An index of political support for decentralization: the Spanish case.

This paper presents a method to make measurable what was not: the discourses of politicians regarding decentralization. For this purpose, we develop a “matrix of arguments” and a set of indexes, and apply them to provide a snapshot of the politicians’ views on the “General Law of Budgetary Stability”, a landmark for the process of decentralization in Spain.political party, matrix of decentralization, arguments, index of decentralization.

Lessons for California from the History of Fiscal Constitutions

California continues to undergo a series of budget crises. This paper examines the evolution of fiscal provisions in state constitutions over time, as well as in California. The evolution of fiscal provisions across the states shows an evolution from debt restrictions to balanced budget amendments to rainy day funds and tax and expenditure limits. California shows the same pattern. We suggest that many of the constitutional changes are responses to the previous constitutional change, which is why a definite pattern emerges. We end by suggesting that California return to the intent of the original 1849 debt restriction and require voters to actually raise taxes when they authorize new borrowing

State Fiscal Institutions: An Evolution

This dissertation considers two aspects of the study of fiscal institutions: the importance of understanding their evolution and the need for analyzing their specific form. Chapter 1 addresses the tension between commitment and flexibility in the design of institutions and stresses the importance of using a comprehensive approach when studying them. Chapter 2 explores the history of constitutional debt restrictions, using a new dataset that allows us to follow their evolution and construct a proper classification. In this chapter, we find that the importance of limits on debt has been overstated. Procedures regulating debt issuance are the most important aspect of the provisions. In addition, modification procedures and debt itemization play an important role in the actual limiting of debt at the state level. Second, the analysis shows a long process of "recursive institutional change," culminating in a move towards greater flexibility in the 1960s and 1970s. This new perspective provides a framework for understanding the appearance of new agents in debt issuance, the rise of many different forms of financing, and the creation of tools and fiscal institutions that today are basic elements in the budgeting practices of the states. Chapter 3 investigates the determinants of the configuration of one of the latest of such institutions. Using multinomial discrete techniques and introducing the ordered nature of the requirements in the analysis, this chapter investigates the reasons that have led to the adoption of weak or more stringent budget stabilization funds (BSFs). We find that economic factors (such as tax effort, volatility of spending and tax revenue) and political factors (like the size of the senate and the fractionalization of the lower house) have had a significant impact on the way states have chosen to configure their BSFs (or "rainy day funds" as they are often called). Nevertheless, the specific form of these funds cannot be properly explained if we ignore the set of other institutions that exist in the states. We find that balanced budget requirements, the scope of tax and expenditure limitations, and the appointment method of the state's supreme court influence the design of BSFs

Wikirate as a pedagogical tool: 2023 best practices report

This report presents five compelling international case studies that highlight the diverse implementation of Wikirate across higher education institutions. Each case study provides insights into the integration of the platform in the curricula, the skills honed by students through their involvement with Wikirate, and the outputs developed by students with the data collected. These case studies were shared during two enlightening webinars held in April and June 2023

Using COIL to address global economic challenges

Do you think that taking a global perspective is relevant in dealing with issues of relevance to international economic policy or sustainable development goals? If so, this paper invites you to consider to what extent you have achieved this in your teaching of economics. In turn, we shall illustrate how we have approached this problem, using a COIL (collaborative online international learning) framework. While classrooms in advanced economies’ higher education include staff and students from around the world, the perspective of our discussions is most often shaped by the location of our institutions. The widespread experience of online learning has partially dissolved the real boundaries to finding global solutions to global concerns and thus calls for alternative platforms and enhance learning through a global debate. By extending the use of COIL we hence seek to capitalise on local knowledge while harnessing the potential of global communication systems. International research networks have allowed many academics to travel across borders and are supplemented by exchange agreements for international students’ mobility. For all the benefits that in person interactions have brought to date for many, they have left many more behind where limited access to resources provide few chances for most students to have their voices heard in the global arena. Yet, the points of view of those ‘left behind’ could be precisely the voices that we need to solve global problems with differentiated local impact. Working on the assumption that collaborative online international learning (COIL) offers a solution we have used it as a tool in teaching a variety of economic topics of cross-border relevance. In this paper we will thus illustrate how COIL has been employed to bring together students discussing global economic issues – from environmental concerns to international trade - based on a three-country partnership involving universities in the UK, Spain and the United States. We propose to present the challenges and opportunities this pedagogical tool has uncovered: from matching topics and curricula, to reflecting on how outputs bring value added to the learning and assessment process. Ultimately, we will draw on cross-border collaborative work of students using a global economic perspective and consider an example of their own reflection on the learning process