scholarly journals Estimating labour supply elasticities based on cross-country micro data: A bridge between micro and macro estimates?

2015 ◽  
Vol 127 ◽  
pp. 87-99 ◽  
Author(s):  
Markus Jäntti ◽  
Jukka Pirttilä ◽  
Håkan Selin
Author(s):  
José María Casado ◽  
Miguel Sebastián

This paper estimates the costs of basic income and analyses its incentives to conclude that there is an inverse relationship between them. The more unconditional the basic income is, the less incentive problems will arise, but it will be more costly. We approximate its costs to the case of Spain, both using a macroeconomic approach and one with micro data. The high cost of the universal basic income implementation requires to limit the number of recipients by income or labour status and, therefore, labour supply and human capital incentive problems could be materialized. Implications for inequality are also discussed.


2018 ◽  
Vol 108 ◽  
pp. 323-327 ◽  
Author(s):  
Emanuele Colonnelli ◽  
Joacim Tåg ◽  
Michael Webb ◽  
Stefanie Wolter

We provide stylized facts on the existence and dynamics over time of the large firm wage premium for four countries. We examine matched employer-employee micro-data from Brazil, Germany, Sweden, and the UK, and find that the large firm premium exists in all these countries. However, we uncover substantial differences among them in the evolution of the wage premium over the past several decades. Moreover, we find no clear evidence of common cross-country industry trends. We conclude by discussing potential explanations for this heterogeneity, and proposing some questions for future work in the area.


2006 ◽  
Vol 43 (1) ◽  
pp. 99-115 ◽  
Author(s):  
Jorge A. Restrepo ◽  
Michael Spagat ◽  
Juan F. Vargas
Keyword(s):  

Author(s):  
Marin Ferry ◽  
Marine de Talancé ◽  
Miguel Niño-Zarazúa
Keyword(s):  

2013 ◽  
Vol 5 (3) ◽  
pp. 189-210 ◽  
Author(s):  
Yann Algan ◽  
Pierre Cahuc ◽  
Andrei Shleifer

In cross-country data, teaching practices (such as copying from the board versus working on projects together) are related to various dimensions of social capital. In micro-data from three datasets, teaching practices are also strongly correlated with student beliefs about cooperation across schools within countries. To address omitted variable and reverse causality concerns, we show that, within schools, teaching practices also have an independent and sizeable effect on student beliefs. The evidence supports the idea that progressive education promotes the formation of social capital. (JEL D83, I21, Z13)


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