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Edwin Leuven
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'''Edwin Leuven''' is a [[Dutch]] [[economist]] and Professor of Economics at the [[University of Oslo]].<ref>[http://bit.ly/2FrC9qd Profile of Edwin Leuven at the University of Oslo.]</ref> He is one of the leading European education economists, with a focus on the economics of training.<ref>[http://bit.ly/2FzxstF Leuven ranks 4th among the education economists listed on IDEAS/RePEc at European institutions. Retrieved January 15th, 2019.]</ref>
== Biography==
A native of the [[Netherlands]], Edwin Leuven obtained a [[Master of Arts|M.A.]] in [[econometrics]] and a [[Ph.D.]] in economics from the [[University of Amsterdam]] in 1994 and 2001, respectively. During his studies, Leuven worked as consultant for the [[Organization for Economic Cooperation and Development|OECD]], where he performed research on e.g. the financing of lifelong learning.<ref>Tuijnman, A. et al. (1996). Lifelong Learning: Who Pays?. ''The OECD Observer'', No. 199.</ref> After his Ph.D., Leuven continued working at the University of Amsterdam, first as associate professor (1997-2004) and later as associate professor (2005-08). In 2008, he then took up a full professorship at the [[École Nationale de la Statistique et de l'Administration Économique]] (ENSAE) in [[Paris]] before moving on to the [[University of Oslo]], where he has been Professor of Economics since 2011. Leuven is affiliated with the [[IZA Institute of Labor Economics]], [[Centre for Economic Policy Research|CEPR]] and the Research Department of Statistics Norway and has had affiliations with the [[Tinbergen Institute]] and [[CREST]] in the past. Moreover, he works as (associate) editor for the ''[[Journal of Political Economy]]''<ref>[http://bit.ly/2FtsL5y& Editorial Board of the Journal of Political Economy. Retrieved January 15th, 2019.]</ref> and ''[[Annals of Economics and Statistics]]''<ref>[http://bit.ly/2Fzffwe Editorial Board of the Annals of Economics and Statistics. Retrieved January 15th, 2019.]</ref> and used to (co-)edit the journals ''[[Labour Economics (journal)|Labour Economics]]'' and ''[[Economics of Education Review]]''. Finally, he has been an active member of the European Association of Labour Economists (EALE), serving on its executive committee in 2013-15, and works as an expert in the EU-financed European Network on the Economics of Education.<ref>[http://bit.ly/2FtNR3G CV of Edwin Leuven on his homepage. Retrieved January 15th, 2019.]</ref>
== Research==
Edwin Leuven's research interests include [[econometrics|applied econometric]], especially in relation with [[education]] and the [[labour market]].<ref>[http://bit.ly/2FC0ZmG Homepage of Edwin Leuven. Retrieved January 15th, 2019.]</ref> He ranks among the top 2% of economists listed on [[IDEAS/RePEc]] in terms of research output.<ref>[http://bit.ly/2FtHT2v As of January 2019, Edwin Leuven ranked 948th among 54192 economists listed on IDEAS/RePEc. Retrieved January 15th, 2019.]</ref> In his research, Leuven has been a frequent collaborator of [[Hessel Oosterbeek]], with whom he worked at the University of Amsterdam.
A key topic in Leuven's research is [[workplace training]]. Comparing the demand and supply of training in Canada, Switzerland, the Netherlands and the US, Leuven and Ooosterbeek find that the employer is typically the provider of training and often willing to pay for general training, that international differences in training largely reflect differences in the weights of certain worker and job characteristics, and that the demand for training tends to increase in workers' education and training.<ref>[http://bit.ly/2FDNnr3 Leuven, E.; Oosterbeek, H. (2000). The demand and supply of work-related training: Evidence from four countries. ''Research in Labor Economics''. Emerald Group Publishing Limited. '''18''': 303–330.]</ref> Analysing the impact of legislation enabling Dutch firms to claim a larger share of their expenditures on employees' training if they are aged 40 or older, they find that the training rate of workers just above the age of 40 is 15–20% higher than that of workers just below 40, with the effect mainly reflecting the postponement of earlier training needs and having no significant effect on workers' wages.<ref>[http://bit.ly/2Fwgux4 Leuven, E.; Oosterbeek, H. (2004). Evaluating the effect of tax deductions on training. ''Journal of Labor Economics''. University of Chicago. 22 (2): 461–488.]</ref> However, using an estimation method in which they narrow down the comparison group to workers who wanted private-sector training but were unable to participate because of random events, Oosterbeek and Leuven observe only much smaller, statistically insignificant returns to training.<ref>[http://bit.ly/2FE6zEK Leuven, E.; Oosterbeek, H. (2008). An alternative approach to estimate the wage returns to private-sector training. ''Journal of Applied Econometrics''. 23 (4): 423–434.]</ref> Important surveys by Leuven in this field review the literatures on [[workplace training]] in [[Europe]]<ref>[http://bit.ly/2FsG8Tw Bassanini, A. et al. (2005). Workplace training in Europe. ''IZA Discussion Papers'', No. 1640.]</ref> and the economics of private sector training, the latter with a focus on strategic interaction between employers and employees and market impefections.<ref>[http://bit.ly/2FBdL4w Leuven, E. (2005). The economics of private sector training: a survey of the literature. ''Journal of Economic Surveys'', 19(1), pp. 91-111.]</ref>
Another field of research for Leuven have been the determinants of student achievement. Together with [[Mikael Lindahl]], [[Hessel Oosterbeek]] and [[Dinand Webbink]], he finds that extra funding for personnel or computers and software targeted at primary schools with large populations of disadvantaged students significantly decrease student achievement, with extra funding for IT being particularly detrimental for girls.<ref>[http://bit.ly/2FsIWQi Leuven, E.; Lindahl, Mikael; Oosterbeek, Hessel; Webbink, Dinand (2007). The effect of extra funding for disadvantaged pupils on achievement. ''Review of Economics and Statistics''. MIT Press. 89 (4): 721–736.]</ref> In another study, Leuven, Oosterbeek and Bas van der Klaauw investigate the effect of financial rewards on student achievement, finding that the offer of financial rewards for Dutch university freshmen who pass all required first-year subjects increases only the achievement of high-ability students while decreasing that of low-ability students, with the effects worsening over time, possibly due to the erosion of intrinsic motivation by the extrinsic reward.<ref>[http://bit.ly/2FBuxAD Leuven, E.; Oosterbeek, H.; Van der Klaauw, B. (2010). The effect of financial rewards on students' achievement: Evidence from a randomized experiment. ''Journal of the European Economic Association. European Economic Association''. 8 (6): 1243–1265.]</ref>
Finally, Leuven has also conducted on wage differentials and overeducation. With regard to wage differentials, in addition to Leuven & Oosterbeek (2008), he observes in work with Oosterbeek and Hans van Ophem, that about one third of the variation in wage differentials between skill groups in developed economies are explained by differences in the net supply of skill groups, with relative demand and supply supply being a particularly strong determinant of relative wages of low-skilled workers<ref>[http://bit.ly/2FtndI4 Leuven, E.; Oosterbeek, H.; Van Ophem, H. (2004). "Explaining international differences in male skill wage differentials by differences in demand and supply of skill". Economic Journal. 114 (495): 466–486].</ref> In another study (with Lars Kirkeboen and Magne Mogstad), Leuven examines the wage differentials of different types of postsecondary education, including the field and institution of study, in [[Norway]], and finds that different fields of study have substantially different labour market payoffs, even when institutions and peer quality are controlled for, that attending a more selective institution within a given field doesn't improve earnings by much, and that individuals' selection of fields suggest that they choose fields in which they have comparative advantages.<ref>[http://bit.ly/2FzzWrS Kirkeboen, L.J., Leuven, E., Mogstad, M. (2016). Field of study, earnings, and self-selection. ''Quarterly Journal of Economics'', 131(3), pp. 1057-1111.]</ref> With regard to overeducation, Leuven's research is reviewed in his and Oosterbeek's synthesis of those economic literatures in the ''Handbook of the Economics of Education''.<ref>Leuven, E.; Oosterbeek, H. (2011). Overeducation and mismatch in the labor market. In: Hanushek, E.A.; Machin, S.; Wößmann, L. (eds.). ''Handbook of the Economics of Education''. Amsterdam: Elsevier.</ref>
== References ==
== External links==
* [http://bit.ly/2FC0ZmG Homepage of Edwin Leuven]
[[Category:Education economists]]
[[Category:Dutch economists]]
[[Category:Labour economists]]
[[Category:University of Amsterdam alumni]]
[[Category:University of Oslo faculty]]
[[Category:Living people]]
== Biography==
A native of the [[Netherlands]], Edwin Leuven obtained a [[Master of Arts|M.A.]] in [[econometrics]] and a [[Ph.D.]] in economics from the [[University of Amsterdam]] in 1994 and 2001, respectively. During his studies, Leuven worked as consultant for the [[Organization for Economic Cooperation and Development|OECD]], where he performed research on e.g. the financing of lifelong learning.<ref>Tuijnman, A. et al. (1996). Lifelong Learning: Who Pays?. ''The OECD Observer'', No. 199.</ref> After his Ph.D., Leuven continued working at the University of Amsterdam, first as associate professor (1997-2004) and later as associate professor (2005-08). In 2008, he then took up a full professorship at the [[École Nationale de la Statistique et de l'Administration Économique]] (ENSAE) in [[Paris]] before moving on to the [[University of Oslo]], where he has been Professor of Economics since 2011. Leuven is affiliated with the [[IZA Institute of Labor Economics]], [[Centre for Economic Policy Research|CEPR]] and the Research Department of Statistics Norway and has had affiliations with the [[Tinbergen Institute]] and [[CREST]] in the past. Moreover, he works as (associate) editor for the ''[[Journal of Political Economy]]''<ref>[http://bit.ly/2FtsL5y& Editorial Board of the Journal of Political Economy. Retrieved January 15th, 2019.]</ref> and ''[[Annals of Economics and Statistics]]''<ref>[http://bit.ly/2Fzffwe Editorial Board of the Annals of Economics and Statistics. Retrieved January 15th, 2019.]</ref> and used to (co-)edit the journals ''[[Labour Economics (journal)|Labour Economics]]'' and ''[[Economics of Education Review]]''. Finally, he has been an active member of the European Association of Labour Economists (EALE), serving on its executive committee in 2013-15, and works as an expert in the EU-financed European Network on the Economics of Education.<ref>[http://bit.ly/2FtNR3G CV of Edwin Leuven on his homepage. Retrieved January 15th, 2019.]</ref>
== Research==
Edwin Leuven's research interests include [[econometrics|applied econometric]], especially in relation with [[education]] and the [[labour market]].<ref>[http://bit.ly/2FC0ZmG Homepage of Edwin Leuven. Retrieved January 15th, 2019.]</ref> He ranks among the top 2% of economists listed on [[IDEAS/RePEc]] in terms of research output.<ref>[http://bit.ly/2FtHT2v As of January 2019, Edwin Leuven ranked 948th among 54192 economists listed on IDEAS/RePEc. Retrieved January 15th, 2019.]</ref> In his research, Leuven has been a frequent collaborator of [[Hessel Oosterbeek]], with whom he worked at the University of Amsterdam.
A key topic in Leuven's research is [[workplace training]]. Comparing the demand and supply of training in Canada, Switzerland, the Netherlands and the US, Leuven and Ooosterbeek find that the employer is typically the provider of training and often willing to pay for general training, that international differences in training largely reflect differences in the weights of certain worker and job characteristics, and that the demand for training tends to increase in workers' education and training.<ref>[http://bit.ly/2FDNnr3 Leuven, E.; Oosterbeek, H. (2000). The demand and supply of work-related training: Evidence from four countries. ''Research in Labor Economics''. Emerald Group Publishing Limited. '''18''': 303–330.]</ref> Analysing the impact of legislation enabling Dutch firms to claim a larger share of their expenditures on employees' training if they are aged 40 or older, they find that the training rate of workers just above the age of 40 is 15–20% higher than that of workers just below 40, with the effect mainly reflecting the postponement of earlier training needs and having no significant effect on workers' wages.<ref>[http://bit.ly/2Fwgux4 Leuven, E.; Oosterbeek, H. (2004). Evaluating the effect of tax deductions on training. ''Journal of Labor Economics''. University of Chicago. 22 (2): 461–488.]</ref> However, using an estimation method in which they narrow down the comparison group to workers who wanted private-sector training but were unable to participate because of random events, Oosterbeek and Leuven observe only much smaller, statistically insignificant returns to training.<ref>[http://bit.ly/2FE6zEK Leuven, E.; Oosterbeek, H. (2008). An alternative approach to estimate the wage returns to private-sector training. ''Journal of Applied Econometrics''. 23 (4): 423–434.]</ref> Important surveys by Leuven in this field review the literatures on [[workplace training]] in [[Europe]]<ref>[http://bit.ly/2FsG8Tw Bassanini, A. et al. (2005). Workplace training in Europe. ''IZA Discussion Papers'', No. 1640.]</ref> and the economics of private sector training, the latter with a focus on strategic interaction between employers and employees and market impefections.<ref>[http://bit.ly/2FBdL4w Leuven, E. (2005). The economics of private sector training: a survey of the literature. ''Journal of Economic Surveys'', 19(1), pp. 91-111.]</ref>
Another field of research for Leuven have been the determinants of student achievement. Together with [[Mikael Lindahl]], [[Hessel Oosterbeek]] and [[Dinand Webbink]], he finds that extra funding for personnel or computers and software targeted at primary schools with large populations of disadvantaged students significantly decrease student achievement, with extra funding for IT being particularly detrimental for girls.<ref>[http://bit.ly/2FsIWQi Leuven, E.; Lindahl, Mikael; Oosterbeek, Hessel; Webbink, Dinand (2007). The effect of extra funding for disadvantaged pupils on achievement. ''Review of Economics and Statistics''. MIT Press. 89 (4): 721–736.]</ref> In another study, Leuven, Oosterbeek and Bas van der Klaauw investigate the effect of financial rewards on student achievement, finding that the offer of financial rewards for Dutch university freshmen who pass all required first-year subjects increases only the achievement of high-ability students while decreasing that of low-ability students, with the effects worsening over time, possibly due to the erosion of intrinsic motivation by the extrinsic reward.<ref>[http://bit.ly/2FBuxAD Leuven, E.; Oosterbeek, H.; Van der Klaauw, B. (2010). The effect of financial rewards on students' achievement: Evidence from a randomized experiment. ''Journal of the European Economic Association. European Economic Association''. 8 (6): 1243–1265.]</ref>
Finally, Leuven has also conducted on wage differentials and overeducation. With regard to wage differentials, in addition to Leuven & Oosterbeek (2008), he observes in work with Oosterbeek and Hans van Ophem, that about one third of the variation in wage differentials between skill groups in developed economies are explained by differences in the net supply of skill groups, with relative demand and supply supply being a particularly strong determinant of relative wages of low-skilled workers<ref>[http://bit.ly/2FtndI4 Leuven, E.; Oosterbeek, H.; Van Ophem, H. (2004). "Explaining international differences in male skill wage differentials by differences in demand and supply of skill". Economic Journal. 114 (495): 466–486].</ref> In another study (with Lars Kirkeboen and Magne Mogstad), Leuven examines the wage differentials of different types of postsecondary education, including the field and institution of study, in [[Norway]], and finds that different fields of study have substantially different labour market payoffs, even when institutions and peer quality are controlled for, that attending a more selective institution within a given field doesn't improve earnings by much, and that individuals' selection of fields suggest that they choose fields in which they have comparative advantages.<ref>[http://bit.ly/2FzzWrS Kirkeboen, L.J., Leuven, E., Mogstad, M. (2016). Field of study, earnings, and self-selection. ''Quarterly Journal of Economics'', 131(3), pp. 1057-1111.]</ref> With regard to overeducation, Leuven's research is reviewed in his and Oosterbeek's synthesis of those economic literatures in the ''Handbook of the Economics of Education''.<ref>Leuven, E.; Oosterbeek, H. (2011). Overeducation and mismatch in the labor market. In: Hanushek, E.A.; Machin, S.; Wößmann, L. (eds.). ''Handbook of the Economics of Education''. Amsterdam: Elsevier.</ref>
== References ==
== External links==
* [http://bit.ly/2FC0ZmG Homepage of Edwin Leuven]
[[Category:Education economists]]
[[Category:Dutch economists]]
[[Category:Labour economists]]
[[Category:University of Amsterdam alumni]]
[[Category:University of Oslo faculty]]
[[Category:Living people]]
January 15, 2019 at 09:56PM
