Effets Economiques Du Pole Universitaire De Sherbrooke, 2003-2004/the Economic Effects of the Sherbrooke University Pole, 2003-2004
Notice bibliographique
Résumé
Economic Effects of the Sherbrooke University Pole, 2003-2004. The Sherbrooke University Pole draws together nine institutions of higher learning, university hospitals and research institutes. The extent and the quality of their services attract the majority of their students, many patients and important research funding from outside the region. The annual expenditures of the SUP surpassed one billion dollars in 2003/2004, of which about 64% was spent in Sherbrooke, 8% in the surrounding region of the Eastern Townships, and the rest in Quebec, Canada and abroad. In this study, we estimate the economic contribution of the SUP to Quebec, Canada and the metropolitan region of Sherbrooke. The economic impact of SUP's expenditures is estimated in three different ways. The first simulates in an input-output model the value added generated in Quebec and Canada by expenditures of member-institutions, their employees and students. The next two estimate the economic impact of those expenditures on the economy of Sherbrooke. The first of the two (2a) evaluates the effect on the local economy of expenditures of member-institutions, their employees and students as observed in 2003/2004. More than half of the students of the three colleges and two universities are attracted to Sherbrooke from the rest of Quebec, Canada and abroad. Similarly, many patients treated in the university hospitals and medical centres come from outside the region to receive specialized treatment. Research funding is obtained in competitive bidding from sources almost exclusively outside the region. In order to find the economic impact of those activities that provide services outside the region, we compare the existing level of services with a hypothetical situation in which the level and scope of educational and health services and research activities would be required to satisfy the needs of the regional population only. Thus, the second estimation (2b) simulates this hypothetical situation in which the post-secondary education facilities, hospitals and medical and research centres would provide services only to the population of the surrounding region. The comparison of the two scenarios gives an idea of the importance of the economic base constituted by knowledge services exported outside the region. Estimation of the multiplier effect by the Minimum Requirements Approach evaluates the contribution of SUP to the economy of Sherbrooke both in terms of additional revenue and employment. Activities of the SUP and their direct, indirect and induced effects generated in the fiscal year 2003/2004 a gross static economic impact of $1. 027 billion to the GDP in Quebec and an additional contribution of $130 millions to the GDP in the rest of Canada. Expenditures associated with activities of the University Pole bring an important contribution to the local economy. One dollar of expenditures related to activities of the SUP generates about 50 cents in the Sherbrooke economy. Three jobs in SUP maintain or create four additional jobs in the local economy. About half of the SUP revenues would not have existed if the quality and the scope of educational and health services provided by the SUP had not attracted students, patients and research funds from outside the region. Without these exports of knowledge services, the expenditures in Sherbrooke and their economic impact would be reduced by more than half. Le Pole universitaire de Sherbrooke qui regroupe neuf instimtions d'enseignement post secondaire, d'etablissements de sante et de recherche (PUS) attire des etudiants, des patients et du financement de recherche de l'exterieur de la region. La somme des depenses annuelles du PUS a depasse un milliard des dollars en 2003/4. Dans la presente etude, nous faisons trois estimations differentes de l'impact economique du PUS de Sherbrooke, soit : (1) Une estimation a l'aide du modele entree-sortie des impacts statiques bruts sur les economies du Quebec et du Canada et (2) deux estimations de l'impact des activites du PUS sur l'economie de la ville de Sherbrooke. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,003 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».