Ateneo - UPO

The course introduces the main tools of applied economics: a review of probability and inference, simple and multiple linear regression, forecasting, hypothesis testing, and models for binary dependent variables (with particular reference to logit and probit). Activities include applications using STATA and the design of an empirical study, from defining the research question to designing the questionnaire and collecting and analysing the data. The methods are applied to environmental, economic and social issues related to sustainable development.

Carter Hill, R., Griffiths, W.E. and Lim, G.C. (2013), Principi di econometria, Zanichelli, Bologna: Chapter 1, Piccolo manuale di probabilità, Chapters 2, 3, 4, 5 and 16. Slides, exercises, datasets, and supplementary materials are available on the DIR platform. The syllabus and study materials are the same for students following the active learning pathway and those taking the standard examination. Preparation for the written examinations is based in particular on the textbook, slides, and exercises; for activities in the active learning pathway, depending on the assessment, the relevant materials are the scientific articles proposed during the course and the datasets and supplementary materials available on DIR.

The educational activity aims to provide the theoretical knowledge and practical skills needed to understand and apply the main econometric methods covered. In particular, it aims to develop the ability to analyse relationships between variables, formulate and test statistical hypotheses, produce forecasts, and critically interpret results, including through applications to environmental, economic and social data.

There are no formal prerequisites.

The course combines lectures and interactive activities. Lectures are complemented by the solution and discussion of exercises previously completed individually, the discussion and presentation of scientific articles, seminars, group activities devoted to the project work, and STATA laboratory sessions. These activities allow students to apply the methods covered, critically discuss the scientific literature, and develop research design and communication skills. The course carries 6 ECTS credits, comprising 25 hours of teacher-led instruction, 23 hours of interactive teaching, and 102 hours of independent study. Interactive teaching comprises 3 hours devoted to the in-class solution and discussion of exercises previously completed individually, 4 hours of discussion of scientific articles, 4 hours of seminars, 4 hours of project work activities, and 8 hours of STATA laboratory sessions.

Attendance is recommended. Students with disabilities, specific learning disabilities (SLD), or special educational needs (SEN) may request the services and support tools made available by the University by consulting the dedicated page on the institutional website. After contacting the University service, they may agree with the lecturer on appropriate teaching and examination arrangements.

Students may choose either the “active learning pathway” or the “standard examination”. The syllabus and study materials are the same for both pathways. The course is considered passed with a final grade of at least 18/30.

For students who choose the “active learning pathway”, the grade is the average of two assessments, both expressed on a 30-point scale: 1) the grade earned through activities carried out during the course and 2) the grade obtained in a written test during the regular examination session. The grade for activities carried out during the course comprises: three individual exercises (worth up to 5 points each), the individual in-class presentation and discussion of a scientific article (up to 5 points), the completion of a group project, consisting of formulating a research question, designing the related questionnaire, and organising data collection (up to 8 points), and participation in the proposed seminars (up to 2 points). The exercises are assessed on the basis of the accuracy and completeness of the work. The article presentation is assessed considering understanding of the content, the ability to summarise and critically discuss it, and clarity of presentation. For the project work, 6 points concern the quality and coherence of the group work and 2 points the individual ability to explain and justify the choices made. Participation in the seminars is assessed on the basis of attendance and contribution to the discussion. The written test for the active learning pathway lasts one hour and consists of two theoretical questions or exercises, each worth up to 15 points. No minimum thresholds are set for either of the two assessments. The average is rounded up, including for the award of honours.

Students who choose the “standard examination” take a two-hour written test consisting of four theoretical questions or exercises, each worth up to 7.5 points. The average is rounded up, including for the award of honours.

In the written examinations for both pathways, the questions cover the topics addressed in the syllabus, in the form of theoretical questions or exercises, and do not require the use of STATA. The score for each question is awarded on the basis of the accuracy and completeness of the answer or solution: partially correct answers receive a proportionate score, while incorrect or unanswered questions, or answers lacking a relevant approach, receive no points. The written examination grade is the sum of the scores obtained.

The written examinations assess knowledge and understanding of the content, the ability to apply the methods covered, design an empirical study, critically interpret results, and present answers clearly and rigorously. In the active learning pathway, the exercises, article presentation, project work, and seminar participation also assess applied skills, independent judgement, communication skills, and the ability to explore topics in greater depth.

The final grade is interpreted according to the following scale: below 18/30, insufficient; from 18 to less than 22/30, sufficient; from 22 to less than 25/30, satisfactory; from 25 to less than 28/30, good; from 28 to 30/30, very good or excellent. Honours may be awarded for an overall performance that is fully correct, complete, and rigorous.

Introduction to econometrics and the formulation of a research question. Review of probability and statistical inference. Simple linear regression model: specification, estimation, interpretation of coefficients, goodness of fit, forecasting, and hypothesis testing. Multiple linear regression model: specification, estimation, interpretation, and hypothesis testing. Models for binary dependent variables: linear probability model, logit and probit. STATA applications for data management, model estimation, and output interpretation. Design of an empirical study: definition of the research question, identification of the information needed, questionnaire design, and data collection. The applications concern one or more cases related to the environmental, economic, or social dimensions of sustainable development.

Integration of the gender dimension. Where relevant to the topics and data examined, the applications consider the gender dimension and, where appropriate, the disaggregated analysis of data.

By the end of the course, with regard to knowledge and understanding, students will know the fundamentals of statistical inference and the econometric models covered, understanding their purposes, assumptions, and fields of application. With regard to applying knowledge and understanding, they will be able to formulate hypotheses, estimate simple and multiple linear regression models and models with a binary dependent variable, produce forecasts and interpret results, as well as formulate a research question, design a questionnaire, and organise data collection. In terms of independent judgement, they will be able to choose, from among those covered, the model appropriate to the research question and the characteristics of the data, critically assessing its results and limitations. Communication skills will be developed through the synthesis and discussion of scientific articles and the presentation of the choices made in research activities. Learning skills will ultimately enable students to find and organise data and independently explore further the application of the methods learned to new problems. These quantitative, empirical-analysis, and communication skills contribute, with varying intensity, to the professional profiles identified by the Degree Programme, supporting data analysis and interpretation, monitoring, and evaluation activities for the laboratory technician for chemical, biological and microbiological environmental analyses, the environmental impact assessment expert, the expert in the management of civil protection activities, the environmental monitoring technician, the environmental restoration technologist, and the sustainability manager.

The minimum level of learning requires understanding the fundamental concepts, correctly setting up simple problems, and interpreting the essential elements of the results. The advanced level requires accurate and independent application of the methods, a reasoned choice of model, critical evaluation of the results, and the ability to communicate them clearly and rigorously.