twitter logo


The Refugee Crisis

Professor Christian Dustmann comments on the current European debate on the refugee crisis and migration quotas on BBC World Service 


Immigrant and disadvantaged children benefit most from early childcare

Attending universal childcare from age three significantly improves the school readiness of children from immigrant and disadvantaged family backgrounds.

Press Release

Discussion Paper


UCL News




The Criminal Behaviour of Young Fathers

CReAM Research by Christian Dustmann and  Rasmus Landersø, finds that  very young fathers who have their first child while they are still teenagers subsequently commit less crime if the child is a boy than if it is a girl. This  then has a spill over effect on other young men of a similar age living in the same neighbourhoods as the young father. The research was covered on the British press.

Press Release

Discussion Paper


The Telegraph

The Times



"I was quite prepared... to use the cover of the statistician's analysis": Former home secretary David Blunkett and Prof Dustmann on the 2003 report on EU accession


British Academy

Professor Christian Dustmann has been elected Fellow of the British Academy in recognition for his academic career and public engagement.



Professor Christian Dustmann ranked within the top 3 German speaking economists on the 2017 Handelsblatt ranking.



BBC News

Professor Christian Dustmann discussing recent trends in foreign-born worker flows in and out of the UK on the BBC News at One.


CReAM seminar

CReAM - Seminar in Applied Economics Series
Adeline Delavande (University of Essex)

'Estimating the production function of Graduate skills at university' 

Event date: Monday 16th October 2017
Time: 4:00-5:30 Place: Ricardo LT, Drayton House Speaker Room: 304

Using a new longitudinal study of UK undergraduate students, we estimate the production function of graduate skills at university, which we proxy with marks. We use a flexible functional form and a large set of inputs. The inputs considered include both students’ investment (time spent attending lectures and classes, study time spent using active learning techniques, study time spent using passive learning techniques) and students’ characteristics (past educational attainment, cognitive skills and non-cognitive skills). We deal with the endogeneity of the student’s investments by allowing unobserved heterogeneity in outcome and investment to be correlated and by exploiting random class assignment. We find that attendance to lectures and classes and study time are important inputs in the production function of graduate skills. However, time spent using active learning techniques is much more productive than time spent on passive learning techniques. Interestingly, we find that cognitive skills are important determinant of students’ investment, but have no direct impact in the production function. The reverse is true for cognitive skills.