Dr Jesse Matheson
Department of Economics
Senior Lecturer in Economics
+44 114 222 3310
Full contact details
Department of Economics
9 Mappin Street
Jesse studied economics in Canada at the University of Calgary (BA, PhD) and Queen’s University (MA), receiving his PhD in 2010. Following this, he was a post-doctoral fellow in the Department of Community Health Sciences at the University of Calgary.
In 2011 he moved to the UK, joining the Department of Economics at the University of Leicester as a lecturer, where he was promoted to associate professor in 2017.
He was a visiting scholar at Cornel University in 2015. He currently holds an affiliation with Statistics Canada and is a member of the scientific committee for the Essen Health conference.
Jesse is also experienced outside of academia. As part of his research, he works with UK police forces and city councils in the design of policies addressing domestic violence.
Prior to pursuing a PhD he worked as an analyst for one of Canada’s largest railways, and spent ten years working in the hotel and restaurant industry.
- Research interests
Jesse’s research focuses in applied micro-econometrics, with contributions to public, labour and health economics. His research agenda focuses on understanding, and empirically identifying, the influence that economic and social environment have on individual choice.
Recent examples include a large randomised field experiment, run with a UK Police Force, which found that improving the access to public support services for victims of domestic violence leads to more efficient use of police resources.
He also has a series of projects that measure the effect of social environment on individual decision making in the context of smoking, marital decisions, and raising children.
PhD student supervision
Jesse is interested in supervising PhD students working in applied micro-econometrics. Specifically, he is interested in three areas:
- estimating social interactions and social spill-overs
- the economics of health, particularly with respect to individual choice
- urban sorting and amenities
- Protocol for a single-centre mixed-method pre–post single-arm feasibility trial of a culturally appropriate 6-week pulmonary rehabilitation programme among adults with functionally limiting chronic respiratory diseases in Malawi. BMJ Open, 12(1). View this article in WRRO
- Teaching by example and induced beliefs in a model of cultural transmission. Journal of Economic Behavior & Organization, 145, 511-529. View this article in WRRO
- A simple model of homophily in social networks. European Economic Review, 90, 18-39. View this article in WRRO
- Prices and social behaviour: Evidence from adult smoking in Canadian Aboriginal communities. Canadian Journal of Economics/Revue canadienne d'économique, 48(5), 1661-1693. View this article in WRRO
- Women respondents report higher household food insecurity than do men in similar Canadian households. Public Health Nutrition, 17(1), 40-48.
- Resource allocation, affluence and deadweight loss when relative consumption matters. Journal of Economic Behavior & Organization, 91, 159-178.
- Evidence of the Association between Household Food Insecurity and Heating Cost Inflation in Canada, 1998–2001. Canadian Public Policy, 38(2), 181-215.
- Should income transfers be targeted or universal? Insights from public pension influences on elderly mortality in Canada, 1921–1966. Canadian Journal of Economics/Revue canadienne d'économique, 45(1), 247-269.
- View this article in WRRO Secondary Schools and Teenage Childbearing: Evidence from the school expansion in Brazilian municipalities. The World Bank Economic Review.
- Zoomshock: The geography and local labour market consequences of working from home. Covid Economics.
- Teaching activities
I currently teach ECN130 Economic Analysis and Policy, to first year students in Economics and ECN221 The Economics of Social Issues to second year students.
This full-year module covers both micro and macro-economics, providing students with fundamental tools for modelling and analysis.
We apply these tools to current economic problems; students are encouraged to think about what the relationship between model assumptions and conclusions.
In my teaching I try to motivate students to think about big questions, and how they as future economists can contribute to tackling important issues.
I encourage students to think about the costs and benefits of using the economic methodology, and economics’ contribution to debates over other social sciences.