Calendrier du 10 novembre 2016
TOM (Théorie, Organisation et Marchés) Lunch Seminar
Du 10/11/2016 de 13:00 à 14:00
Campus jourdan, Bâtiment G, Rez de chaussée, Salle F (réunion)
SALAMANCA Andrés (PSE)
The value of mediated communication
Abstract: Kamenica and Gentzkow (2011) consider a model in which a sender chooses a public communication
device for signaling his information to an uninformed receiver, who then takes an
action that aects the welfare of both individuals. In their model, the sender is fully committed
to truthfully communicate the signal to the receiver, so that they abstract from incentive compatibility
issues. By considering mediated communication, we provide an analytical framework
overcoming this overly restrictive assumption. Specically, we are able to characterize incentive
constraints by a set of linear inequalities, which allows to formulate the sender's problem as
a linear programming problem. As a result, we can use an alternative geometric approach based
on duality theory to transform the sender's problem into a simplied problem without incentive
constraints that can be solved using concavication
brown bag Travail et Économie Publique
Du 10/11/2016 de 12:30 à 13:30
Campus jourdan, Bâtiment G, Rez de chaussée, Salle 10
HILLION Mélina (Paris School of Economics)
The effect of a mandatory master's degree on teacher supply, ability and diversity : evidence from a French reform
Does a higher educational requirement always help to recruit more and better applicants? Many European countries have recently increased the diploma required to become a teacher, but does it contribute to “the attractiveness and excellence” of the profession as suggested by the European Commission?
I exploit the 2011 reform that introduced a mandatory masters’ degree (instead of a bachelor degree) to teach in primary schools in France to estimate the effect of a diploma increase on teacher supply, ability and diversity. I find that the reform substantially decreased the number of candidates, significantly decreased the ability of teachers and reduced the share of men among applicants and recruited teachers. The results suggest that increasing the level of education can sometimes have counterproductive effects, especially in the context of a strong labor demand.