Course Catalogue

The research seminar consists of three parts.
First, students participate in the (external) INEQ -Economics of Inequality research seminars, a series of presentations and discussions on (mostly) empirical research on the causes and consequences of (socio-)economic inequalities and their measurement, from both micro and macro perspectives. Confirmed speakers for the winter term 2024 include:
• Dita Eckhert (Warwick)
• Paul Hufe (University of Bristol)
• Lindsey Macmillan (UCL)
• Mathilde Munoz (UC Berkley)
• Anna Stansbury (MIT)
• Jan Stuhler (UC3M)
• Max Thaning (Stockholm University)
Second, it involves participation in the INEQ reading group, where we discuss important papers on the causes and consequences of (socio-)economic inequalities and their measurement. Students have to read these papers (one paper per session) beforehand. There will be three to four reading group sessions during the semester. Third, students present their own ongoing research and discuss it with their peers and the seminar convenors. Students are also invited to present research at very early stages or a research proposal. Depending on the number of students attending the course, there will be three to four sessions of this type.

Learning outcomes
By the end of the seminar, students will have a sound understanding of current lines of research on the (socio-)economics of inequality, and in particular social mobility. Furthermore, by attending the seminars and by presenting their own work, they have learned how to give an academic talk. As students will participate in a reading group, they learn how to lead and participate in academic discussions. In general, students will have improved their theoretical and empirical background relevant to research on the (socio-)economics of inequality.

We expect students to attend at least 80% of the sessions.

As the course consists of three parts, we combine different modes of teaching and learning.
First, students attend the research seminar Economics of Inequality of the INEQ institute, where they learn about state-of-the art research in empirical inequality research, labor economics, and public economics. They are invited to participate in the discussion following the presentation.
Second, the INEQ reading group series requires each student to read selected papers (in depth). Some of the students are required to prepare a short discussion of the key paper and closely connected literature (those not presenting their own work in part three). We expect all students to actively participate in the discussion. Third, some of the students (who have not prepared a discussion in the reading group series) present their own research related to the causes and consequences of inequalities (broadly defined). Their fellow students act as peers and discuss these presentations.

Active participation during the course (including active participation in the discussions): 50%
Participation as a discussant in one of the reading group session OR presentation of one's own research related to the topics of the seminar (empirical inequality research, broadly defined): 50%