The seminar framework requires a topical focus, and this semester we concentrate on the interrelated fields of population economics and health economics. The seminar does not aim to be comprehensive; instead, the guiding principle is that students will work on their own empirical project using high-quality, real-world microdata.

In designing this semester's seminar, I have identified data sources that are both interesting and readily accessible in a clean form—in particular:  

• Demographic and Health Surveys (DHS),
• National Health Interview Survey (NHIS), and
• Medical Expenditure Panel Survey (MEPS).

Topics for the seminar are built around these data sources. While there are many other fascinating questions in population and health economics, the absence of suitable publicly available data would make them impractical for this course.

The core idea of the seminar is to let students engage in a substantial empirical project. While I will introduce selected concepts in short lecture-style sessions, their primary purpose is to provide orientation and to help students identify and refine their own research question. Each project should involve defining an original research angle and carrying out data work using one of the available datasets. This format is intended to help students develop essential research skills: formulating a question, studying the relevant institutional background, working with large-scale datasets, and applying the economist's empirical toolkit (primarily descriptive statistics and, in most cases, not formal inference). Students will also receive guidance on topic selection and data handling to ensure projects are both feasible and meaningful. They will learn how to present results in academic and policy contexts, practice writing an academic-style research paper, and communicate findings to a broader audience through a policy brief.

Upon successful completion of the seminar, students will be able to:

• Understand and apply key theoretical frameworks and empirical strategies in population and health economics, with an emphasis on descriptive analysis of large-scale microdata.
• Identify feasible research topics, handle relevant datasets (e.g., DHS, NHIS, MEPS), and make informed methodological choices with guidance and feedback.
• Critically read, interpret, and evaluate empirical research articles, assessing their design, contribution, and limitations.
• Design and carry out an independent empirical research project that builds on existing literature and data availability, resulting in a coherent written report.
• Present and discuss research results effectively in an academic seminar-style format, while practicing constructive feedback and scholarly exchange.
• Translate complex research findings into clear, concise, and actionable insights for policymakers through a policy brief.

Attendance is mandatory (max. 2 absences)

The seminar combines interactive lectures, guided readings, and hands-on empirical work. Students will participate in discussions of theoretical models and research methods, critically engage with selected literature, and receive regular feedback on their projects. They will work individually or in small groups to conduct data-driven research projects, with support sessions on data analysis techniques and software tools (e.g., Stata, R). Throughout the course, emphasis is placed on applied learning, with structured peer feedback, presentations, and draft writing of a policy brief, fostering both analytical and communication skills.

Active participation is essential. Students are expected to complete the assigned readings in advance of each meeting and to attend all sessions (a maximum of two absences is permitted).  

Grades will be based on the following components:

• 30% Final presentation of the empirical project (seminar-style, 25 minutes)  
• 60% Written research paper (empirical project report)  
• 10% Policy brief (short policy-oriented summary of research findings)  

Each student must complete all three components in order to pass the course.

The final grade is determined by the weighted average across components. The grading scale is as follows:

• Unsatisfactory: x < 60%
• Sufficient: 60% <=x < 70%
• Satisfactory: 70% <= x < 80%
• Good: 80% <= x < 90%
• Excellent: 90% < x <= 100%
  
  

Students must have successfully completed, or be concurrently enrolled in, the Field Course: Public Finance and Public Policy. As part of their preparation, they are expected to be familiar with selected chapters of Bhattacharya, Hyde, and Tu (2014), Health Economics. In particular, Chapters 1, 2, 3, 4, 7, and 15 provide the conceptual foundations (motivation, demand for health and health care, socioeconomic disparities, demand for insurance, and the health policy trilemma) on which this seminar builds. These readings serve as background and will not be covered in detail in class.

Students should have prior training in basic econometrics, and preferably applied microeconometrics—in particular familiarity with regression analysis as a tool for descriptive work. Working knowledge of a statistical software package such as Stata or R, including data cleaning and handling of survey data, is also expected. While no prior experience with DHS, NHIS, or MEPS is required, students are expected to take ownership of their project; guidance on topic selection and data handling will be provided.

Please log in with your WU account to use all functionalities of read!t. For off-campus access to our licensed electronic resources, remember to activate your VPN connection connection. In case you encounter any technical problems or have questions regarding read!t, please feel free to contact the library at readinglists@wu.ac.at.

The seminar does not follow a fixed textbook. Instead, I will provide slides that introduce key concepts and include references for further reading. These slides are part of the required material. At the beginning of the course, I will assign a small set of required readings to create common ground for discussion and to help students identify potential research questions.  

Because the seminar emphasizes independent empirical projects rather than comprehensive lecture coverage, the reading load is lighter than in a traditional seminar. Once students have defined their own research question, they are expected to build a personalized reading list by identifying and engaging with relevant literature. I will provide guidance and feedback in this process to ensure that students situate their projects within the broader research frontier.