Economics - Research Publications

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    Discrete hours labour supply modelling: Specification, estimation and simulation
    CREEDY, J ; KALB, GR (John Wiley & Sons, 2005)
    The assumption behind discrete hours labour supply modelling is that utility-maximising individuals choose from a relatively small number of hours levels, rather than being able to vary hours worked continuously. Such models are becoming widely used in view of their substantial advantages, compared with a continuous hours approach, when estimating and their role in tax policy microsimulation. This paper provides an introduction to the basic analytics of discrete hours labour supply modelling. Special attention is given to model specification, maximum likelihood estimation and microsimulation of tax reforms. The analysis is at each stage illustrated by the use of numerical examples. At the end, an empirical example of a hypothetical policy change to the social security system is given to illustrate the role of discrete hours microsimulation in the analysis of tax and transfer policy changes.
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    Analysis of treatment response data from eligibility designs
    Chib, S ; Jacobi, L (ELSEVIER SCIENCE SA, 2008-06)
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    Modelling the composition of government expenditure in democracies
    Creedy, J ; Moslehi, S (ELSEVIER SCIENCE INC, 2009-03)
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    Some stability results for Markovian economic semigroups
    MIRMAN, LM ; REFFETT, KR ; STACHURSKI, J (Blackwell, 2005)
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    New and robust drift approximations for the LIBOR market model
    Joshi, M ; Stacey, A (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2008)
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    Systematic influences on teaching evaluations: The case for caution
    Davies, M ; Hirschberg, J ; Lye, J ; Johnston, C ; Mcdonald, I (WILEY, 2007-03)
    In this paper, we examine eight years of Quality of Teaching (QOT) responses from an Economics Department in an Australian University. This is done to determine what factors, besides the instructor, have an impact on the raw average student evaluation scores. Most of the previous research on student ratings has been conducted in the US. One significant difference between US and Australian tertiary education is that, on average, the number of foreign undergraduate students in Australia is ten times the number in US institutions. We find that cultural background significantly affects student evaluations. Other factors that have an influence on the average QOT score include: year level; enrolment size; the quantitative nature of the subject; the gender of the student; fee‐paying status by gender; course of study; the differences between the course mark and previous marks; the quality of workbooks; the quality of textbooks; and the QOT score relative to those in other subjects taught at the same time. In addition, average QOT scores for instructors who have taught in a mix of subjects are similar to those based on scores adjusted to account for subject and student characteristics.