Novedades

trust

Seminario 22/14. Paul De Grauwe (London School of Economics and Political Sciences) – Trust and monetary policy

El eminente economista Paul De Grauwe, en la víspera del día de la ceremonia en la que tendrá lugar su investidura como Doctor Honoris Causa de la Universidad de Murcia, impartirá un seminario/conferencia dirigido a los estudiantes del programa de doctorado DEcIDE y, en general, a todos los estudiantes y profesores de la Facultad de…

bargaining

Seminario 22/13: Marc Escrihuela (Universidad de las Islas Baleares). On the role of bargaining power in Nash-in-Nash bargaining: when more may be less

In many economically relevant situations, the outcome of a negotiation determines not only how the two parties share the surplus generated by their interaction (share effect), but also the aggregate surplus (size effect). We show that, in multilateral negotiations modeled using the Nash-in-Nash solution, the equilibrium payoff of a party may be decreasing in her…

tesis_ruben2

Defensa de Tesis Doctoral «Análisis de métodos de estimación de tablas input-ouptut regionales: una aplicación al caso de la Región de Murcia»

El lunes 26 de septiembre tendrá lugar el acto de defensa de la tesis doctoral elaborada por Rubén Martínez Alpañez, bajo la dirección de los doctores José Daniel Buendía y Mª del Mar Sánchez de la Vega con el título «Análisis de métodos de estimación de Tablas Input-Output regionales: una aplicación al caso de la…

school

Seminario 22/12. Darragh Flannery (University of Limerick)- School socio-economic context and student achievement in Ireland: An unconditional quantile regression analysis using PISA 2018 data

The existence of a ‘multiplier’, ‘compositional’ or ‘social context effect’ is debated extensively in the literature on school effectiveness. Some researchers have posited that the relationship between social context and achievement is mediated by school, teacher or classroom factors, such as teacher expectations, quality of instruction, or adequacy of school resources. In this context, this…