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PublicationWorking paper

Working paper No. 158. When is Gibrat’s Law a Law?

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Abstract

The purpose of this paper is to investigate if the industry context matters for whether Gibrat’s law is rejected or not using a dataset that consists of all limited firms in 5-digit NACE-industries in Sweden during 1998-2004. The results reject Gibrat’s law on an aggregate level, since small firms grow faster than large firms. However, Gibrat’s law is confirmed about as often as it is rejected when industry-specific regressions are estimated. It is also found that the industry context – e.g., minimum effcient scale, market concentration rate, and number of young firms in the industry – matters for whether Gibrat’s law is rejected or not.

Related content: When is Gibrat’s Law a Law?

Daunfeldt, S-O., & Elert, N. (2010). When is Gibrat’s Law a Law? Ratio Working paper No. 158.

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Author
Daunfeldt, S-O., & Elert, N.
Publication year
2010
Published in

When is Gibrat’s Law a Law?

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  • Associate Researcher

    Sven-Olov Daunfeldt

    +46702957284sven-olov.daunfeldt@huiresearch.se

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We study the effects of principal instructional leadership on pupil educational achievement using longitudinal data of 120,394 teacher responses across 1919 schools in Sweden over 9 years. Through multilevel structural equation modelling, we test how teacher ratings of principal leadership influence indicators of educational achievement and the extent to which this effect is channelled through a collaborative teacher culture in schools. Findings suggest that teacher collaboration partly mediates the relationship between principal instructional leadership and pupil educational achievement in terms of final year grade point average. However, concerning final year standardised test scores, principal instructional leadership alone has a stronger relationship to school performance than teacher collaboration. The longitudinal analysis suggests these patterns are driven by relatively stable differences between schools rather than dynamic changes in schools over time, indicating that variation in school contexts such as culture, organisational structure, and leadership practices persist over time. We discuss implications for research, practice, and policy on school leadership and teacher collaboration.

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