy company Repsol, which implemented scaling at scale to cultivate a portfolio of more than 450 initiatives and helped over seventy percent of initiatives to reach the scale-up stage. As a result, over five years Repsol realized €800 million of bottom-line value from digital innovations.
To generate greater value faster from digital innovation, many companies are increasing how much they learn from their own innovation efforts. However, in many companies, these changes are limited to one stakeholder group: innovation teams. Two other stakeholder groups, senior executives and experts from corporate functions, also need to learn from digital innovation initiatives. We have defined three learning imperatives that address a company’s needs to learn continually about building (1) a successful innovation, (2) a portfolio of initiatives that realizes strategic objectives faster, and (3) shared resources that propel multiple initiatives. All three imperatives involve collecting data regularly from digital innovation initiatives. In this research briefing we outline the three learning imperatives and provide examples of how companies are pursuing them to achieve strategic objectives more effectively and efficiently.