Applied Microeconomics
Applied Microeconomics
The Applied Microeconomics research group unites researchers working on a broad array of topics within such areas as labour economics, economics of education, health economics, family economics, urban economics, environmental economics, and the economics of science and innovation. The group operates in close collaboration with the CAGE Research Centre.
The group participates in the CAGE seminar on Applied Economics, which runs weekly on Tuesdays at 2:15pm. Students and faculty members of the group present their ongoing work in two brown bag seminars, held weekly on Tuesdays and Wednesdays at 1pm. Students, in collaboration with faculty members, also organise a bi-weekly reading group in applied econometrics on Thursdays at 1pm. The group organises numerous events throughout the year, including the Research Away Day and several thematic workshops.
Our activities
Work in Progress seminars
Tuesdays and Wednesdays 1-2pm
Students and faculty members of the group present their work in progress in two brown bag seminars. See below for a detailed scheduled of speakers.
Applied Econometrics reading group
Thursdays (bi-weekly) 1-2pm
Organised by students in collaboration with faculty members. See the Events calendar below for further details
People
Academics
Academics associated with the Applied Microeconomics Group are:
Research Students
Events
CAGE-AMES Workshop - Prateek Bhan
Title: DO ROLE MODELS INCREASE STUDENT HOPE AND EFFORT? EVIDENCE FROM INDIA
Abstract:
This paper offers experimental evidence on the significance of role models on fostering hope, increasing effort and improving the academic performance of primary school students in India. Students from private schools in Jaipur were randomised at an individual level to a treatment or a placebo group. Treated students watch a short film produced in Jaipur, as a part of the experiment. The placebo group students watch a television show for kids, ‘Malgudi Days’. This intervention increases student hope by 0.17 standard deviation (s.d.) and effort by 0.26 s.d. Along with hope, I find significant improvements in students’ self-efficacy or optimism and happiness that are sustained in the medium run. While learning outcomes do not change immediately, the one-off treatment leads to a 0.16 s.d. increase on standardised test scores in English, six-weeks after the intervention with no effect on Mathematics. A cost-effectiveness analysis highlights role models as a promising intervention tool that can have an effect on student motivation and their learning outcomes.