Purdue University Approves Four New Professorships in Economics and Business
On August 7, 2026, the Purdue University Board of Trustees met to approve several key appointments and recognitions: Brian Dineen as the Frederick and Alice Leeds Professor David Hummels as the Marshall and Susan Larsen Chair Ting Zhu as the Jack A. Hockema Chair in Business Martin Dufwenberg as Distinguished Professor of Economics Further appointments were made in the fields of engineering, health and education, as well as new athletics leadership. Brian Dineen - Appointed to the Frederick and Alice Leeds Professor Dineen came to Purdue in 2013 as an associate professor of management, later rising to department head for Organizational Behavior and Human Resource Management. His research focuses on issues related to recruitment, job search and employee retention. More specifically, he investigates factors that influence the quality of initial applicant pools in organizations, including recruitment message orientation and mass customization, as well as job seeker search strategies. The Frederick and Alice Leeds Professor of Management was established in 1990 by the estate of Alice Cole Leeds. This fund provides for an endowed professorship in the Mitch Daniels School of Business. David Hummels - Appointed to the Marshall and Susan Larsen Chair Hummels came to Purdue in 2000 as an assistant professor, advancing to the rank of Distinguished Professor of Economics. He previously served as the Dr. Samuel R. Allen Dean of the Mitch Daniels School of Business. Hummels’ research focuses on a range of issues in international trade, including offshoring and its impact on labor markets; product differentiation; barriers to trade; and the broader impacts of aviation, infrastructure and trade facilitation on trade and economic development. Most recently, his work has centered on labor market issues, including executive compensation, the intersection between worker health and labor markets, and the economics of higher education. Hummels’ honors and awards include an Outstanding Innovation in Graduate Teaching recognition and an Excellence in Executive MBA Teaching honor from Purdue, several grants, and other recognitions. The Marshall and Susan Larsen Chair was established in 2026 for an internationally recognized economist with a preference for research focused on international trade. Ting Zhu - Appointed to the Jack A. Hockema Chair in Business Zhu joined the faculty at Purdue in 2016 as an associate professor of marketing. She currently serves as the department head of Marketing in the Mitch Daniels School of Business and the Jack A. Hockema Term Chair in Business. Her teaching experience and interests lie in new product management, marketing analytics, consumer behavior, customer relationship management and pricing. Her publications and research interests focus on entry models, consumer choices, retail competition, pricing, new technology adoption, and health and sustainability in marketing. Zhu serves on the editorial boards of Marketing Science and Quantitative Marketing and Economics. Martin Dufwenberg - Appointed as Distinguished Professor of Economics Dufwenberg joined the faculty at Purdue in 2025 as a professor of economics. His research uses game theory and experiments to incorporate insights from psychology into economic analysis. Much of his work develops and applies a formal framework called psychological game theory, which is useful for modeling emotions, reciprocity, social norms and image concerns. His publications have appeared in many scientific outlets, including Econometrica, American Economic Review, Neuron, The Review of Economic Studies, Journal of Economic Theory, Games and Economic Behavior, and more. Dufwenberg currently serves on the editorial boards of the Journal of the Economic Science Association and Experimental Economics. His honors and awards include being named an Economic Theory Fellow as well as receiving an honorary doctorate at the University of Gothenburg, the Erik Malmsten Visiting Professorship Award, the Royal Economic Society Prize and more. Read more about the appointments in the Press Release on the purdue.edu website.
The Purdue University Board of Trustees approved multiple named professorships and deanships, including four in economics and business fields.
Macroeconomics and Monetary Economics (JEL E)
50th RSEP International Conference on Economics, Finance and Business
50th RSEP International Conference on Economics, Finance and Business This conference organized by RSEP in collaboration with Faculty of Economics, National University of Saint Augustine of Arequipa (UNSA), Peru and "Journal of Risk and Financial Management". Selected papers (not all), after peer-review process, will be published in the special issue of "Journal of Risk and Financial Management" free of charge. "Journal of Risk and Financial Management" indexed by SCOPUS (Q1). Some Proceedings of RSEP Conferences have been included in the Web of Science™ Core Collection, Conference Proceedings Citation Index, Thomson Reuters/Clarivate Analytics. Conference proceedings indexed by Google Scholar, RePEc & Econlit. CALL FOR PAPERS RSEP invites the papers included thematic studies and presentations to the "50th RSEP International Conference on Economics, Finance and Business", which will be held on 27-28 November 2026 in Madrid, Spain. The main topics of the conference are focused on, but not limited to, the following titles: Accounting Behavioral Finance Corporate Finance/Governance Econometrics Economics of Innovation Education/Education Economics Environmental Economics Emerging Economies Energy Studies Entrepreneurship Financial Economics Gender Economics Health Economics Human Resources Industrial Organization International Economics and Trade International Finance Investment Islamic Economics/Finance Knowledge Economics Labor Economics Growth & Development Macroeconomics Management Microeconomics Marketing Monetary Economics Political Economy Public Economics Regional Studies Risk Management Small and Medium-Sized Enterprises (SME) Tax Policies Tourism/Tourism Economics CONFERENCE WILL BE HELD IN-PERSON Note: Participants who do not have the opportunity to attend face to face, they can connect to room via Zoom online/live. Abstract Submission Deadline: November 20th, 2026. Full Paper Submission Deadline (Optional): December 5th, 2026. Deadline of early payment: September 30th, 2026. Deadline of payment: November 23rd, 2026. If you miss the deadline, please contact us by e-mail. Conference schedule Friday, November 27, 2026 - On-site/In-person 8.00 am - 4.00 pm Registration 8.30 am – 10.30 am Session-I 10.30 am – 10.45 am Coffee break 10.45 am – 11.30 am Session-II /Keynote Session 11.30 am – 1.30 pm Session-III 1.30 pm -2.30 pm Lunch / Hosted by RSEP 2.30 pm - 4.30 pm Session IV 4.30 pm - 4.45 pm Coffee break 4.45 pm - 7.00 pm Session V Saturday, November 28, 2026 - Online 09.00 am – 4.00 pm Session VI /Online Session Conference Venue Hotel Acta Piramides Madrid Address: P.º de las Acacias, 40, Arganzuela, 28005 Madrid, Spain To submit your abstract: https://rsepconferences.com/active-conference-sub-items/submit-here/
RSEP invites the papers included thematic studies and presentations to the "50th RSEP International Conference on Economics, Finance and Business", which will be held on 27-28 November 2026 in Madrid, Spain.
Review of Socio-Economic Perspectives (RSEP)
TEaM – Two year Master's programme in Tourism Economics and Management, Alma Mater Studiorum - Università di Bologna
LEARNING OUTCOMES Graduates will have the competencies and skills required to fill highly qualified professional roles of responsibility in tourism destinations and tourism companies (tour operators, travel agencies, hotels, attractions, and event organizers), both at local and international levels. Given the interdisciplinarity of the tourism sector, the TEaM graduates will develop strong and independent skills in economics and management, jointly with the knowledge of law and quantitative methods. Students will be prepared for market analysis, territorial planning, analysis of tourism flows, strategic and destination management, sustainable and ethical tourism, and cultural heritage policies. Special attention is given to the systemic nature of tourism, embodied by the concept of tourism destination, with a view to sustainable tourism, resource management, and territorial development. CAREER PROSPECTS The TEaM graduate can work as an independent professional, or be employed in: private companies, public bodies, destination management organizations, research centers, and event organizations, in positions such as Project manager, Marketing or Financial Director, Managing Director, Destination Manager, Event Manager, Research and marketing consultant, Travel agent. FIVE REASONS TO JOIN THE PROGRAM Solid preparation in the theory and practice of tourism economics and management. Based on the Campus of Rimini, an important tourism destination. Network of highly qualified international professors. International environment with a diversity of academic backgrounds. An active project of career orientation. CAST - Centre for Advanced Studies in Tourism The CAST is an inter-departmental center set up by the University of Bologna for connecting research, consultancy, and advanced teaching in the area of tourism studies. It is participated by four departments: Economics, Management, Statistics, Well Being and Quality of Life. Most of the members of CAST are also teachers in TEaM, so the link between the two structures is very tight. INTERNATIONAL PROFILE Faculty has international experience and a high reputation in research in tourism studies. Students come from all over the world. Foreign students represent about half of the TEaM class and are encouraged to apply. The TEaM program is also a partner of the Aceept network with the intention to pursue the development of a partnership based on the mutual interest in offering Tourism related studies. In the frame of Erasmus+, and Overseas programs, TEaM undersigned agreements with dozens of European and non-European Universities. ADMISSION REQUIREMENTS First Cycle Degree or equivalent Bachelor level achieved in any subject, awarded by an Italian or accredited foreign university or university level institution allowing access to a second cycle/post-graduate program. English language Requirement - Minimum B2 level APPLICATIONS There are 3 application intakes per academic year: Intake 1: February 2026 (deadline: March 30th, 2026) Intake 2: 11th May (deadline: June 11th, 2026) Intake 3: 06th July (deadline: August 31st, 2026). You may find a more detailed description of the application procedure, requirements, and specific deadlines at the following link: https://corsi.unibo.it/2cycle/team/how-to-enrol
Tourism Economics and Management (TEaM) aims at preparing managers, professionals, and researchers to tackle the global challenges of contemporary tourism: being an engine for economic growth, a key player in the green transition to sustainable development, and a promoter of cultural heritage.
Department of Economics - University of Bologna
Public Economics & Economic Policy (JEL H)
Urban, Rural and Transportation Economics (JEL R)
Tenure Track Professor (W1) of Communication: Communicator Research
The Junior Professorship represents the field of communicator research in research and teaching. The position’s research profile focuses on professional actors, processes, and structures involved in the production of public communication, as well as the economic, technological, and societal conditions shaping these processes (e.g., platformization, artificial intelligence). In addition to established journalistic and strategic communicators (public relations, advertising, marketing), the professorship addresses peripheral and hybrid actors (e.g., content creators, forms of PR journalism). Candidates are expected to demonstrate an emerging research profile through relevant publications in the aforementioned areas of communicator research, ideally adopting an integrated and/or economic perspective. Evidence of, or strong potential for, success in attracting competitive third-party funding is required. A willingness to engage in collaborative research initiatives and to build and maintain partnerships with practitioners is considered advantageous. The teaching load is four contact hours per week. The successful candidate will teach in German and English in the Bachelor’s and Master’s programs in communication studies, as well as in selected programs within the Faculty of Business and Economics. The appointee is expected to develop an English-language specialization track in “Corporate Communication” within the Bachelor’s communication program. For international applications, the successful candidate is expected to acquire German language skills within a reasonable period of time. The position offers attractive conditions for tenure-track appointees. This professorship is particularly suitable for highly qualified early career researchers. The requirements for an appointment are a completed university degree, pedagogical suitability and a doctorate of outstanding quality. The University of Hohenheim is certified with the seal of approval for fair and transparent appointment procedures by the “German Association of University Professors and Lecturers” (DHV). Applicants are requested to take into account the appointment criteria set out in the university's appointment guidelines, as these are also taken into account in the selection of candidates in the appointment procedure. If the requirements for civil service are met, the appointment will be a temporary civil service position for six years. After six years, the applicant may be appointed to a W3-position if the requirements described in the University’s quality assurance guidelines are met. The appointment to a W3-position may be done without any additional call for applications and through a simplified appointment process. There is no interim evaluation. If the candidate possesses sufficient academic qualifications, the qualification phase may be reduced by up to two years upon request. More information on quality assurance and evaluation is available at https://www.uni-hohenheim.de/en/appointment-principles. With equal qualifications, preference will be given to candidates with disabilities. The University of Hohenheim seeks to increase the proportion of women in research and teaching and therefore strongly encourages female scientists to apply. Please attach the following documents to your application: a cover letter, a statement of your future research interests, a curriculum vitae, transcripts of records and degree certificates, a list of publications, a list of third-party funded projects, a teaching record, information on teaching evaluations as well as three key publications. Please apply online at https://berufungsportal.uni-hohenheim.de/ by 9 September 2026. Questions regarding the position may be directed to Mr. Prof. Dr. Jens Vogelgesang (j.vogelgesang@uni-hohenheim.de).
The Faculty of Business, Economics and Social Sciences invites applications for the position of a Tenure Track Professor (W1) of Communication: Communicator Research at the Institute of Communication Studies to be filled in the summer semester 2027. This is a grade W1-professorship for which recruitment payments can be offered.
Faculty of Business, Economics and Social Sciences, University of Hohenheim
Different types of competition affect prices differently Not all competition is created equal. Perfect competition, which features prices that drop to the point where firms are barely covering their costs, is the ideal of economic efficiency. It’s easy to see this in action in certain industries — petrol stations and grocery stores come to mind. Petrol (or gas) stations typically post their prices on large, easy-to-read signs. If you drive around town long enough, you’ll notice that the price of fuel at these stations tends to move in tandem. When one price falls, so do the others, and vice versa. Gas is a commodity — a good with little differentiation — so consumers tend to seek the lowest price, and firms have little ability to price it above their costs. This means that inefficient firms (i.e.: with high costs) are forced out of business as the most efficient firms (i.e.: low costs) set their prices near their low costs. Customers flock to the efficient firms, the inefficient firms shut down, and prices stay low. Budget-friendly grocers like the German chains Lidl and Aldi and the US chain Walmart are comparable. At these types of grocers, food prices tend to be quite low. And, it’s not uncommon to see promises of price matching among their aisles. You can even witness competition lowering prices yourself in some grocery stores. In the UK, Sainsbury’s is a grocery chain with a price match guarantee for Aldi. If a customer finds a good at Aldi that’s cheaper than it is at Sainsbury’s, the grocer will lower the price to match Aldi’s. This is a clear example of how perfect competition works — rather than lose a customer, a firm will lower its prices to match its rival’s. This perfect competition ideal is common, and it does genuinely lower prices, but it’s far from the only way that markets operate in the real world. Economists have identified several other types of competition where prices are set differently. Imperfect competition Many of the markets in today’s economy operate under “imperfect competition”, a state where goods are technically substitutes, but consumers do not view them as interchangeable. Tech is a great example of this. Both Dell and Apple manufacture computers, but hardly anybody would be perfectly indifferent between a Dell PC and an Apple Mac. Likewise for iPhones and Androids, Playstations and Xboxes, and all kinds of other gadgets. Imperfect competition still pressures prices downwards, just not as much as perfect competition would. This is because consumers will still respond to price changes, just not as intensely (in other words, their price elasticity of demand is less elastic). An iPhone lover is probably willing to pay a premium (say, $200) to purchase a new iPhone over a new Android smartphone. But there are limits to how high this price difference can go before most people would reconsider. If a new iPhone cost $1000 and a new Android cost $800, many iPhone users would happily buy the iPhone over the Android. But what if that price comparison was $1400 to $800? Or $2000 to $800? Many people would begin to buy Androids instead. This demonstrates something about imperfect competition: firms are able to charge higher prices than they could under perfect competition, due to their brand strength, their unique product offerings, etc., but they still can’t charge whatever price they want. Imperfect competition thus lowers prices, but less than perfect competition does. In other words, imperfectly competitive firms have some market power, which brings us to a very important discussion… High prices (can) come from market power The most classic example of a high-market-power firm is the monopolist. A monopoly is the only firm producing a good in the market, which means they can freely set prices and consumers must either pay those high prices or live without the product. This is precisely why monopolies are typically considered bad for consumers: usually, monopoly prices are inefficiently high and monopoly production is inefficiently low. We can use market power as a sort of measure of how effectively competition is working. Or, we could consider market power to be the opposite of competition: market power raises prices while competition lowers them. In perfect competition, firms have essentially zero market power, which is why we often call them “price-takers”. They simply accept the market price and work out how to make a (marginal) profit with that limitation. In imperfect competition, meanwhile, firms have some market power, and can set prices higher. Monopoly (or a very well-coordinated oligopoly) has the most market power, wherein a firm maximizes its own profit at the expense of consumers. Still, not all monopolies are bad. For example, it’s often best for public utilities to become regulated monopolies, because of start-up costs. It takes a ton of investment to set up water pipes and plumbing, for instance, and it would be inefficient to have a half-dozen utility companies tearing up roads and sidewalks to install their own proprietary water pipes. Instead, the government typically awards a company a monopoly and sets price controls while subsidizing the market with tax dollars. This achieves a balance of high quantity delivered, low prices for consumers, and a guaranteed competition-free profit for the utility company. And, of course, there are many other reasons prices can be high. Negative supply shocks, increases in demand, changing laws, etc. – all can influence prices. Still, in a vacuum, how low competition will push prices depends on how much market power the firms have. How do firms achieve market power? Firms are incentivized to make as much profit as possible, which means they aim to compete as little as possible with other firms… or, in other words, they aim to gain as much market power as they can. A surprisingly large amount of corporate strategy boils down to this. Consider marketing. The author of this piece has been receiving a torrent of ads for laundry detergent and dish soap while watching Netflix lately. These goods are both good examples of commodities – is one dish soap brand really better than another? Generally, no… but the marketing departments of dish soap companies work very hard to convince you that this is indeed the case. That’s because, if consumers believe one firm’s product is superior, they’ve just given that firm market power! Even with dish soap, if consumers (en masse) became loyal to one brand, that brand would be able to price at a premium. This would cause the dish soap market to look like the Apple vs. Android smartphone market: the products are seen as differentiated, and people develop strong brand loyalty. Marketing isn’t the only way firms try to wrangle market power out of otherwise competitive markets. Loyalty programs, for example, are common in coffee shops and cafes, as well as grocery stores, movie theaters, and more. These programs typically offer free handouts to consumers who make enough trips to the store in question. This makes it slightly harder for consumers to justify going to a different place; if you can earn a free latte at Starbucks (say, every seventh time you order a coffee there), why bother going to a different coffee shop? Firms can also achieve a measure of market power by being the first to innovate or enter a new market. This is called a “first-mover advantage” in economics (and can be represented by Stackelberg competition). Microsoft’s Windows became the default operating system because it was able to partner with IBM and Intel at crucial moments in the early PC industry, and allowed other manufacturers to use Windows on their computers (while Apple’s macOS is only usable on their computers). This made it very accessible for myriad companies during the PC boom, and subsequently made it hard for companies to justify trying to use a different operating system. And of course, the fewer firms in a market, the more market power they’ll have. Monopolies have the most market power; duopolies or cartels that can coordinate have a high degree of market power (and may operate under a form of Cournot competition); perfectly competitive (or firms locked in Bertrand competition) have a low degree of market power. What does research say? These theories are well-represented in the real world. A high degree of competition tends to lower prices for consumers, and vice versa. Even so, economists are a curious bunch, and some have set out to analyze this issue even further. Certain papers have found niche scenarios where increased competition can increase prices. Although these are theoretical papers, they add nuance to the mechanisms by which competition affects prices. These papers include Satterthwaite (1979), Chen and Riordan (2007), and Mangin (2024). In general, these papers use mathematical models to study cases where prices can rise due to competition if certain conditions are met. For example, Mangin (2024) finds, in their model, that the expected price markup of a good is increasing as the number of firms increases. This result holds locally, not globally, and requires a specific condition to be met: that the elasticity of marginal utility is less than the elasticity of demand. This means that marginal utility would change less than demand when prices changed. Even though it seems clear that competition lowers prices, it’s still important for economists to push the limits of commonly accepted and widely-proven theories. Much the same as any other science, the exceptions often cause us to learn more than the general case! Curious readers ought to look into the research themselves, and can use any of these reference papers as places to start. Still, for the rest of us, the answer is clear: when it comes to low prices, competition is certainly our friend. References: Satterthwaite (1979): Consumer Information, Equilibrium Industry Price, and the Number of Sellers. https://doi.org/10.2307/3003348 Chen and Riordan (2007): Price and Variety in the Spokes Model*. https://doi.org/10.1111/j.1468-0297.2007.02063.x Mangin (2024): When is competition price-increasing? The impact of expected competition on prices https://doi.org/10.1111/1756-2171.12487 Image Credit: Freepik via Magnific (license: Free for commercial use WITH ATTRIBUTION license)
Competition is one of the foundational concepts in economics. We’re taught in intro courses that competition lowers prices, because it allows markets to allocate resources efficiently. This is an example of Adam Smith’s “invisible hand” in action, a cornerstone of economic theory. But does competition always lower prices? The answer is, yes, sort of — it just depends on the degree of competition. Since that answer probably doesn’t satisfy anybody, let’s dig deeper.
Call for applications - PhD Program at the University of Basel Graduate School of Business and Economics
The University of Basel The University of Basel has an international reputation of outstanding achievements in research and teaching (Shanghai ranking place 83). Founded in 1460, the University of Basel is the oldest university in Switzerland with a history of success going back over 550 years. Located on the Rhine and bordering France and Germany, the city of Basel possesses international flair in the heart of Europe. The PhD Program at the Graduate School of Business and Economics The University of Basel’s Graduate School of Business and Economics offers excellent doctoral education to outstanding students from all over the world. The PhD program starts with advanced courses that equip students with the necessary theoretical knowledge and research methods to successfully write a doctoral thesis. The program is taught entirely in English both by members of our faculty and by international professors from outside. Participants of our PhD program can also attend the Swiss Program for Beginning Doctoral Students in Economics at the Study Center Gerzensee or the PhD program of the Swiss Finance Institute (SFI). Supervised by a member of the Faculty and guided by a PhD Advisory Committee with members both from our faculty and from outside, our students engage in an independent research project that results in several research papers that become chapters of their doctoral thesis. Students also often interact with senior and junior faculty members in joint research projects. The research is regularly presented and discussed in the internal PhD seminar. Our students also have the opportunity to interact with renowned international researchers who frequently visit the Faculty of Business and Economics to present in the research seminar or teach at the Faculty. Our graduates pursue successful careers in academia, governments, and private-sector firms worldwide. Funding Participants of our PhD program are offered a competitive funding package covering the costs of living in Basel over four years. Research This call for application to the PhD program at the University of Basel Graduate School of Business and Economics offers research possibilities in the following subfields: Behavioral Economics Economics and applied Econometrics Environmental Economics Health Economics Labor Economics Public Economics Application Details Deadline is August 14, 2026 The applications must include the following documents: Completed application form CV Master’s and bachelor’s degree diploma and mark sheet Scientific writing example (master‘s thesis, term paper, bachelor’s thesis or journal article) A recent GRE test is considered in the decision process and must be provided for participation in the Swiss Program for Beginning Doctoral Students in Economics at the Study Center Gerzensee or the PhD program of the Swiss Finance Institute (SFI).
The University of Basel’s Graduate School of Business and Economics offers excellent doctoral education to outstanding students from all over the world. The PhD program starts with advanced courses that equip students with the necessary theoretical knowledge and research methods to successfully write a doctoral thesis. The program is taught entirely in English both by members of our faculty and by international professors from outside. Supervised by a member of the Faculty and guided by a PhD Advisory Committee with members both from our faculty and from outside, our students engage in an independent research project that results in several research papers that become chapters of their doctoral thesis. Our students also have the opportunity to interact with renowned international researchers who frequently visit the Faculty of Business and Economics to present in the research seminar or teach at the Faculty. Our graduates pursue successful careers in academia, governments, and private-sector firms worldwide.
Econometrics, Statistics and Quantitative Methods (JEL C)
Agricultural and Environmental Economics (JEL Q)
48th RSEP International Conference on Economics, Finance and Business
Conference Title: 48th RSEP International Conference on Economics, Finance and Business Date: 1-2 October 2026 Location: Rome, Italy Organizer: RSEP in collaboration with Journal of Risk and Financial Management Selected papers will be published in a special issue of the Journal of Risk and Financial Management free of charge, which is indexed by SCOPUS (Q1). Some proceedings of RSEP Conferences have been included in various collections like the Web of Science™ and can be found in Google Scholar, RePEc, and Econlit. Call for Papers RSEP invites papers on thematic studies and presentations related to the conference topics, including but not limited to: Accounting Behavioral Finance Corporate Finance/Governance Econometrics Economics of Innovation Education/Education Economics Environmental Economics Emerging Economies Energy Studies Entrepreneurship Financial Economics Gender Economics Health Economics Human Resources Industrial Organization International Economics and Trade International Finance Investment Islamic Economics/Finance Knowledge Economics Labor Economics Growth & Development Macroeconomics Management Microeconomics Marketing Monetary Economics Political Economy Public Economics Regional Studies Risk Management Small and Medium-Sized Enterprises (SME) Tax Policies Tourism/Tourism Economics Conference Format: The conference will be held in-person. Participants unable to attend face-to-face may join via Zoom online. Submission Deadlines Abstract Submission Deadline: 25 September 2026 Full Paper Submission Deadline (Optional): 9 October 2026 Early Registration Deadline: 30 June 2026 Registration Deadline: 28 September 2026 If you miss the deadlines, please contact us via email. Conference Venue University of Washington Rome Center Address: Pızza del Biscione, 95, 00186 Rome, Italy To submit your abstract: https://rsepconferences.com/active-conference-sub-items/submit-here/
Join us for the 48th RSEP International Conference on Economics, Finance, and Business taking place on October 1-2, 2026, in Rome, Italy. Engage in various sessions and submit your papers for peer review.
Economic Development, Innovation and Growth (JEL O)
Creating Better Support: Economics Students’ Recommendations for Success
Research shows that unclear or fragmented support structures in higher education increase cognitive load and can disproportionately affect students from underrepresented backgrounds. This has implications for progression, attainment and continuation (de Henau, 2024; Sweller, 2024; Strayhorn, 2021; Thomas, 2012). In this context, effective support provision depends not only on availability, but on clarity, accessibility, and how easily students can navigate systems in practice. To investigate this, I carried out focus group discussions with students towards the end of the first-year of their degree. Students shared their views on the current support offered and how this could be better tailored to meet their diverse needs. The recommendations presented below were constructed using inductive thematic analysis and are grounded in students’ views and perspectives, illustrated through direct quotes. While student insights form the foundation of the analysis, the recommendations do not simply represent direct student proposals. Instead, they reflect analytically developed responses to recurring barriers identified in the data, informed by evidence-based practice in student support and inclusive curriculum design (de Henau, 2024; Biggs and Tang, 2015; Thomas, 2012). The recommendations aim to improve the visibility, accessibility and effectiveness of student support. The findings are particularly relevant within the context of increasing sector-wide attention on student belonging, continuation, attainment and inclusive educational practices. Top five actionable suggestions from focus group discussions These findings build on complementary work examining barriers to student engagement with economics support schemes, which provides additional context on why students do not always make use of available support (Williams Higgins, 2026). 1. Use a centralised dashboard: a single hub outlining all schemes, their purpose and access details. Many first-year students are unsure of the purpose for each type of support they are offered. This is complicated by the fact that these are usually introduced during the induction/welcome week when students are presented with a large volume of information. Even at the end of the academic year, some students were still unclear or held misconceptions on the student support available. Students suggested that posting session timings on platforms that students regularly use – such as Blackboard or other virtual learning environments (VLEs) – would reinforce visibility and awareness. Email fatigue meant that they missed out on some resources. Students also reported that a mid-term/later reintroduction of support schemes was helpful. Reintroduction means that once students are more settled in the university the information becomes more relevant and its purpose more apparent. “Maybe having the timings of the different support sessions posted on Blackboard or the check-in app, somewhere everyone can see often, so you're constantly reminded. Mainly I get the info from emails, but we already get so many, so it's not a priority. I just tend to forget I can access this kind of resource.” “Yeah, I think it did take a bit of time to absorb all the different resources that we have to offer, like deciding which one to actually go to and which one use, especially for like the [peer-led] sessions. I didn't really realise it was a thing until a few months into university.” Using a support map is one low-cost and practical way to address this issue (see Figure 1). Support maps are a quick visual introduction to the options for student support and can be used by all university staff when assisting students. What’s more, these do not require all staff to have detailed knowledge of all the support available. This approach is grounded in evidence that shows how embedded, clearly navigable support structures reduce cognitive load and strengthen belonging and progression, particularly for students from under‑represented backgrounds (de Henau, 2024; Sweller, 2024; Strayhorn, 2021). Figure 1: Example of a student support map categorising key support options Source: Author-generated using Napkin AI It is also important to include the relevant first point of contact for university support in communication with students. That is, where students should go if they are confused. Usually, students talk to the first person they see or the person who they are most comfortable with, often their lecturer or a tutor. Using a support map is one way to ensure that all student facing staff have enough information to signpost and that a consistent message is being shared. Building on these findings, I recommend implementing a centralised dashboard, supported by a visual support map, to improve clarity, navigation and consistency in how support is communicated and accessed. 2. Incorporate flexible scheduling/hybrid formats: rotate times; offer online and in-person options; mix drop-in/bookable. When providing services, flexibility is key. Students suggested rotating times for some optional services. Office hours, while seen by institutions as a key resource are usually underutilised and research highlights a mismatch between institutional intention for office hours and student perceptions of them as the last resort in an academic crisis (Smith et al., 2017). Students also highlighted that office hours can clash with core units and at times, tutors’ office hours coincided with lectures for the same unit. As office hours can be seen as daunting, having such additional barriers can increase the likelihood of them being unused. “I don't really use the other ones, mainly because they're not convenient and they clash with other things that I'm doing...” “I think sometimes some of the support comes at the same time as I'm having another lesson… if they were maybe set at different times, I might go more.” Where possible, I recommend offering online and in-person options. For some students attending in-person requires significant time commitments and may be costly depending on where they live. 3. Provide prep guidance to reduce intimidation: help students to prepare for office hours and other sessions. Where there are many different types of support, students may be unsure where to seek help for specific issues or how to approach the support sessions available. As a result, they may not attend sessions to avoid looking foolish. Students highlighted this uncertainty, noting: “...maybe at the start of the [year] if you were told exactly like what the intended use are for each of the sessions, it would be a better way of knowing when you have a specific problem which one to use.” “I thought you only go [to office hours] if you have really big questions, but I realised, oh, even if it's like something small, at least I can still just go and ask because it's better to ask, like, rather than like, you know, you just sit in the darkness and you just think that you kind of know it. So I think it was also only because in [the spring term], my lecturer pushed us to use more office hours and just ask more questions. A lot of it, I think, was like a lot of people were just quite intimidated. Yeah, me included.” This is backed up by research that shows that students often state they have no idea what office hours are for (Smith et al., 2017). Given this context, I recommend that departments and schools implement clear guidance on how to approach the sessions as a part of standard support provision. This guidance should include the goal or intended use of the session and examples of appropriate questions. It should be delivered using a variety of media to ensure accessibility and consistency across the student cohort. 4. Enhance communication strategies: repeat key messages; promote via teaching staff; concise digests over multiple emails. Students are presented with a lot of information, as well has having coursework and deadlines. To avoid important details being lost along the way, students have indicated that when it comes to support schemes, staggered communication is effective. When they are re-introduced to a support scheme, once they are more settled in their course, they are more likely to remember, see the value of the scheme, and may even engage with it. “[The peer scheme] and [drop-in] café, I think they did do introductions as well in September… the fact they came in maybe one month later, to explain what they were for, that definitely helped a lot more. Because I think in the first few weeks of starting school, you're just learning new content…that's why I feel like I didn't really know about these sessions that much until they came back later.” One way to increase student engagement with support schemes is to embed reminders into their lectures and seminars/small group classes. Students highlighted that their use of office hours and discussion boards increased when their use was promoted and encouraged by their teaching team. Students called for a reduced reliance on emails, due to email fatigue (see point 1). Some would prefer having all support information published in one place: “I think just maybe like a singular blackboard post with each singular method of the kind of extra support you can get, because obviously it's all on blackboard, but it's all kind of in different places.. But I think that would maybe make it clearer than kind of just in welcome week. Each thing being advertised in things, because obviously with Blackboard there's the permanence about it, like it's always there on a singular post.” Concise weekly digests from programme teams and student support services could reduce fatigue and improve recall. This could be implemented through existing communications channels without requiring additional resource investment. 5. Streamline overlapping schemes: consolidate similar initiatives to reduce confusion and choice overload. Reducing and streamlining support options may be more effective to reduce duplication and overload. Where there are multiple options, it is important to be clear about their purpose (as discussed in point 1). “I feel like… it’s not clear how [the peer session] is different to office hours, [drop-in] café, or Q&A sessions… they seem to overlap in their functionality… I wouldn’t know what questions are better suited to one rather than the other… they’re kind of an undifferentiated block… if you were told exactly what the intended use is for each, it would be easier to know which one to use.” Nevertheless, having some variety is important to meet the needs of students with different learning styles, as well as the diversity of the student body in general. Students have suggested that instead of relying on office hours for example, instructors could consider adding an additional lecture or review session for complex modules or to provide assessment support. Such an approach can provide more even access to support and reduce the large number of students seeking support at peak times, which can result in increased staffing pressures and reduced access for students due to timing and capacity constraints. Discussion Effective student support requires more than just services. The focus groups highlight several important dynamics. First, there is a tension between the availability of multiple support options and students’ ability to navigate them effectively. Second, confidence and perception barriers influence engagement, particularly with resources such as office hours. Third, students rely on relational and contextual cues, such as encouragement from teaching staff, in deciding whether to access support. Finally, there is a mismatch between institutional assumptions and students’ lived experiences of navigating support systems. Taken together, the recommendations operate at different levels of implementation. Low-cost quick wins include support maps, clearer signposting, repeated communication, and guidance on how to use support services. Medium-term structural improvements include better timetable coordination, greater use of hybrid provision, and review of overlapping support schemes. At a strategic level, the findings suggest the importance of designing support systems that are not only comprehensive but also simple to navigate and inclusive by design. These approaches are particularly important from an inclusion perspective, as students from different educational backgrounds may interpret and use support differently, reinforcing the need for clarity, explicit guidance and accessible structures (Thomas, 2012; Lea and Street, 2006). For example, commuting students may benefit from hybrid and flexible provision, first-generation students may require clearer guidance about available support and how to access it, and students entering higher education through different educational pathways may have different expectations of when and how support should be used. In summary, effective support schemes are visible, well-timed, strengthen student confidence and incorporate the student voice (Figure 2). Figure 2: Key dimensions of effective student support: visibility, timing, confidence, and student voice Source: Author-generated using Napkin AI It is very important to note that providing a range of resources will mean that not all students will use all of the resources. As a result, student engagement should be considered across the range of available resources, rather than through the uptake of any single support scheme, to more accurately assess overall engagement patterns. This highlights the importance of evaluating support systems holistically, recognising that effective provision depends not only on the quantity of support available but also on how easily students can identify, access and use the support most relevant to their needs. Ethics Approval This study received ethical approval from the University of Bristol School of Economics Research Ethics Committee. All participants provided informed consent prior to taking part in the research, including specific consent for anonymised quotations to be used in publications and other research outputs. Procedures were implemented to ensure anonymity, confidentiality and the right to withdraw. Data were stored securely in accordance with University of Bristol data protection policies. References Biggs, J. and Tang, C., 2015. Constructive alignment: An outcomes-based approach to teaching anatomy. In Teaching anatomy: A practical guide (pp. 31-38). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-08930-0_4 de Henau, J., 2024. The impact of academic skills development on student outcomes in higher education–Literature review. Academic Skills Development Project. University of Oxford. Literature Review| Centre for Teaching and Learning. Available at: https://www.ctl.ox.ac.uk/sites/default/files/ctl/documents/media/academic_skills_literature_review.pdf Lea, M.R. and Street, B.V., 2006. The" academic literacies" model: Theory and applications. Theory into practice, 45(4), pp.368-377. Available at: https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4504_11 Smith, M., Chen, Y., Berndtson, R., Burson, K.M. and Griffin, W., 2017. " Office Hours Are Kind of Weird": Reclaiming a Resource to Foster Student-Faculty Interaction. InSight: A Journal of Scholarly Teaching, 12, pp.14-29. Available at: https://eric.ed.gov/?id=EJ1152098 Strayhorn, T.L., 2021. Exploring ethnic minority first-year college students’ well-being and sense of belonging: A qualitative investigation of a brief intervention. American Journal of Qualitative Research, 6(1), pp.42-58. Available at: https://doi.org/10.29333/ajqr/11422 Sweller, J., 2024. Cognitive load theory and individual differences. Learning and Individual Differences, 110, p.102423. Available at: https://doi.org/10.1016/j.lindif.2024.102423 Thomas, L., 2012. Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme. Higher Education Academy. Available at: https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-summary Williams Higgins, M., 2026. Barriers to Student Engagement with Economics Support Schemes: Insights from First Year Students. Ideas Bank, the Economics Network. https://doi.org/10.53593/n4501a Image Credits: Melisa Williams Higgins / Economics Network This article was produced in cooperation with the Economics Network, the largest and longest-established academic organisation devoted to improving the teaching and learning of economics in higher education. Learn more about the Economics Network here.
In many UK universities, students’ first-year grades do not contribute to their final degree classification. The first year provides a critical period of transition, shaping students’ confidence, help-seeking behaviours, sense of belonging and engagement with their subject and university life. Student support is an important pillar of this foundation, and students’ voices are important in creating the right type of support.
University of Geneva Appoints Johannes Boehm as Full Professor of International Economics at GSEM
The University of Geneva has announced the appointment of Johannes Boehm as a Full Professor of International Economics at the Geneva School of Economics and Management (GSEM), effective August 1, 2026. Boehm will be joining the Institute of Economics and Econometrics within GSEM. Boehm, who earned his PhD in Economics from the London School of Economics in 2014, is recognized internationally for his research and teaching focus on international trade, industrial development, economic growth, macroeconomics, and environmental economics. His work particularly examines the influence of trade networks on growth processes, as well as policies designed to enhance industrial capabilities and bolster economic resilience against geopolitical risks and climate challenges. In addition to his new role, Boehm is affiliated with the Centre for Economic Policy Research (CEPR) in London and the Centre for Economic Performance at the London School of Economics. Before joining the University of Geneva, he was a professor at the Geneva Graduate Institute from 2024, following a faculty position at Sciences Po Paris. His career includes visiting positions at prestigious institutions such as Princeton University, Harvard University, and INSEAD. Boehm's areas of expertise encompass various aspects of economics, including international trade, globalization, development and cooperation policies, international investment, monetary policy, and environmental governance. His research aims to deepen the understanding of contemporary economic challenges, including the dynamics of global trade and the climate transition, as well as the resilience of economies to international shocks. For more information, visit the GSEM News Page.
Johannes Boehm has been appointed as the Full Professor of International Economics at the Geneva School of Economics and Management, effective August 1, 2026.
The Kiel Institute offers external PhD students and professionals the opportunity to participate in advanced courses of its high-level ASP Kiel Ph.D program. The courses are at the frontier of current economic research and are taught by leading economists in their field. Participation in these courses is a great way to be inspired by renown scholars who work at the research frontier and to learn new methods and skills. Over the years, hundreds of external participants have attended our ASP courses, in particular PhD students from all over the world, as well as professionals from international institutions, ministries, central banks, think tanks or the financial sector. All courses are taught in English and at our institute facilities in Kiel. All candidates can apply for participation in one or several courses of the program highlighted below. Colleagues and students from the Kiel Institute and partner Institutions can express their interest in participating to an advanced course by sending an email to advancedstudies@ifw-kiel.de. All other candidates need to fill in the form available on the specific course webpage. If you are a Ph.D student/candidate, you are entitled to a substantially reduced course fee and you can apply for low cost accommodation at the Kiel Institute´s student residence. Do not hesitate to contact us if you need any additional information about forthcoming courses or which options might best fit your needs. Dates Course Title Teacher Location 03 - 09 Sep 2026 Math Camp Kiel 14-18 Sep 2026 Computational Methods and AI for Research Friedrich Geiecke Kiel 22 - 25 Sep 2026 Real Business Cycles and Quantitative Methods Sergio de Ferra Kiel 05-09 Oct 2026 Growth and Search and Matching Federica Romei Kiel 09-20 Nov 2026 Empirical International Finance Christoph Trebesch Kiel 07-11 Dec 2026 New Keynesian Models Andrea Ferrero Kiel Fees and logistics: The fee for individual courses is 1,800 Euros. Doctoral students can get a discount of EUR 900. Kiel doctoral students can join or advanced courses as part of their PhD curriculum. We can offer subsidized housing for selected few external participants at our “Haus Weltclub”, with preference given to students and a price per stay between EUR 200 and EUR 230 for a nice and clean 11-13sqm room with shared but lockable bathroom. For more courses, outlines and application forms visit our webpage.
The Kiel Institute offers external PhD students and professionals the opportunity to participate in advanced courses of its high-level ASP Kiel Ph.D program
Kiel Institute for the World Economy (IFW)
Economic Development, Innovation, Technological Change, and Growth
Agricultural and Natural Resource Economics - Environmental and Ecological Economics
Oxford University Economics Summer School
Applications for Summer School 2026 are now open! Our Summer School gives you the opportunity to complete advanced economics courses taught by internationally renowned economists, whilst immersing yourself in the unique learning experience Oxford provides. Not only that, but our Summer School stands out from the crowd by allowing you to create your own tailor-made learning experience. When you apply you will have the option to select courses in Applied Microeconomics, Macroeconomics or Econometrics; so you can choose morning and afternoon sessions from two different disciplines, or focus on a single field of interest. This allows you to create a tailored learning experience that ensures you get the most out of your time in Oxford. Webinar: Join our webinar to explore the courses offered in the Summer School 2026. Led by our Academic Director, Professor Banu Demir, this session will provide an overview of the courses and what participants can expect from the programme. Date: Wednesday, 13 May 2026 Time: 12:00pm - 12:30pm (BST) Location: Online (via Zoom) Registration Link Drop-In Q&A Sessions Join one of our free Drop-In Q&A Sessions, in which our team will guide you through how this programme works, the course structures, the admissions process, and what you can expect from the academic and social experience. Join our 30-minute session to get quick answers - no preparation required: Thursday, 26 March 2026 Wednesday, 15 April 2026 Tuesday, 5 May 2026 1:00pm - 1:30pm (GMT) 1:00pm - 1:30pm (BST) 3:00pm - 3:30pm (BST) Register Here Register Here Register Here Course Dates: 7 - 11 September 2026 Fees (Two Courses): Professionals: £2,975 Students and Academics: £1,955 Download the Summer School Brochure here. Don’t miss this opportunity to secure your place at a reduced rate and join an inspiring community of learners from around the world. Please note we can only accept payment for the summer school via MasterCard, Visa credit card, Maestro or Visa debit card. As part of your application, you are required to pay an application deposit, which will be deducted from the course payment in case of a successful application. Course and Tutor Information MORNING COURSES<o:p></o:p> <o:p></o:p> Lecture:<o:p></o:p> 09:00 - 11:00<o:p></o:p> <o:p></o:p> Tutorial:<o:p></o:p> 11:30 - 13:00<o:p></o:p> Applied Monetary Economics<o:p></o:p> <o:p></o:p> Professors:<o:p></o:p> Michael McMahon & Silvia Miranda-Agrippino<o:p></o:p> <o:p></o:p> Behavioural Macroeconomics<o:p></o:p> <o:p></o:p> Professor:<o:p></o:p> Alexandre Kohlhas<o:p></o:p> <o:p></o:p> <o:p></o:p> <o:p></o:p> Treatment Effects: Beyond The Basics<o:p></o:p> <o:p></o:p> Professor:<o:p></o:p> Romuald Méango<o:p></o:p> <o:p></o:p> <o:p></o:p> <o:p></o:p> Development Economics <o:p></o:p> <o:p></o:p> <o:p></o:p> Professor:<o:p></o:p> Stefano Caria<o:p></o:p> <o:p></o:p> <o:p></o:p> <o:p></o:p> AFTERNOON COURSES<o:p></o:p> <o:p></o:p> Lecture:<o:p></o:p> 14:00 - 16:00<o:p></o:p> <o:p></o:p> Tutorial:<o:p></o:p> 16:30 - 18:00 International Macroeconomics<o:p></o:p> <o:p></o:p> Professors:<o:p></o:p> Sergio De Ferra & Federica Romei<o:p></o:p> <o:p></o:p> <o:p></o:p> Financial Econometrics<o:p></o:p> <o:p></o:p> <o:p></o:p> Senior Fellow:<o:p></o:p> Cavit Pakel &<o:p></o:p> Professor:<o:p></o:p> Kevin Sheppard<o:p></o:p> <o:p></o:p> Machine Learning<o:p></o:p> <o:p></o:p> <o:p></o:p> Professor:<o:p></o:p> Maximilian Kasy<o:p></o:p> <o:p></o:p> <o:p></o:p> Economics of the Digital and AI Economy<o:p></o:p> <o:p></o:p> Professors:<o:p></o:p> Alexei Parakhonyak &<o:p></o:p> Greg Taylor<o:p></o:p> <o:p></o:p> <o:p></o:p> Apply for the Summer School Now Testimonials “I was a little apprehensive before I came, but these turned out to be the most accessible lectures I’ve ever had in economics. The small class sizes make it easy to speak up and ask questions, and everyone brings a different background and set of strengths.” Laura Bell, Bank of England “A few days on, I’m still reflecting on the incredible week I spent at the Oxford University Economics Summer School. The balance of theory and practical tools sparked new ways of thinking about research and its real-world applications. The faculty, the discussions, and the atmosphere all combined to make it a uniquely engaging and insightful experience that continues to influence my work.” Aditya Bysack, economist “It was a truly intensive and inspiring week that has already given me so many ideas for further research. The lectures, tutorials, and discussions were superbly organised, and the advice and encouragement from faculty have stayed with me long after I returned home.” Marta Czarnecka-Gallas, researcher “It was a pleasure to be back in a university setting, building on concepts from my undergraduate studies and learning new techniques to model, explore, and solve problems. Discussing the policy challenges behind the digital economy made the experience especially engaging and relevant.” Harriet Makin, economist “The experience far exceeded my expectations. It was an honour to learn from distinguished Oxford professors and to apply advanced concepts in seminars using practical tools. Each session broadened my understanding of modern economic research.” Timur Kayaalp, PhD researcher “Over one intensive week I gained new insights, exchanged ideas, and reflected on my research in a broader, international context.” Nils Dellnitz, Doctoral researcher
Oxford University's Summer School is accepting applications for 2026, offering courses in various economics disciplines.
Department of Economics, University of Oxford
Call for Expressions of Interest Tenure-Track Assistant Professor (RTT) in Economics, Management, and Statistics
The IMT School for Advanced Studies Lucca invites expressions of interest from outstanding candidates for a prospective tenure-track Assistant Professor (RTT) position in Economics, Management, and Statistics, and related fields. The purpose of the scouting procedure is to collect expressions of interest in sectors deemed strategic for the development of the School’s research areas and doctoral programs in order to evaluate the opportunity to open call (“concorsi”) as expected according to the Italian law. The call for expressions of interest is open to candidates working in any field of economics, management, statistics, and related fields. We particularly welcome applicants whose research combines strong theoretical, empirical, experimental, or computational foundations with the analysis of economically and socially relevant questions. The ideal candidate will have a solid research profile and the potential to develop an internationally visible and independent research agenda. Applications are encouraged from scholars using a broad range of methodologies, including business analytics, economic theory, econometric methods, causal inference, experimental methods, survey methods, psychometric methods, mathematical and statistical methods, optimization, game theory, and machine learning. Research interests may include, but are not limited to, microeconomics, macroeconomics, econometrics, applied mathematics, statistics, operations research, management science, strategy, planning and control, business model and innovation, behavioral economics, political economy, computational economics, labor economics, public economics, health economics, environmental economics, international economics, industrial organization, economics of innovation, and economic networks. The successful candidate is expected to actively contribute to the research environment at the IMT School and, in particular, to the activities of the AXES – Laboratory for the Analysis of Complex Economic Systems. The candidate should be willing to collaborate with researchers from economics, management, statistics, and related disciplines and to participate in interdisciplinary research projects. Expected activities include: carrying out high-quality research; publishing in leading peer-reviewed international journals; contributing to national and international research projects and funding applications; teaching economics, management, mathematics, statistics, econometrics and quantitative methods, primarily at the doctoral level; supervising and mentoring PhD students; participating in seminars, workshops, and the scientific life of the School; contributing to the PhD Programs in Economics, Analytics and Decision Sciences (EADS), Social Sciences for Sustainability and Wellbeing (S3W), and Intelligence Systems for Business Administration (ISBA); and to other relevant educational and research initiatives. Applicants should hold a PhD in Economics, Management, Statistics or a closely related discipline and demonstrate excellent research potential. A strong command of English is required. International research experience, experience in doctoral teaching or supervision, experience in research grant writing, funding acquisition (including university performance awards) and technology transfer, and the ability to work in interdisciplinary research teams will be considered valuable assets. IMT School offers a highly international and interdisciplinary research environment, with strong interactions among economics, statistics, management, data science, computer science, engineering, neuroscience, and the social sciences.
The IMT School for Advanced Studies Lucca invites expressions of interest from outstanding candidates for a prospective tenure-track Assistant Professor (RTT) position. ON LINE APPLICATION FORM
7 Reasons for Choosing the Master in Economics at Iscte Business School 1. Don’t miss the opportunity of being part of one of the most reputed Economics programs in Europe Ranked 33rd in its category, among the Top 200 Best Master Programmes, in Western Europe. 2. Learn from the best methodologies and software Interact regularly with reputed practitioners who will offer their vision and experience in a series of workshops aimed at discussing and analyzing economics topics; You will be challenged to understand complex current and future economic issues that affect everyone’s livelihood; You will build the skills needed to contribute to economic debates and policy choices; You will learn to handle advanced modeling techniques and use computational software which is integrated into regular classes (for example PYTHON, R, STATA); You will have access to a set of comprehensive databases that will support you on your thesis and research. 3. Benefit from a reputed faculty, with an engaging learning style The faculty of Iscte Business School has authored more than 100 books in different management disciplines, many of which are now required reading at other Portuguese universities; There is a close working relationship between students and faculty and students benefit from weekly contact hours, continual email contact and a sustained relationship with the faculty throughout their professional lives; Both semesters in the first year provide solid foundations in the core subjects (microeconomics, macroeconomics and econometrics) and equip you with the tools of economic analysis while allowing the choice of 3 electives in the field of Economics and other related areas, such as Economics of Banking and Financial Markets, Monetary Theory and Policy, Applied Economic Modelling or Computation for Economics and Business. 4. Thrive in a welcoming culture where personal development and creativity are encouraged Participate on the personal development programme (PdP) that enables students to discover their leadership qualities and creativity; The welcome week allows you to engage in networking, team-building and idea-sharing from day one of the course. This spirit is reinforced year-round with a host of other activities; Mentoring program - with their mentors, students have the opportunity to discuss their academic progress and career prospects, and benefit from their recognized professional experience; 5. See your merit recognized and rewarded throughout the program Award for the best MSc in Economics Student (sponsored by Ernst & Young) Award for the best candidates 6. A truly international outlook Study trip to Frankfurt, which encompasses an academic institution and the European Central Bank; Possibility of doing a Double Degree - it allows students to graduate with two diplomas from two Universities (Iscte and a partner university). For the Msc in Economics, the partner universities are Warsaw University in Poland (AMBA accredited) and Southwestern University of Finance and Economics in China (EQUIS accredited) Possibility of doing an exchange / Erasmus program with our partner universities. 7. Get excited with the program’s career prospects Our career services will support you with counselling, access to opportunities, the IBS Career Forum and presentations in class by companies; Professional placements for MSc in Economics graduates are excellent, as this degree gives you access to most job opportunities that arise in economics, finance and management - employment rate of 100% up to 12 months after completion of the Programme; The sectors most represented in the recruit of master's graduates are Audit & Consulting, Banking, Large Distribution & Retail and Telecommunications; Close contact with a large pool of successful alumni now working for high-profile national and international companies. Application Process The Master in Economics is designed for high-caliber graduate students and taught exclusively in English, in an international and multicultural atmosphere, therefore candidates must show evidence of a completed Bachelor degree as well as proficiency in the English language. Applications are exclusively submitted online, on Iscte’s website. Several information will be required for applicants to type in, namely Personal Information, information about Education and also Working Experience. Candidates will have to upload some Documents as well: Diploma/Transcript of Records from the bachelor's degree awarded by a university or institution of higher education; ID card/Passport Photo Proficiency in the English language (optional); The results of GMAT or GRE exam (optional) Candidates still concluding their undergraduate degree must also add: Declaration of Commitment (download available on application form) Transcript of Records with current grading Application Applications are open until August 26, 2026. Videos Student Testimony - https://youtu.be/flSP9PnxD9w See why you should enrol in our MSc Programme! - https://www.youtube.com/watch?v=GRibf9UwFQY Student Testimony -https://www.youtube.com/watch?v=c-33gPgAJy4 Would you like to know more? Check all the information available at our website regarding the MSc in Economics and get in touch with your Program Manager! Catarina Delgado masters.ibs@iscte-iul.pt Tel.: (+351) 210 464 211
The MSc in Economics is a full-time (evening classes), two-year Program, fully taught in English. It is is recommended for students with a good technical background who wish to obtain a rigorous, in-depth education in economic theory and policy at the graduate level, to prepare a successful career as professional economists working for central banks, the banking industry, government institutions, and international organisations or as economic advisors and financial consultants. It also provides rigorous preparation for students who wish to advance to a PhD program.
David Autor Appointed Head of MIT Department of Economics
David Autor, a distinguished faculty member of the Massachusetts Institute of Technology (MIT) since 1999, has been named the new head of the Department of Economics, effective July 1, 2026. Autor succeeds Jon Gruber, who served as department head from July 2023. Autor is recognized for his significant research in the fields of artificial intelligence and the future of work, particularly regarding the impacts of technological change and globalization on the labor market. Agustín Rayo, Dean of the School of Humanities, Arts, and Social Sciences, praised Autor’s expertise, stating, "David is a world-class labor economist and an individual of wisdom and insight." Autor takes over the role from Jon Gruber, the Ford Professor of Economics, who headed the department since July 2023. In his new role, Autor aims to maintain the high standards set by the department while also addressing the challenges posed by budget constraints and political changes. He emphasizes the importance of incorporating advancements in AI into both teaching and research strategies. Autor’s credentials include serving as co-director of the National Bureau of Economic Research Labor Studies Program, and he holds a BA in psychology from Tufts University and a PhD in public policy from Harvard University. His work has earned him numerous accolades, such as the National Science Foundation CAREER Award and the Andrew Carnegie Fellowship. With a profound commitment to addressing issues of job polarization and economic inequality, Autor expresses gratitude to MIT, stating, "Stepping into this role is a chance to contribute to a place that has shaped me at every stage." His leadership is believed to foster a progressive academic environment that directly engages with pressing economic challenges.
David Autor, a prominent labor economist and faculty member at MIT since 1999, has been named head of the Department of Economics.
The College of Social Sciences and Humanities and its nine tenure units are the home of the Experiential Liberal Arts. Through its research, teaching, and engagement missions, the college collaborates across the university, the Northeastern network, and partners around the globe. Responsibilities: The Department of Economics at Northeastern University seeks applicants for adjunct faculty in its undergraduate program on the Northeastern New York campus for the Fall 2026 semester. Applicants qualified to teach microeconomics and macroeconomics at the introductory level are encouraged to apply. Adjunct Faculty are responsible for the preparation and administration of assigned classes, including administering exams, holding appropriate office hours, and grading. Classes are taught on-site on the Northeastern New York campus, which is located in Manhattan, New York. Positions are contingent upon enrollment, funding, and programmatic need. Qualifications: Ph.D. in Economics preferred; master's degree required for undergraduate teaching. College-level teaching experience preferred. Documents to Submit: Applicants must submit an up-to-date CV and detailed cover letter addressed to Dr. Michael P. Stone, Associate Chair and Teaching Professor of Economics, at econhiring@northeastern.edu . Additional Job Description: Northeastern University will not provide H-1B, TN, O-1, E-3, or any other type of employment visa sponsorship for the successful applicant to this position, now or in the future. Furthermore, the successful applicant must be able to maintain valid work authorization in the United States throughout the entire appointment without Northeastern University's sponsorship for a visa.
Call for Papers: EMANES Annual Conference 2026
EMANES ANNUAL CONFERENCE 2026: "Green Industrialization in the EU, Mediterranean, and Africa: Pathways to a Just and Resilient Transition" The EMANES Annual Conference provides a forum for researchers, practitioners, and policymakers to explore socio-economic trends and regional integration across Europe, the Mediterranean, and Africa. Each year, the conference addresses a key theme reflecting global transformations and policy priorities. In 2026, EMANES celebrates its eleventh year since the launch of the network. The 2026 edition explores pathways to accelerate green industrialization, through a paradigm shift that seeks to align State-led investments with climate goals, environmental sustainability, and inclusive economic growth. Amid accelerating climate change, geopolitical fragmentation, and shifting global value chains, countries across Europe, the Mediterranean and Africa face the urgent need to redesign their industrial policies. This includes fostering low-carbon production systems, strengthening resilience, ensuring energy security, and promoting technological innovation while advancing social inclusion and competitiveness. The conference aims to explore how green industrial policies can support structural transformation, economic diversification, competitiveness and regional cooperation and integration—while addressing inequalities and ensuring a just transition. AIMS AND TOPICS The EMANES Annual Conference 2026 invites contributions that examine the design, implementation, and impacts of green industrial strategies in Europe, the MENA region, and Africa. This year’s conference aims to: Advance theoretical and empirical understanding of green industrial transformation; Explore policy frameworks that align industrial development with climate and sustainability goals; Examine the role of innovation, finance, and governance in enabling green industrialization; Promote regional integration and cooperation across the EU, the Mediterranean and Africa; Understand the potential distributive dimensions across income groups, regions and gender; Provide actionable insights for policymakers to foster inclusive and resilient green economies. TOPICS OF INTEREST We welcome submissions of high-quality, unpublished manuscripts addressing, but not limited to, the following themes: 1. Green Industrial Policy and Structural Transformation Industrial policy frameworks for decarbonization and prosperity Sectoral priorities for strategic interventions (energy, water, manufacturing, agriculture, transport) Reindustrialization and diversification in emerging economies 2. Climate-Neutral Production and Value Chains Decarbonization and upgrades in global and regional value chains Sustainable supply chains and circular production systems Non-tariff trade measures such as carbon border adjustment schemes and their implications 3. Energy Transition and Industrial Competitiveness Renewable energy integration into industrial systems Hydrogen, electrification, and clean technologies Energy security and industrial resilience 4. Innovation, Technology, and Digitalization Green technologies and industrial innovation ecosystems Role of AI and digital transformation in green industries Technology transfer and international cooperation 5. Financing Green Industrial Transitions Climate finance, green bonds, and blended finance Public-private partnerships and development finance institutions Investment risks, incentives, and regulatory frameworks 6. Labor Markets, Skills, and Just Transition Green jobs and workforce transformation Skills development and education for green industries Social inclusion and promoting equality domestically and globally through green industrial transitions 7. Regional Integration and Cooperation EU-Mediterranean and Africa industrial partnerships Trade, investment, and policy coordination South-South and North-South cooperation 8. Governance and Institutional Frameworks Role of governments, institutions, and regulation Multi-level governance and policy coherence Public sector capacity and industrial policy design 9. Sustainable Cities, Infrastructure, and Industrial Clusters Green industrial zones and eco-industrial parks Urban-industrial linkages and sustainable infrastructure Territorial development and regional cohesion 10. Brain Capital and Green Industrial Transformation Human capital, skills, and cognitive capabilities in green industries Innovation ecosystems and knowledge economies Linking brain capital to industrial competitiveness EMANES THEMATIC SCOPE The EU-Mediterranean and African Network for Economic Studies (EMANES) promotes research supporting long-term socio-economic visions that are inclusive, transparent, sustainable, equitable, employment-driven, and regenerative. Contributions that align with the broader EMANES research agenda are welcome, including: Institutions and labor markets Role of MSMEs in inclusive development Social business and inclusion Health and wellbeing policies Creative, cultural, and knowledge economies Low-carbon and circular economies Human capital, migration, and job creation Regional integration and resilience Scenario analysis and economic foresight IMPORTANT DATES Full Paper Submission Deadline: October 1st 2026 Notification of Acceptance: November 1st 2026 Registration Deadline (accepted author): November 15th, 2026 Conference dates: December 9 (half day), 10–11, 2026 Please visit the EMANES Annual Conference website for more information and submit your full manuscript in PDF format by email to: emanes@euromed-economists.org CONFERENCE SPECIAL ISSUE: ECONOMIC NOTES Selected papers will be considered for a special issue of the Economic Notes Journal, offering visibility to innovative contributions on green industrialisation. PRIZE FOR THE BEST PAPER Two Best Paper Awards of EUR 2,000 each will be granted, sponsored by the Euro-Mediterranean Economists Association (EMEA) CO-CHAIRS: Prof. Rym Ayadi - President, Euro-Mediterranean Economists Association (EMEA) & Director, EU-Mediterranean and African Network for Economic Studies (EMANES) Dr. Cinzia Alcidi - Senior Research Fellow, Head of the Economic Policy and Jobs & Skills Unit at CEPS Prof. Giovanni Ferri - LUMSA University, Rome Prof. Giorgia Giovannetti - Rector for International Relations and Professor at the University of Florence Dr. Ese Owie - President, Cavendish Institute and Chair, Africa Trade Policy Working Group ORGANISING COMMITTEE Yeganeh Forouheshfar, EMEA Senior Researcher George Christopoulos, EMEA Intelligence & Communication Officer Maria Ruiz de Cossío, EMEA Senior Project Officer Paula Pazos Puig, EMEA Researcher Christine Devisser, Project Manager Anna Santamaria, EMEA Administrative Officer Tiago Zibecchi, EMEA Researcher Sandra Challita, EMEA Research Fellow & EMANES Coordinator Yara Saab, EMEA Director Doriana Cucinelli, EMEA Research Fellow Daniel Luque, EMEA Assistant Administrative Officer ORGANISERS This year’s EMANES Annual Conference will be hosted in Barcelona by the Euro-Mediterranean Economists Association (EMEA) and the Centre for European Policy Studies (CEPS). For more information please visit: EMANES 2026 Annual Conference: https://conference2026.emnes.org EMANES Previous Conferences: https://conference2026.emnes.org/previous-conferences EMANES website: https://emnes.org/
The EMANES Annual Conference 2026 invites contributions examining how green industrial strategies can support structural transformation, competitiveness, and regional cooperation across Europe, the Mediterranean, and Africa. The conference will explore policy frameworks that align industrial development with climate goals, sustainability, innovation, finance, skills development, social inclusion, and a just transition, while also addressing the role of Brain Capital in building resilient green economies.
Euro-Mediterranean Economists Association – EMEA
International Doctoral Courses and Seminars in Health Economics and Policy
The objectives The International doctoral Courses and Seminars in Health Economics and Policy are intended for PhD students from Swiss universities as well as foreign universities who wish to enhance their specific knowledge and sharpen their capabilities in the field of health economics and policy. Researchers with a PhD in economics and related disciplines as well as health researchers with a significant interest in economics who wish to deepen their knowledge of some topics can also be admitted Certification Students receive a certificate for each course that they attend Each completed course is awarded 3 ECTS Students who pass an exam receive a certificate of success and a grade report A certificate for having achieved the PhD specialisation in Health Economics will be awarded for having achieved 15 credits (5 courses). The approval will be signed by the program director More information Please, send us an email if you need more information: phd@sggoe.ch Overview of Courses: 8 - 12 Jun 2026 Lucerne Machine Learning in Health Economics Prof. Helmut Farbmacher apply 22 - 26 Jun 2026 Lucerne Empirical Policy Evaluation in Health Prof. Maarten Lindeboom, Prof. Bas van der Klaauw apply 24 - 28 Aug 2026 Basel Experimental Health Economics Prof. Jeannette Brosig-Koch apply Application Requirements: Graduate degree in related discipline Personal data/curriculum vitae Enrollment Form Doctoral Program Entry Requirements Applicants of the International Doctoral Courses and Seminars in Health Economics and Policy need to: be registered as candidates of a PhD in economics or in a related discipline demonstrate sufficient proficiency in microeconomics, and demonstrate sufficient proficiency in econometrics or statistics. A full resume, along with the enrollment form will have to be submitted to the administration of the program. A final decision with regards to admission will be taken after a thorough and individual assessment of the application. Students can apply via http://www.sggoe.ch
The program The goal of the program is to offer advanced and highly specialized courses in health economics and policy, as well as seminars and workshops with leading international experts. This program is being offered within the framework of the Swiss School of Public Health (SSPH+) and the various partners of SSPH+ (Basel, Lausanne, Lucerne, Lugano and Zurich) will offer specialized courses for the participants.
Swiss Society of Health Economics (sggö)
Matías Fontenla Appointed Chair of UNM Department of Economics
Professor Fontenla's new role is effective August 1. He has been a member of the UNM faculty for more than two decades, holding leadership positions including the associate director of the Latin American and Iberian Institute and the chair of the Committee on Governance. Fontenla expressed gratitude on his appointment, stating, "I am humbled that my colleagues wanted me to serve as chair. I know there will be challenging aspects of the position, but I am willing to do this as a service to my department." Fontenla's research primarily focuses on development economics, return migration, and financial intermediation, specifically in Latin America. His work has been published in notable journals, including The Review of Economics and Statistics. A recent study co-authored by Fontenla illustrates that return migration from the U.S. has positively impacted local economic development in Mexico, enhancing education, health outcomes, and reducing crime. In addition to his role at UNM, Fontenla is a trustee for the New Mexico Educational Retirement Board, overseeing the Investments Committee. Originally from Argentina, he earned his PhD from the University of Texas at Austin and has taught at prominent institutions in Mexico. Associate Dean Keith Hunley praised Fontenla's qualifications, saying, "Matías is an accomplished economist whose research has earned national and international recognition." Fontenla aims to prioritize faculty success and enrich the student experience, fostering a vibrant academic environment. "My goal is to provide the resources and support that allows everyone in the department to reach their full potential and to make economics an exciting field for students," Fontenla said.
Professor Matías Fontenla has been appointed as the new chair of the University of New Mexico's Department of Economics.
Two Assistant Professor Positions in Economics for Experienced Candidates
Key information: •This call is open to applicants whose Ph.D. in Economics, Finance, or a related field was officially conferred before September 1, 2023. •Applications are welcome from candidates working in any field of economics. •The appointment is for a six-year tenure-track contract. Candidates may be considered for promotion to a tenured position at any time before the end of the contract, subject to successful evaluation. •Compensation and teaching responsibilities are competitive with those offered by other leading European institutions, with a minimum gross annual salary of 100,000 euros. The final remuneration package will be determined based on the candidate's experience, qualifications and overall professional profile, in accordance with the University's principles of equity, transparency and non-discrimination governing its compensation policies. •Candidates should demonstrate a strong record of, or clear potential for excellence in research and teaching. •Applications must be submitted through the online form available at: https://jobmarket.unibocconi.eu/?id=976 •The application deadline is Monday, October 5, 2026, at 23:59 Central European Summer Time (CEST). •Candidates are required to provide the contact details of three highly qualified academic referees. Each referee will automatically receive an email from the system with instructions to upload theirreference letter directly. Additional information: •Applicants whose Ph.D. has not yet been conferred, or whose Ph.D. was conferred on or after September 1, 2023, should apply through Bocconi University’s separate call for Assistant Professor positions in Economics for Junior Candidates, which will be published in September 2026.
Bocconi University invites applications for two tenure-track positions at the Assistant Professor level in the Department of Economics, starting in Fall 2027.
Founded in 1986, St. Charles Community College (SCC) has a reputation as one of the best two-year colleges in the state of Missouri. SCC's service area includes a six-county region with a population exceeding 540,000. SCC's main campus, located in Cottleville, has won architectural awards for its innovative, contemporary design. The college's Dardenne Creek Campus features the Center for Healthy Living and the Field to Table Institute. Opening Fall 2025, the Innovation West Campus located in Wentzville features the Regional Workforce Innovation Center. With a focus on innovation, St. Charles Community College is a leader in delivering high quality education in a state-of-the-art learning environment. The success of SCC is rooted in the mission of serving the community by "focusing on academic excellence, student success, workforce advancement, and life-long learning within a global society." Position Overview SCC invites qualified candidates to apply for our part-time faculty position to teach courses in Principles of Microeconomics, Principles of Macroeconomics, and Survey Economics this upcoming Fall 2026 semester on campus. Part-time appointments made on a semester-by-semester (as needed) basis. Qualifications A Master's degree in Economics is required. Prior teaching experience is preferred. To Apply Please attach cover letter, resume/cv, and copies of your transcripts (unofficial ones are accepted while in the process of application. Later, official ones will be required). St. Charles Community College is an Equal Opportunity Employer. Apply Now * Fields Are Required
St. Charles Community College is seeking qualified candidates for a part-time faculty position to teach Economics courses starting Fall 2026.