Thesis (M.S.)--Cornell University, August, 2009. / Includes bibliographical references (leaves 62-71).

Thesis (doctoral)--Göteborgs universitet, 2003. / Extra t.p. with thesis statement inserted. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Sociology, August 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Dept. of Economics, March 2000. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--Harvard University, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 1995. / Vita. Includes bibliographical references (leaves 162-171).

Thesis (Ph. D.)--University of Chicago, Dept of Economics, June 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (MS)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Robert K. Fleck. Includes bibliographical references (leaves 38-39).

My research focuses on the integration of behavioral economics into well understood general equilibrium macroeconomic models populated by overlapping generations of heterogeneous agents. Specifically, I analyze the implications of populating model economies with present-biased agents who are finitely lived, subject to idiosyncratic labor income shocks, and heterogeneous in both exponential and present-biased discount factors. My primary goal is characterizing the contribution of behavioral biases towards resolving several issues in the literature pertaining to human capital investment and aggregate wealth inequality. Further, the inclusion of present bias in carefully calibrated model economies allows me to rationalize empirical differences in consumption, wealth, and education that arise between observationally similar households that models of homogeneous, exponential discounters are unable to match.

This study explores the complex factors that contribute to low youth education attendance in Malawi. While current education and youth policy is framed in terms of providing access to quality education for all Malawians, this has proved challenging to implement in practice. A qualitative approach involving a range of stakeholders was adopted. 341 respondents participated in one–to-one and group interviews and provided in-depth insights into the issues affecting educational attendance. Data was thematically coded using NVivo and network analysis was used to determine the complexity of the interrelationships of the factors undermining youth attendance. Human capital theory (HCT) underpins the design of the study and the analysis of the data collected; however, HCT alone was insufficient to account for patterns in the data and therefore post-colonial, women's empowerment, motivation, decentralization, corruption and media development theories were used to complement and extend HCT in the analysis undertaken. Furthermore, while, in HCT, education and training are considered strategies for empowering people to make informed choices, enter employment and contribute to personal and national development, a central concern of the Malawian education system is the preparation of young people, and particularly young women, to undertake traditional roles. This study demonstrates that youth, especially young women in rural settings, face many challenges to their remaining in education and achieving employment outcomes beyond traditional expectations. This also limits the potential for wider-ranging social changes and economic development. Examples provided illustrate how sector-wide patterns of educational resourcing and provision, organisational issues, teacher and learner attitudes, and cultural practices interact. Policy formation and evaluation in Malawi are driven by external funder priorities and political expediency rather than being evidence-based. This study, contrastingly, offers an empirical basis for policy formation and decision-making vis-a-vis youth education, and proposes a strategic plan to improve levels of education attendance.