By YAO Shengjie
This paper studies the effect of intrinsic motivation on the extrinsic incentives specified by tournament structure in tournament theory in the context of e-sports. It incorporates tournament theory and motivation crowding theory in the same framework, something that past literature have hinted towards but never formally done so. It also uses an e-sports dataset, a type of dataset that few academics in the past have dealt with, but one that offers many interesting potentials. Results weakly show that crowding-in occurs in e-sports, but the effects of tournament structure on performance are inconclusive in the context of this paper. Implications of this paper lie mainly in the possibility for future academics to utilise e-sports data for research.
Advisors: Professor Grace Kim | JEL Codes: J31, J33, J41, M51, M52, Z20
By Will Walker
This paper studies the influence of incentives on quitting behaviors in professional men’s tennis tournaments and offers broader implications to pay structures in the labor market. Precedent literature established that prize incentives and skill heterogeneity can impact player effort exertion. Prize incentives include prize money and indirect financial rewards (ranking points). Players may also exert less effort when there is a significant difference in skill between the match favorite and the match underdog. Results warrant three important conclusions. First, prize incentives (particularly prize money) do influence a player’s likelihood of quitting. Results on skill heterogeneity are less conclusive, though being the “match favorite” could reduce the odds of quitting. Finally, match underdogs and “unseeded” players may be especially susceptible to the influence of prize incentives when considering whether to quit.
Advisors: Peter Arcidiacono and Grace Kim | JEL Codes: J41, J31, J32, J33, M12, M51, M52
By Dana Fenster
This paper examines the relationship between teacher tenure and teacher quality in North Carolina, measured via student performance on the state End of Grade (EOG) standardized tests. After presenting a comprehensive synopsis of the current teacher tenure policy, I use data from the North Carolina Education Research Data Center (NCERDC) to compare demonstrated teacher effectiveness across the tenure bubble, defined as one to eight years of teaching experience within the same district. Ultimately, I find that there is significant jump in average teacher quality at the tenure cutoff, suggesting that tenure policy is effective in retaining high quality teachers while removing those who are ineffective.
Advisor: Hugh Macartney | JEL Codes: I21, J24, J41, M5 | Tagged: Economics of Education, Labor Economics, Teacher Tenure