Economics and Policy Studies
EBS Knowledge Team
The Economics and Policy Studies (EPS) knowledge team focuses on the economic studies of public policy and institutions, combining research and teaching across key areas of economics.
Focus areas
Education Economics
Research in this area examines how education policies and practices affect learning outcomes, participation, and equity across different levels of education. It evaluates the effectiveness and efficiency of various interventions, with a focus on improving teaching quality, student performance, and transitions within education systems.
Institutional and Development Economics
Research in this area examines how institutions, governance, and incentives shape economic and social outcomes, particularly in developing contexts. It focuses on issues such as corruption, legal systems, and public sector governance, as well as the role of education and institutional reforms in shaping development trajectories.
Market & mechanism design
Built on game theory and behavioural economics, our studies evaluate market-like mechanisms. We work on auctions, school choice, matching design, and similar. Experimental and policy- or business-relevant applied research which helps to solve various allocation problems – who is entitled to certain resources (positions, seats, places, organs, bands, spectrums, adds) – is focused.
Knowledge Team Members
Teaching activities
The Economics and Policy Studies Knowledge Team delivers teaching across bachelor’s, master’s and doctoral studies, providing learners with a strong foundation in economics, policy analysis, quantitative methods and institutional perspectives relevant to contemporary business and societal challenges.
Recently taught courses:
Core Courses:
- Business and economic environment
- Microeconomics
- Macroeconomics
Electives:
- International Economics
- Development Economics
- Behavioural Economics
- Economics beyond business: unexpected applications
- Seminars on current topics in Economics and Finances
Core Courses:
- Managerial Economics
- Data Analysis for Business Consulting (Quantitative Methods)
Electives:
- Behavioural Economics and Critical Marketing
Core Courses:
- Institutional Economics
- Economics of Pricing and Allocation
Publications
Recent publications within the Economics & Policy Studies Knowledge Team.
- Prabakaran, N., & Ashyrov, G. (2026). Remote sensing the lie: Corruption and economic data distortion. Economic Systems, 101392. https://doi.org/10.1016/j.ecosys.2026.101392
- Andriani, L., Zixuan, F. & Ashyrov, G. Social trust and firms innovation in Chinese provinces. Eurasian Bus Rev 16, 221–253 (2026). https://doi.org/10.1007/s40821-025-00328-4
- Ferraro, S., Põder, K., Lauri, T. )2026). Inclusive education and parental choice: How student characteristics affect school efficiency. Socio-Economic Planning Sciences, Vol. 103, 102337. https://doi.org/10.1016/j.seps.2025.102337.
- Ashyrov, G., Gavoille, N., Haukås, K., Holmen, R. B., & Masso, J. (2025). Foreign ownership and productivity: a comparative study of Estonia, Latvia and Norway. Eastern European Economics, 1-36. https://doi.org/10.1080/00128775.2025.2488852
- Andriani, Luca; Ashyrov, Gaygysyz; Douarin, Elodie (2025). Cultural Aspects of Tax Preferences in Transition Economies. Kyklos, 78 (2), 466−492. DOI: 10.1111/kykl.12427
- Andriani, L., Ashyrov, G. (2025). Life satisfaction and tax preferences in transition economies. Economic Systems, 49 (3), ARTN 101287. DOI: 10.1016/j.ecosys.2024.101287
- Kalalahti, M., Põder, K., Lauri, T., Hemilä, P., & Skučienė, D. (2026). The student support system in mediating work-related dropout: a comparative analysis of four worlds of student funding. Studies in Higher Education, 51(3), 609-632. DOI: 10.1080/03075079.2025.2482839
Ivanov, D., & Ashyrov, G. (2024). Wealth inequality and mega events. European Journal of Political Economy, 85, 102615. https://doi.org/10.1016/j.ejpoleco.2024.102615
Ashyrov, G., & Tasane, H. (2024). The roles of foreign and domestic ownership in the corruption–firm innovation nexus. Bulletin of Economic Research, 76(1), 167-202. https://doi.org/10.1111/boer.12419
Pesor, R., & Põder, K. (2024). Evaluation of Active Labor Market Policy Reform: Employment Outcomes of Vocational Rehabilitation Services. Journal of Occupational Rehabilitation, 34(1), 116-127. https://doi.org/10.1007/s10926-023-10102-w
Ashyrov, G., & Ivanov, D. (2024). Mega‐events and human rights violations: Empirical evidence from the long‐term perspective. Scottish Journal of Political Economy, 71(2), 175-196. https://doi.org/10.1111/sjpe.12362
Masso, P., Jaakson, K., & Poder, K. (2024). Is it time to rethink benefit packages? Perks associated with the intention to leave in different age groups during COVID-19. Personnel Review, 53(6), 1479-1505. https://doi.org/10.1108/PR-12-2022-0892
Cannistrà, M., De Beckker, K., Agasisti, T., Amagir, A., Põder, K., Vartiak, L., & De Witte, K. (2024). The impact of an online game-based financial education course: Multi-country experimental evidence. Journal of Comparative Economics, 52(4), 825-847. https://doi.org/10.1016/j.jce.2024.08.001
Van Raaij, W. F., Riitsalu, L., & Poder, K. (2023). Direct and indirect effects of self-control and future time perspective on financial well-being. Journal of Economic Psychology, 99, 102667. https://doi.org/10.1016/j.joep.2023.102667
Projects
Ongoing projects:
SOCIAL
This project is about doctoral networks programme on the “sociology of authoritarian law” involving 17 doctoral candidates, each completing a PhD at one of the 14 leading universities in Europe and Canada that are part of the SOCIAL consortium. (Running period: 01.01.2026 - 31.12.2029).
POLCA
The Political Economy of Legal and Governance Reform in Non-Western Societies: Insights from Central Asia. It is a 4-year research and training project funded by the European Commission’s HORIZON Europe MSCA-SE Programme. POLCA is a research and staff exchange programme intended to contribute to global and national efforts in understanding the challenges of promoting good governance and the rule of law in non-Western societies. The project is implemented by 10 leading universities and 20 partners. (Running period: 01.01.2026 - 31.12.2029).
BRIDGE
The BRIDGE project aims to improve participation and completion rates in upper secondary and tertiary education in Europe by identifying policies and practices that support better educational choices and smoother transitions into the labour market. It enhances the evidence base on effective programs across education levels, while also examining the long-term impact of the COVID-19 crisis and the role of international student mobility. Using unique cross-country datasets, BRIDGE provides insights into both cognitive and non-cognitive aspects of educational transitions, enabling the identification of broader patterns and mechanisms. (Running period: 01.01.2025 - 31.12.2029).
EffecTive
The main aim of this project is to identify and understand the conditions under which teachers’ pedagogical digital competence (PDC) can be improved, with a focus on both effectiveness and cost-efficiency. EffecTive evaluates the impact of teaching methods on teacher PDC across five countries, as well as the cost-effectiveness of 19 training interventions in terms of their impact on teachers’ PDC and student learning outcomes. Heterogeneous outcomes – whether there is difference by self-regulated learning skills or socio-economic background is studied. (Running period: 01.12.2023 - 01.12.2026 (extended to 1.04.2026))
MOCCA
Multilevel Orders of Corruption in Central Asia” is a 4-year research and training project funded by the European Commission’s HORIZON-MSCA-2021-SE-01-01 – MSCA Staff Exchanges 2021 programme. (Running Period: 01.01.2023- 31.12.2026).
Past Projects:
In recent years, growing concerns over declining academic outcomes, particularly among top-performing students, have intensified the need for education policies that promote excellence alongside equity. This report provides a systematic literature review of experimental and quasi-experimental evidence to identify effective, efficient, and equitable policies and practices that foster excellence in basic skills, especially among high-achieving students aged 6 to 15 in mathematics, reading, and science. (Running period: 01.03.2025 - 01.11.2025) Project report: Effective measures to promote excellence in basic skills
Põhikooli järgsete koolikohtade jaotamise tsentraalne mehhanism (Central Mechanism for the Allocation of School Places after Lower-Secondary Education". PJKOHAD is a joint research project by the Ministry of Education and Research and EBS that prepares for a centralized upper secondary school admissions system. It designs a central matching platform that collects students’ school preferences and schools’ rankings of applicants based on objective criteria, such as exam results. The system then makes stable and efficient matches between students and schools, sends out offers, supports priority groups when needed, reduces administrative burden for schools, and makes the process clearer and less stressful for students and families. (Running period: 15.04.2024−01.06.2025); Final report: Lõpparuanne: Põhihariduse järgsete koolikohtade jagamise tsentraalne mehhanism ja selle piloteerimine (PJKOHAD)