There are two major hypotheses about the dynamics of unemployment in the literature: (i) natural rate of employment hypothesis, (ii) unemployment hysteresis hypothesis. The natural rate of employment hypothesis (NAIRU) implies a stable relationship between unemployment and business cycles in the long run. This means economic shocks arising in the business cycle creates a temporary imbalance in the unemployment rate. In other words, after an economic shock, the unemployment rate will return to long-term equilibrium level. In contrary to this argument, according to unemployment hysteresis hypothesis, unemployment move away from equilibrium state due to economic shocks and this state continues in the long run. The persistent imbalance means that unemployment have mean-deviation in the long run. As econometric approach, the unemployment series have an unstable trend. If unemployment rate is stable in the long run, the hysteresis effect becomes not valid. That is why the relationship between unemployment rate and business cycle will be the main issue of this study. According to that the hysteresis effect on unemployment rate in OECD countries has been analyzed. In this research the hysteresis effect on unemployment for women and men has also been separately examined. Thus, the research would allow us to distinguish and compare the gender differentiation within the OECD countries. The models have been estimated using yearly unemployment rate data from 1991 to 2014 for OECD countries and obtained from ILO statistics. Within the mentioned context above, Hysteresis effect has been analyzed with Panel Unit Root Tests, which both allowing and not allowing structural breaks. It is expected that the hysteresis effect on unemployment differs in terms of both gender and country level.
This paper studies an ongoing curriculum innovation at the College of Business and Economics at the University of Idaho, with junior level economics and business classes under one common team taught course, the Integrated Business Curriculum (IBC), instead of independent classes. In our study, there were six modules (classes) within IBC. The students were required to form teams, along with several other individual based academic activities. Faculty mentors provided guidance throughout the process. The student's success in IBC, measured as the grade obtained in modules, might be affected by a host of factors such as his/her own academic capacity, proxied by the pre-IBC GPA, the mentor's impact, proxied by his/her experience in the program, and the team impact, controlled by a dummy variable. To determine exactly what causes a student's success is absolutely important since the program continuously seeks to improve in a professional style with academic considerations, which was missing from the relevant literature on IBC. The data were collected from three different modules in 2001 Spring semester. After quite a few diagnostics tests in accordance with the econometrics and with the help of heteroskedasticity consistent estimation method, we searched for the factors affecting the student's success. We also conducted ordered logit/probit analyses as an alternative modeling of the grades for several reasons explained in the study. At the end, we found that the most significant factor in determining the success in IBC was still the student's own academic skills, while mentors did not differ from each other in contributing to the dependent variable. We also provided other relevant statistics and graphs supporting the findings.
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