Teacher-directed scientific change: the case of the English scientific revolution

While economic factors in directed technical and scientific change have been widely studied,
the role of teacher-directed scientific change has received little attention. This paper studies
teacher-directed scientific change for one of the largest changes in the direction of research, the
Scientific Revolution. Specifically, the paper considers the case of the English Scientific
Revolution at the universities of Oxford and Cambridge during 1600-1720. It argues that
exposure to different teachers shaped students' direction of research and can partly account for
the successful trajectory of English science. For this, the paper introduces a novel dataset on
the universe of 111,242 students at the universities of Oxford and Cambridge and their
publications. Using natural language processing, the paper derives a measure of researchers'
direction of research. To derive causal estimates of teacher-student effects, the paper uses an
instrumental variable design that predicts students’ choice of college based on their home
regions, a stacked differences-in-differences approach based on teachers leaving their college,
and a natural experiment based on the expulsion of teachers following the English Civil War.
The results illustrate how teacher-directed change can contribute to paradigm change.