Institution: Luxembourg Institute of Socio-Economic Research (LISER, CEPS/INSTEAD)
Primary Field: Development (weighted toward more recent publications)
Scores use coauthorship adjustment: α/n credit per paper, where n = number of authors. α = 2.02: calibrated so average adjusted count equals average raw count (a zero-sum adjustment).
| Period | S (4x) | A (2x) | B (1x) | C (½x) | Total | Percentile |
|---|---|---|---|---|---|---|
| Last 5 Years | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | - |
| Last 10 Years | 0.00 | 1.01 | 2.19 | 0.50 | 3.70 | 62% |
| All Time | 0.00 | 1.01 | 2.19 | 0.50 | 3.70 | 77% |
| Year | Article | Journal | Tier | Authors |
|---|---|---|---|---|
| 2020 | The Importance of Cognitive Domains and the Returns to Schooling in South Africa: Evidence from Two Labor Surveys | Labour Economics | B | 3 |
| 2020 | Do public program benefits crowd out private transfers in developing countries? A critical review of recent evidence | World Development | B | 2 |
| 2020 | One Step at a Time: Does Gradualism Build Coordination? | Management Science | B | 4 |
| 2019 | Vocational training programs and youth labor market outcomes: Evidence from Nepal | Journal of Development Economics | A | 4 |
| 2018 | What factors drive individual misperceptions of the returns to schooling in Tanzania? Some lessons for education policy | Applied Economics | C | 2 |