Senior Lecturer in Economics

Anastasia Papadopoulou

Game Theory · Experimental Economics · Economics Education

Your Name
School of Economics
University of Bristol

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Research

Publications
2026
Identity and political corruption: a laboratory experiment
Econ Theory, 81, 553-576
with Maria Cubel (City St. George's University London) and Santiago Sanchez-Pages (King's College London)
This paper explores the role of identity in voters’ decision to retain corrupt politicians. We build up a model of electoral accountability with pure moral hazard and bring it to the lab. Politicians must decide whether to invest in a public project with uncertain returns or to keep the funds for themselves. Voters observe the outcome of the project but not the action of the politician; if the project is unsuccessful, they do not know whether it was because of bad luck or because the politician embezzled the funds. We run two treatments; a control and a treatment where subjects are assigned an identity using the minimal group paradigm. Our main result is that, upon observing a failed project, voters approve politicians of their same identity group significantly more often than in the control and compared to politicians of a different identity group. This is partially driven by a belief on same-identity politicians being more honest. We also observe that subjects acting as politicians embezzle funds less often than expected by the equilibrium prediction.
Electoral accountabilitySocial identityLab experimentEmbezzlementCorruption
Working Papers
New Draft
Endogenous Information Acquisition in an Investment-Trading Game
with Pasqualina Arca (University of Sassari) and Evangelos Litos (University of Leicester)
We study an investment-trading game in which entrepreneurs decide whether to acquire private information before investing in a technology with uncertain profitability. Entrepreneurs may be forced by a liquidity shock to sell their capital to financial markets before the fundamental is revealed, while traders price capital using public information and aggregate investment. We show that entrepreneurs acquire private information only when the probability of the liquidity shock is below a threshold, which is increasing in the precision of traders’ public signal. Relative to a benchmark economy in which traders are fully informed, entrepreneurs inefficiently underinvest in private information. Private information acquisition improves the informational content of asset prices, but weakens the conditional efficiency of entrepreneurs’ investment decisions. Finally, better informed traders increase entrepreneurs’ incentives to acquire private information.
New Draft
How Minimal Is the Minimal Group Paradigm? On the Robustness of the Klee–Kandinsky Method
with Maria Cubel (City St. George's University London), Nicole Re Gin Lim (MIT), and Santiago Sanchez-Pages (King's College London)
The Klee–Kandinsky method is one of the most widely used procedures for inducing minimal group identities in experiments. It is typically treated as a simple way to create arbitrary but behaviourally meaningful social identities. This paper explores the reliability and robustness of this procedure using a meta-analysis of prior experiments and a preregistered online survey experiment with 1,136 participants. Study 1 yields two main findings. First, implementation and reporting practices vary substantially across the literature. Second, estimates show that the Kandinsky group is significantly larger than the Klee group, with the magnitude of the imbalance varying across regions. Study 2 tests the procedure under standardized conditions. Participants were again significantly more likely to be assigned to Kandinsky than to Klee, and assignment was associated with several observable characteristics, including risk tolerance, region, ethnicity, age, and familiarity with Kandinsky. These findings suggest that the Klee–Kandinsky procedure should not be assumed to generate uniformly balanced or fully arbitrary groups. The paper shows how routine design choices and incomplete reporting can affect the reliability of experimental evidence.
New Draft
Beyond the Contract: Fairness, Observability, and Discretionary Effort
with Mathilde Bechdolf (University of Magdeburg), Simon D. Halliday (Johns Hopkins University), and Eugene Malthouse (University of Nottingham)
People generally sign an employment contract when joining an organization. At the same time, they often enter into a social contract—an implicit agreement to go beyond the formal job description to support the organization when needed. Such behaviors, known as organizational citizenship behaviors (OCBs), include volunteering for non-contractual tasks that are essential for institutional functioning but not formally assigned. We investigate two factors that influence individuals’ willingness to engage in discretionary OCBs: (i) perceived fairness in compensation, and (ii) the observability of voluntary effort opportunities. We implement a pre-registered, real effort gift-exchange experiment with six treatment conditions that vary systematically when principals and agents learn about a voluntary effort task. We find strong support for reciprocity based predictions at both the extensive margin (whether agents provide voluntary effort) and the intensive margin (how much effort they provide). Fairness perceptions have heterogeneous, treatment- dependent effects. Notably, agents frequently provide voluntary effort even when principals cannot observe it, pointing to intrinsic motivation beyond purely strategic reciprocity. Information structure matters: the proportion of non-providers is highest in the treatment where principals receive information only immediately before the splitting decision.
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Scholarship

Publications
2024
Improving Student Comprehension Through Interactive Model Visualization
International Review of Economics Education, 100296
A large literature has shown that novices and experts across the STEM disciplines differ markedly in how they approach and solve problems. Many STEM education scholars find that giving students scaffolded exercises in which they work with a visualization tool can be highly effective in teaching novices to think more like experts. Using model visualization software developed for EconGraphs, we have created three custom collections of interactive exercises for use in microeconomics courses at three institutions, two in the US and one in the UK. Based on surveys of the students (n=71, 167, and 57 respectively at the three institutions), students found the new exercises helpful. Additional analysis at two of the institutions suggests that the exercises were more likely to be valued by students with weaker math skills, students with weaker introductory microeconomics skills, and, in some cases, students who agreed that economics was interesting and applicable to their daily lives. The contributions of this paper are to illustrate how the free content from EconGraphs and the associated authoring tools may be used to create exercises that enhance the teaching and learning experience at a range of institutions; to provide the exercises themselves as a public good; and to invite further innovation and investigation in this area.
MicroeconomicsVisualizationInteractive graphsSurvey evidence
Working Papers
R&R – IREE
Group work as Assessments: Perspectives from UK Educators
with Arpita Ghosh (University of Exeter) and Atisha Ghosh (University of Bath)
Group work is a useful assessment tool, which helps students assimilate course material as well as enables them to learn in a cooperative space, equipping them with important transferable skills. While there is an abundance of literature in assessing students’ perception on group work, systematic investigation on educators’ reasoning of including group work assessment in courses is sparse. In this paper we bridge this gap by providing evidence on the perceptions on group work as assessments from an on-line survey “experiment” conducted in the UK. Evaluating 145 responses from Economics educators, we find that on average the reduction in probability of introducing group work in a quantitative course is 0.44 in comparisonto mixed courses. However, when faced with modules like second year Econometrics, the probability to introduce group work increases by 0.46. Thematic analysis of open ended answers on group work by educators point to skills and employability, team work, efficacy of assessment method, and student experience as the main benefits; whereas the concerns evolve around student and instructor experiences around fairness and accountability and complaint handling as major obstacles.
Working Paper
New Draft
Beyond the Group Work: Economics Educator Perceptions of Peer Assessment in the UK
with Arpita Ghosh (University of Exeter) and Atisha Ghosh (University of Bath)
This paper examines economics educators’ perceptions of peer assessment within summative group work, drawing on an online hypothetical choice experiment conducted among UK higher education academics. While approximately 40% of educators expressed willingness to incorporate peer assessment, uptake varied by teaching experience, workload, and gender, though course type and year of study produced no statistically significant differences. More experienced educators view peer assessment primarily as a tool for skill development and reflective learning, whereas less experienced counterparts focus on assessment reliability and accountability. Educators with heavier teaching loads demonstrate greater appreciation of peer assessment’s pedagogical value, while also expressing heightened concern about fairness and free riding. Overall, educators prefer written over oral peer assessment, indicating willingness to allocate an average of 6.23 percentage points of summative group assessment to written formats. These findings suggest that adoption is driven by pedagogical orientations, disciplinary assessment cultures, and fairness concerns rather than course structure alone. This work highlights the need for institutionally supported, discipline-specific frameworks to help educators design and implement peer assessment with confidence.
New Draft
Peer assisted scheme in Economics: Sense of Belonging and Engagement
with Anthi Chondrogianni (University of Bristol)
Research in higher education has consistently demonstrated that students’ sense of belonging is closely associated with motivation, academic engagement, and achievement. This study presents in detail the design and implementation of a peer-assisted learning scheme, SAGE (Student Assisted Guidance in Economics), tailored to the needs of an Economics department. Moreover, it examines the relationship between participation in the scheme, sense of belonging, and academic engagement, drawing results from three student surveys. Preliminary findings suggest that peer-assisted schemes can play a significant role in fostering both academic performance and a stronger sense of community for both students running the scheme and those attending it.
Work in Progress
Introducing coding to students in Economics and beyond: special events and implications for the classroom
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
This project elaborates on how to design and run a multi-day data workshop implemented through a supportive pair programming approach complemented by bespoke cheat sheets. As well as exposing students to coding in Python and techniques not included in their regular programmes of study, it provided an important opportunity for community building by allowing students to embrace uncertainty and collaborate on an authentic data project. In this project we novelly used pair programming for data analysis (as opposed to software coding) as part of a week-long pilot event for just under 30 undergraduate and postgraduate students drawn from both Economics and other natural and social science backgrounds. Following five data workshop sessions, students applied their learning in a data visualisation team challenge. We ran four qualitative surveys across the week to better understand how each student perceived their progress and the pair programming learning experience. The qualitative analysis of the comments shows that participants embraced the pair programming approach and the use of the bespoke cheat sheets, appreciated the social environment created during the event, and the use of incentives.
Work in Progress
Tools for Building Learning Independence in Coding: HTML or Cheat Sheets?
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Many Economics programmes now incorporate some aspect of coding into their teaching, whether through units designed to introduce students to economic data in R and Excel, or Econometrics courses taught through Python or Stata. Instructors in these units have often embraced a move away from front-led teaching to computer lab sessions where students try to practice coding for data handling, cleaning, visualisation and analysis, based on activities set by the instructor. In this paper we consider the design of those activities and how to best support students to become effective coders and learners independent of the instructor, by examining the efficacy of two different ways of delivering the content required to complete the activities. In the first, students are equipped with online HTML documentation and in the second, they are provided with similar content in the form of printed bespoke cheat sheets. We show that both delivery methods are effective in supporting students to make progress and build confidence in learning coding, and reflect on the relative benefits of cheat sheets over HTML from an instructor perspective.
Case Studies
Bristol Institute for Learning and Teaching
Python and Progress: Data skills through highly social learning environments
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Inomics
Encouraging collaboration in teaching data analysis skills
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Bristol Institute for Learning and Teaching
Adventures in Pair Programming: Building Data Literacy in Social Learning Environments
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
Economics Network Teaching Ideas
Making Social Data Social
with Annika Johnson (University of Bristol) and Stefania Simion (SQW)
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Teaching

Current Courses
Undergraduate · 2nd year · compulsory
Microeconomics for Economics & Finance
Unit Director, Lecturer, Seminar Leader
Undergraduate · 1st year · compulsory
Mathematics for Economics & Finance
Seminar Leader
Graduate · MSc Economics, Finance, and Accounting
Dissertation supervision
6 students, Topic: Behavioural economics
Past Courses
Lecturer
Microeconomics for Economics & Finance
2nd year undergraduate, University of Bristol, 2022-2025
Intermediate Microeconomics
2nd year undergraduate, University of Bristol, 2022 & 2023
Economics in Context
1st year undergraduate, Open University, 2020-2021
Economics in Practice
2nd year undergraduate, Open University, 2020-2021
Dissertation supervision
MSc Economics, Finance, and Management
26 students, Topic: Behavioural economics, University of Bristol, 2022-2025
Undergraduate dissertation
12 students (until before final implementation), Topic: Behavioural economics, University of Portsmouth, 2020-2021
Seminar Leader
University of Bristol, 2021-2026
Behavioural Economics
Competition, Conflict, and Coordination: Applied Microeconomic Theory
Communicating Economics
Microeconomics for Economics & Finance
Economics
Intermediate Microeconomics
Applied Economics: Current Economic Problems
University of Portsmouth, 2020-2021
Statistics for Economics
Economics for Business
University of Leicester, 2016-2020
Mathematics for Economics II
Game Theory
Intermediate Microeconomics II
Intermediate Microeconomics I
Managerial Economics
Mathematics for Economics I

Contact

Email anastasia.papadopoulou[at]bristol.ac.uk, apapadopoulou.econ[at]gmail.com
Office Room 5F13, Priory road complex
School of Economics, University of Bristol
UK

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