The Department Macro, International and Labour Economics has an international reputation for excellent teaching and research. Our department members are specialists in the fields of Macroeconomics, Monetary Economics, Labour Economics, Education, International Economics, Innovation and Growth, and Economic Policy.
Fields: Macroeconomics, Labour Economics, International Economics, Education Economics
Section head: Clemens Kool
Secretaries: Fleur Roemers, Silvana de Sanctis, Marion Muitjens
Management: Sylvia Beenen
Secretarial office MILE:
Phone: +31 43 38-83821
Fax: +31 43 38-82000
Department of Economics
6200 MD Maastricht
Bart Golsteyn has been interviewed by HCEO, University of Chicago.
Please see the link below for the 3 questions interview:
A large consortium of Dutch partners, under the lead of Radboud University Nijmegen, and including Trudie Schils and Djoerd de Graaf as participants, has received a grant from NRO for a large research project. The goal of the project is to enhance knowledge about improving education for gifted children by measuring the impact of educational interventions. Research questions concern a) the working mechanisms of interventions, b) the conditions under which these mechanisms work, and c) the extent to which the interventions have a positive effect on outcome variables (student development, educational services, knowledge, and collaboration). The project runs for 4,5 years, starting in September 2020. Trudie will act as an advisor during the research and will work on the final report bringing all results together.
Trudie Schils will be appointed as full professor at the chair “The Economics of Education” in our department as of June 1. This chair aims to investigate current questions in the domain of education by using economic theory and empirical research methods as a starting point, complemented with insights from multidisciplinary cooperation and by actively collaborating with educational policymakers and practitioners. The main research area of the chair is to study the relation between cognitive ability, social-emotional skills and outcomes in education and at the labour market. Education is one of the key factors that can explain economic growth and is a central element in the literature on skill-biased technological change. A better understanding of the relations between skill development in schools and several outcomes on the individual and aggregate level can add to the explanation of observed country differences in macroeconomic outcomes. Some of the questions in this area are: What is the predictive power of cognitive ability and social-emotional skills for various outcomes? How can cognitive ability and social-emotional skills be measured in education? Which (undesired) inequalities do we observe in the development of both types of skills, or in their relation with relevant outcomes at the individual and aggregate level?
The full-time chair will be partially endowed (0.2 fte) by Stichting Solberg-Verlinden, facilitated by University Fund Limburg (SWOL). The endowed part focuses on the above questions in relation to the transition from primary to secondary education. As of the second half of primary school, children enter a new learning phase, where they develop new skills – including social-emotional skills such as planning, communication, creative thinking, being able to work independently-, and where they transit to secondary school. This involves the choice of an educational track that fits the students’ talents and needs. Instruments are needed as a basis for this tracking decision, including teacher recommendations. The chair holder will actively contribute to the development of assessment instruments that teachers can use in practice to support their tracking recommendation in the transition from primary to secondary education.
Link to UM profile page: maastrichtuniversity.nl/t.schils
Link to personal website: trudieschils.nl