Guía docente de Economía Experimental (M56/56/1/11)

• Experimental methods in economics for the study of the collective behavior of agents.
• Decision making on public goods and labor market games.
• Individual preferences and group decisions.
• Social networks (training and influence in group decisions).

Students should attend the course Behavioral Economics.  A minimal knowledge on Microeconomics and Game Theory is also required. Students should be also familiar with basic fundamentals on Statistical Inference at B.A. level.

• Identify relevant problems in research in laboratory and field experiments.
• Gather evidence (literature, empirical, theoretical, etc.) for analysis.
• Modify theories and experiments to solve a new problem.
• Design field experiments to solve a new problem.
• Identify the relevant conclusions

• Unit 1.  Introduction to Experimental Economics
• Unit 2. Altruism and Bargaining.
• Unit 3. Trust.
• Unit 4. Public Goods.
• Unit 5. Labor Market
• Unit 6. Antisocial behavior
• Unit 7. Field Experiments

• Seminars/Workshops
• Presentations

For each topics some scientific papers will be provided to students. This is a sample of them:

• Social Distance and Other-regarding Behavior in Dictator Games (1996), Hoffman, McCabe and Smith.
• Individual and Group Behavior in the Ultimatum Game: Are Groups More “Rational” Players? (1998), Bornstein and Yaniv.
• Let me sleep on it: Delay reduces rejection rates in ultimatum games (2011), Grimm and Mengel.
• Monetary and Nonmonetary Punishment in the Voluntary Contributions Mechanism (2003), Masclet et al.
• How to identify trust and reciprocity (2004), Cox.
• Do women shy away from competition? Do men compete too much? (2007), Niederle and Vesterlund.
• Gift Exchange and workers’ fairness concerns: When equality is unfair  (2010), Abeler et al.
• The hidden advantage of delegation: Pareto improvements in a gift exchange game (2012), Charness et al.
•  Happiness and productivity (2015), Oswald, Proto and Sgroi. 
• Job security and long-term investment: An experimental analysis (2017), Charness et al.
• Pay Enough or Don't Pay at All (2000), Gneezy and Rustichini.
• Unexplored dimensions of discrimination in Europe: homosexuality and physical appearance (2015), Patacchini, Ragusa and Zenou.
• Give more tomorrow: Two field experiments on altruism and intertemporal choice (2011), Breman.

• The Handbook of Experimental Economics, John Kagel and Alvin E. Roth, editors, Princeton University Press, 1995.
• Behavioral Game Theory: Experiments in Strategic Interaction,Colin Camerer, Princeton University Press, April 2003.
• Advances in Behavioral Economics, Colin F. Camerer, George Loewenstein, Matthew Rabin, editors, Princeton University Press, February 2004.

Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

According to the Rules of assessment and grading of the students of the University of Granada (latest modification approved by the Governing Board on 26th October 2016), the assessment of students’ academic performance will reflect public, objective and impartial criteria, and will preferably be continuous and ongoing.

With the purpose of assessing the acquisition of the contents and competencies to develop in the subject, the following assessment procedure will be used, continuous assessment being optional:

• A presentation (ppt, pdf, etc.) of a scientific paper (on a lab experiment).(30%).
• A presentation (ppt, pdf, etc.) of an original treatment based on the lab experiment of the presented scientific paper.(20%).
• A presentation (ppt, pdf, etc.) of an original field experimental design.(25%).
• A short research paper based on that original field experimental design.(25%).

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

• A presentation of an original lab experimental design and the writing of a short research paper based on that original lab experimental design.(50%).
• A presentation of an original field experimental design and the writing of a short research paper based on that original field experimental design.(50%).

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

• A presentation of an original lab experimental design and the writing of a short research paper based on that original lab experimental design.(50%).
• A presentation of an original field experimental design and the writing of a short research paper based on that original field experimental design.(50%).

INCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations.