The Rise of Unskilled Poor Mega-Cities in Developing Countries [Research Assistantship]

Department: Economics and International Affairs (ESIA)
Professor Remi Jedwab
The Project: I’m a specialist of urban issues in developing countries. In various papers, I have studied the causes and consequences of fast urbanization in Africa, focusing on demographic and economic factors. You can find my research here: http://home.gwu.edu/~jedwab/

I would like to keep working on this topic, and I hope that you are also interested in the topic, and the following project.

Urbanization and economic development have been coupled throughout history. However, post-war developing countries have urbanized in a fundamentally different manner than the historical experience of developed countries. The post-war period has witnessed the rise of poor mega-cities in developing nations. Kinshasa, Karachi, and Lagos comprise some of the largest agglomerations on the planet today. The prevalence of poor mega-cities today counters historical experience. In the 19th century, the largest agglomerations in the world were exclusively located in the most advanced economies (e.g. London, New York, and Paris). The mega-cities of today’s developing world are also unlike their historical counterparts in that their massive size does not indicate higher living standards. Developing countries today are urbanizing into poor mega-cities that appear unable to capitalize on the externalities of their rich-country peers.

Our aim in this project (my co-author is Dietrich Vollrath from the University of Houston) is to document the rise of these poor mega-cities, exhibit their structural features, and explain why they differ from the historical experience of urbanization and rapid economic growth. In particular, we will use various historical and contemporary sources to recreate the “skill” structure (education and occupation) of today’s 300 largest cities over the past 30-200 years (depending on data availability), in order to show that many cities of today’s developing world are not particularly skill-intensive (think of Dhaka, Kabul, Kinshasa, Nairobi, Ho Chi Minh City, etc., where most people have petty jobs in the service sector), unlike most cities of the Industrial Revolution era (in the UK, the US, France, etc.) and most cities of today’s “successful” developing countries (China, India). In other words, many mega-cities in poor countries only create jobs in low-skill sectors, which challenges the theory that cities necessarily act as centers of human capital accumulation and promote knowledge spillovers. Using economic theory and descriptive evidence, we will investigate how various demographic (e.g., high fertility rates) and economic (e.g., a specialization in natural resource exports) factors may explain the disconnect between urbanization, human capital accumulation and development.

The results of this research will develop the understanding of the factors underlying urbanization in developing countries and the factors affecting urbanization’s contribution to development outcomes. This research will be useful to economists, geographers and historians, as well as to organizations that advise governments on urban policy. Specifically, we will present some of these results at the 2016 World Bank-GWU Urbanization and Poverty Reduction Conference (Theme: “Sustainable Urbanization”) and in the 2016 African Economic Outlook (Theme: “Sustainable Cities)” published by the African Bank of Development (AfDB), the Organisation for Economic Co-operation and Development (OECD) and the United Nations Development Programme (UNDP).

Tasks: You will be the one collecting the data for us. In particular, you will use various historical and contemporary sources to recreate the “skill” structure (education and occupation) of today’s 300 largest cities over the past 30-200 years (depending on data availability). (1) We will first identify the 300 largest cities that will comprise our sample. (2) You will use two main sources of data to recreate the skill structure of each city (using various decompositions of skills: based on education, based on technical occupations, etc.) for as many different years as possible as far back as 1800 when possible. The three main sources that we will use are:

  • Demographic and Health Surveys Stat compiler http://www.statcompiler.com/ This compiler is very to use, so the skill structures of each city-year observation can easily be generated and then pasted into an excel file
  • IPUMS International (Census Data): https://international.ipums.org/international/samples.shtml
    This website also has a data compiler, so the skill structures can easily be generated and then pasted into an excel file
  • IPUMS Usa (Census Data for the US from 1850 to date) https://usa.ipums.org/usa/
    This website also has a data compiler, so the skill structures can easily be generated and then pasted into an excel file

We will also various (historical or contemporary) population census reports available online to complete the data set.

Once we have the data for as many city-year observations, we will be able to analyze how the distribution of skills has evolved over time between the cities of today’s developed countries when they were still developing countries, and also how the distributions vary across space today between the successful and the unsuccessful developing countries. As such, in terms of tasks, you will mostly use these online stat compilers and excel, and help me find more sources available on the internet.

I also have a couple more projects on urbanization, natural resource exports, ethnic politics, Sub-Saharan Africa, etc. for which I may also sometimes need help. I would then also ask you to help me with some tasks, depending on the progress you’re making on the main project.

Time Commitment/ Credits: 7-9 hours per week; 3 credits
Contact Email: jedwab@gwu.edu
To Apply: I’m flexible, but I’m looking for either 7-9 hours or 4-6 hours a week (Students seeking three credit hours should expect to dedicate an average of six to nine hours a week. Students seeking two credit hours should expect four to six hours a week). I’m rather indifferent.

Please send me a CV with a short paragraph on why you’re interested in the project. It’s not the first time I supervise undergraduate students from the University Honors Program, and I have had in the past good students as well as bad students. I would like someone who is very committed (because it is costly to train someone), and that I would also mentor (I could write your letters of recommendation, eventually help you get admitted to a master’s program or get a job in development, etc.). This past year, one of my students from the Honors Program obtained a grant of $1500 from GWU thanks to me, whereas I found a short-term consultancy at the World Bank for another student. In other words, if you work well, I will help you as much as I can.

UHPers in Holocaust Memory Course [GWHatchet]

Take a look at this article over at the GW Hatchet about Honors students in Prof. Walter Reich’s “Holocaust Memory” course, and the body of work they have produced which is on display now.
From the article:

Undergraduates in the honors international affairs class Holocaust and Memory pieced together letters, timelines, telegrams and dreary, black-and-white photographs to dive inside the life of a Holocaust survivor. The exhibit opened last week.

“It is personalizing an event which is almost incomprehensible – which is really incomprehensible – the Holocaust,” Reich, a former director of the Holocaust Museum, said. “One of the things that can be learned is think of all the people who didn’t survive and what they could have contributed to the world.”

Read the whole article here.

Fulbright Scholar Program Internship Fall 2012 at the Institute of International Education

Fulbright Scholar Program Internship Fall 2012
The Institute of International Education (IIE) is currently seeking students for four internship opportunities in the Washington, DC area for the Fulbright Scholar Program Division.
The Fulbright Scholar Program is administered by the Institute of International Education’s Department of Scholar Exchanges, which houses the Council for International Exchange of Scholars (CIES). IIE is a collaborating agency of the U.S. Department of State’s Bureau of Educational and Cultural Affairs, and administers the Fulbright Scholar Program.
The Fulbright Scholar Program is the flagship international exchange program of the U.S. Department of State. It provides grants to U.S. scholars and professionals to teach or conduct research abroad and brings visiting scholars to the United States to conduct research or teach.
Please visit: www.iie.org/cies – to learn more about Fulbright Scholar programs, and www.iie.org – for other programs administered by the Institute of International Education.
IIE’s CIES Internship Program:
IIE’s Department of Scholar Exchanges is supported by various units, including Outreach, Events, Program, Specialist and Global. Each unit’s work is closely linked to other units, so coordination, communication, and collaboration are key. IIE offers internships to undergraduate and graduate students in the spring, summer and fall. Interns who seek exposure to the field of international education and develop valuable workplace skills are encouraged to apply for internships with any of the units described below. Interns will have the opportunity to observe processes, learn policies and gain hands-on experience in international educational exchange management through the mentorship of IIE staff. At the close of the internship, interns are required to give a presentation to the staff. The presentation offers the intern an opportunity for public speaking as well as to reflect on their internship experience.
IIE also encourages interns to take advantage of the following professional development opportunities:
IIE Brown Bags: Brown bags provide interns with the opportunity to hear about other programs at IIE, network with IIE colleagues in other divisions and learn more about career opportunities at IIE.
DC Networking: Interns are also encouraged to take advantage of networking opportunities in DC by attending lectures at think tanks, briefings on Capitol Hill or other unique-to-DC events.
Outreach Unit:
The department’s Outreach Unit is responsible for advertising Fulbright programs and directing the recruitment process for all US scholar programs. Unit staff members serve as liaisons to campus contacts and plan national visibility, advocacy, and media relations efforts for the Scholar Program in collaboration with the Bureau of Educational and Cultural Affairs. The Outreach Unit also develops and produces all print and electronic publications and program-related web sites and coordinates research and program assessment activities to effectively communicate the short- and long-term impact of the scholar programs.
Events Team:
The Events Team organizes meetings and conferences for the department throughout the year. Event Team staff members coordinate with all units to provide support with event registration, travel arrangements, program agendas, and vendor relations. Throughout the spring and summer, the Events Team supports CIES Regional Program Units, as well as the Fulbright Student Program, to coordinate Pre-Departure Orientation sessions for U.S. Fulbright Scholars and Students going abroad during the upcoming academic year.
Programs Unit – Regional Programs and Program Operations:
Regional program staff work with U.S. and Visiting Scholar programs in East Asia and the Pacific, Europe and Eurasia, Middle East and North Africa, South and Central Asia, Sub-Saharan Africa and Western Hemisphere (Canada, Latin America, and the Caribbean). They administer scholar caseloads, recruit U.S. scholars to apply for grants, manage reviews of applications, update the U.S. awards catalog, process grant payment requests, monitor visiting scholar immigration compliance and affiliations at U.S. institutions, and provide policy and procedural guidance to scholars during grants. Program Operations staff handle centralized internal program management, ensure quality assurance and maintain staff training manuals and procedures tools.
Global Initiatives Unit:
The Global Initiatives Unit administers global Fulbright programs including the International Educator Administrators Program, the Scholar-in-Residence program, the Visiting Scholar Enrichment Program, and the Occasional Lecturing Fund. The unit also administers the Fulbright Specialist Program, a short-term grant program for U.S. academics and professionals to collaborate with professional counterparts at overseas universities and education-focused institutions on curriculum and faculty development, institutional planning and a variety of other activities.
Intern Activities:
Intern assignments vary and may include: assist with peer review, pre-departure orientation and grant administration processes; prepare reports; create and update spreadsheets; develop and maintain tools to track affiliations, grants, grant payments, final reports and required scholar documents; conduct research and analysis; process form letters; file; organize materials including historical program information and financial data and assure accuracy of scholar records. Interns may be involved in U.S. scholar recruitment activities, such as: conduct web and other research on U.S. higher education academic programs in designated fields and specializations, research list serve contacts, update lists of contacts at U.S. colleges and universities, send messages about available U.S. Fulbright scholar award opportunities in targeted disciplines and world areas and prepare custom email lists from databases.
QUALIFICATIONS/REQUIREMENTS
• Undergraduate or Graduate student currently pursuing a degree;
• An interest in international relations, exchanges and education;
• Excellent communication skills, both oral and written, with the ability to write for various audiences;
• Ability to work independently and as part of team; ability to interact with high level professionals and with all levels of staff;
• Computer knowledge including Word and Excel; HTML knowledge a plus;
NB: Unfortunately, we are unable to host interns on J-1 Visas.
All interns are required to possess knowledge of computer systems prior to the commencement of the internship. We also encourage interns to propose solutions or offer ideas relevant to managing a high volume program with competing priorities and deadlines. IIE will provide the intern the opportunity to discuss and share knowledge with staff across the Institute. Since this internship will allow the intern to interact directly with IIE staff and partner organizations, it is necessary that the intern possess a professional and mature attitude. Please note that this is an unpaid internship; however a modest transportation stipend is provided at the end of the semester to all interns.
Candidates MUST be students at an accredited college or university, and MUST receive academic credit for the internship or an internship MUST be a requirement of their degree program. Please note that before the start of your internship, we will require a letter from your university, stating that you will receive academic credit for the internship.
Candidates may apply for one or all of the programs with the submission or one application (please specify your preferences). All applications MUST include the following items(please upload or attach resume and cover letter as one PDF or Word document):
• Cover letter stating your interest and qualifications for the specific internship
• Current resume

How to apply

Please use the on-line application system at the following link: www.iie.org/careers (Requisition # 434).