Complex Job Tasks Improve Problem Solving Skills

By Gita Smith

Job task complexity plays a central role in the development of problem-solving skills by workers, according to research by Haizheng Li, a faculty member of Georgia Tech’s School of Economics. Along with co-author Qinyi Liu at University of International Business and Economics, Beijing. Liu received her PhD in Economics from Georgia Tech in 2018 and Li was her advisor. Li provides new empirical evidence on skill formation via job tasks. The paper focuses on how a worker becomes more productive through learning-by-doing during on-the-job training.

Location Choices of Undocumented Migrants: Does Access to Higher Education Matter

By Gita Smith 

Is access to higher education an important consideration when undocumented migrants choose where they want to live in the United States? Usha Nair-Reichert, Associate Professor of Economics at Georgia Tech explores this question in a study, “Location Choices of Undocumented Migrants: Does Access to Higher Education Matter?”

Multidimensional Economic Deprivation during the Coronavirus Pandemic: Early Evidence from the United States

Many Americans reported economic hardships even early in the COVID-19 pandemic

Almost 25 percent of U.S. respondents experienced two of four types of deprivation, rising to over 37 percent among Hispanic respondents

Significant proportions of U.S. respondents were experiencing economic hardships even early in the COVID-19 pandemic, with Hispanic citizens being particularly affected, according to research by Shatakshee Dhongde at the Georgia Institute of Technology, U.S., publishing in the open-access journal PLOS ONE on December 16, 2020.

The Impact of Family Co-residence and Childcare on Children’s Cognitive Skill

Do young children develop improved cognitive ability (reasoning, learning, remembering, for example) when living in a household with both grandparents and parents? And what role does assigning childcare responsibility (grandmother vs. father, or all adults) play in the ability to learn?

Haizheng Li at Georgia Tech’s School of Economics, and two co-authors, investigated the impact of multigenerational family co-residence and shared childcare responsibility on a child’s cognitive development.

Jonathan Samon

Jonathan Samon graduated with his B.S. in Economics in 2001 and now serves as General Counsel for eProdigy Financial, LLC, which is involved in alternative finance for small businesses. 

Nicholas Pinto

What Georgia Tech and the School of Economics Taught Me:

It taught me how to interpret numbers and data in a way that makes sense. There can be conflicting research in the area of education, but from my economics background, I can analyze the methods researchers used to obtain their results. It helps me make informed decisions about my future practice.

Kaylin Berinhout

Kaylin chose the School of Economics at Georgia Tech because of the program's emphasis on statistical quantitative analysis and its proximity to cutting-edge technology and innovation. She wants to create an economic reform in the fields of the future, specifically in the intersection of the climate crisis, social enterprise, and income inequality, and Georgia Tech's program encourages its students not just to theorize about how to create a better world, but to do the work to make it a reality. 

Sarah Tinsley

Why did you choose Georgia Tech and the School of Economics?  

Georgia Tech is one of the top universities in the nation, and I knew that by attending, I would be surrounding myself with students and professors who would challenge me to learn more, do more, and become more. I was excited to immerse myself in STEM courses, to collaborate on interdisciplinary projects, to have the opportunity to study abroad, to build relationships with people from diverse cultures and backgrounds, and to network and receive mentorship from successful alumni. 

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