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  <title>EconStor Collection:</title>
  <link rel="alternate" href="https://hdl.handle.net/10419/167335" />
  <subtitle />
  <id>https://hdl.handle.net/10419/167335</id>
  <updated>2026-04-28T11:40:01Z</updated>
  <dc:date>2026-04-28T11:40:01Z</dc:date>
  <entry>
    <title>Global challenges in the economics of education: Basic skills, natural disasters, and civic engagement</title>
    <link rel="alternate" href="https://hdl.handle.net/10419/313883" />
    <author>
      <name>Gust, Sarah</name>
    </author>
    <id>https://hdl.handle.net/10419/313883</id>
    <updated>2025-04-25T02:25:28Z</updated>
    <published>2025-01-01T00:00:00Z</published>
    <summary type="text">Title: Global challenges in the economics of education: Basic skills, natural disasters, and civic engagement
Authors: Gust, Sarah
Abstract: Sarah Gust führte diese Studie während ihrer Tätigkeit am ifo Institut durch. Die Studie wurde im September 2024 abgeschlossen und als Dissertation an der Volkswirtschaftlichen Fakultät der LMU München angenommen. Sie besteht aus drei eigenständigen empirischen Essays, die mikroökonometrische Methoden anwenden. Die Studie beleuchtet durch die Perspektive der Bildungsökonomik drei zentrale Herausforderungen, mit denen moderne Gesellschaften weltweit konfrontiert sind: die Sicherstellung grundlegender Kompetenzen, das Verständnis der Auswirkungen von Naturkatastrophen und die Förderung des zivilgesellschaftlichen Engagements. Das erste Kapitel bietet eine allgemeine Einführung in die Themen und Methoden der Studie. Kapitel 2 erstellt eine globale Datenbank zum Mangel an grundlegenden Kompetenzen und simuliert die wirtschaftlichen Verluste, die mit dem Nichterreichen universeller Grundkompetenzen einhergehen. Kapitel 3 untersucht die Auswirkungen von Naturkatastrophen auf die schulischen Leistungen von Schülern und analysiert die zugrunde liegenden Mechanismen, wobei sich anhaltend negative Effekte zeigen. Kapitel 4 erforscht den Zusammenhang zwischen politischer Bildung in der Schule und dem zivilgesellschaftlichen Engagement im Erwachsenenalter. Die Analyse zeigt, dass die Einführung von politischer Bildung als eigenständiges Schulfach einen positiven Einfluss auf das zivilgesellschaftliche Engagement hat. Die Ergebnisse zur Wirkung einer erhöhten durchschnittlichen Unterrichtszeit, sind hingegen weniger eindeutig und zeigen im Durchschnitt keine Effekte.</summary>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
  </entry>
  <entry>
    <title>Empirical essays on digital platforms</title>
    <link rel="alternate" href="https://hdl.handle.net/10419/313882" />
    <author>
      <name>El-Komboz, Lena Marie Abou</name>
    </author>
    <id>https://hdl.handle.net/10419/313882</id>
    <updated>2025-04-25T02:25:34Z</updated>
    <published>2025-01-01T00:00:00Z</published>
    <summary type="text">Title: Empirical essays on digital platforms
Authors: El-Komboz, Lena Marie Abou
Abstract: Digital platforms alter almost every industry in the modern economy (De Reuver et al., 2018). For instance, in the media industry, there is an increasing shift from traditional media outlets such as newspapers and television to online newspapers, social media, or platforms such as Netflix or YouTube to watch content (Waldfogel, 2017; Wu and Zhu, 2022). In the software industry, more digital by its nature, it is nowadays the standard to use version control systems such as git, with code stored on online platforms. These platforms emerged and now dominate the supply of online media, for instance, software, music, news, and videos (Waldfogel, 2017; Wu and Zhu, 2022). Three of the top 10 of the global 2000 list by Forbes in 2023 are platform companies, namely Alphabet (Google), Microsoft, and Apple (Cusumano et al., 2019; Bonina et al., 2021; Forbes, 2023). These companies are at the global top concerning sales, profits, assets, and market value, and simultaneously shape our economies. Some firms have started as a digital firm, whereas others have moved their business model in the spirit of the digital transformation towards the online space (Nagle, 2022). For business models with high transaction costs, digital platforms are capable to lead to a reduction of its costs, whilst creating a more flexible and further reaching place for transactions than traditional offline platforms (Sutherland and Jarrahi, 2018).</summary>
    <dc:date>2025-01-01T00:00:00Z</dc:date>
  </entry>
  <entry>
    <title>Improving educational outcomes: Analyses of intervention and public opinion</title>
    <link rel="alternate" href="https://hdl.handle.net/10419/285329" />
    <author>
      <name>Wedel, Katharina</name>
    </author>
    <id>https://hdl.handle.net/10419/285329</id>
    <updated>2024-03-16T02:25:04Z</updated>
    <published>2024-01-01T00:00:00Z</published>
    <summary type="text">Title: Improving educational outcomes: Analyses of intervention and public opinion
Authors: Wedel, Katharina
Abstract: Katharina Wedel prepared this study while she was working at the Center for the Economics of Education at the ifo Institute. The study was completed in September 2023 and accepted as doctoral thesis by the Department of Economics at LMU Munich. It consists of four distinct empirical essays that address various aspects of the economics of education. Chapter 2 sheds light on the interaction of two inputs into the education production function: instruction time and teacher qualifications. The results show that teacher qualifications play a moderating role for the effect of instruction time on student achievement. Chapter 3 examines dropout from a mentoring program designed to help disadvantaged adolescents and analyzes a program agency's cost-benefit trade-offs in the decision to target additional interventions to prevent dropout. Chapter 4 investigates public opinion towards targeted financial support and the role of external circumstances compared to own effort for (educational) success. This chapter shows how information on the differences in academic-track attendance by parental background in Germany increases the perception that external circumstances determine educational success, and private donations to charities but does not affect demand for redistributive education spending. Finally, chapter 5 studies the consequences of technological change on individuals' labor-market expectations and their intentions to participate in further training. Experimental results show that information about the automatability of one's occupation affects labor-market expectations and increases the likelihood to participate in further training and retraining.</summary>
    <dc:date>2024-01-01T00:00:00Z</dc:date>
  </entry>
  <entry>
    <title>Essays in the economics of digital transformation</title>
    <link rel="alternate" href="https://hdl.handle.net/10419/300804" />
    <author>
      <name>Goldbeck, Moritz</name>
    </author>
    <id>https://hdl.handle.net/10419/300804</id>
    <updated>2024-08-09T01:08:19Z</updated>
    <published>2024-01-01T00:00:00Z</published>
    <summary type="text">Title: Essays in the economics of digital transformation
Authors: Goldbeck, Moritz
Abstract: This dissertation consists of four essays in the economics of digital transformation and specifically considers the link between geography and digitalization in the know-ledge economy.</summary>
    <dc:date>2024-01-01T00:00:00Z</dc:date>
  </entry>
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