Christian Belzil is currently Research Professor at Ecole Polytechnique, and associate Professor at ENSAE (Paris). Until spring 2004, he was Full Professor of Economics at Concordia University in Montreal. He has held visiting positions at the University of Aarhus (CLS), the University of Gothenburg and the University of Burgundy (Dijon) and has held a Jean Monnet Fellowship at the European University Institute in Florence.
Belzil graduated from University of Montreal, where he obtained a B.Sc. and an M.Sc. (in 1984) and obtained his Ph.D. from Cornell University in 1990.

He has done work in Labor Economics and Microeconometrics and has published several papers on the economics of education and human capital, on the effects of Unemployment Insurance on the labor market and on the distinction between unemployment and employed job search.

Christian Belzil has also worked on dynamic models of fertility and female work interruptions as well as on the effects of job creation and job destruction on wages using matched employer / employee data.
His published articles are found in journals such as Econometrica, Journal of Econometrics, European Economic Review, Review of Economics and Statistics, Journal of Labor Economics and Journal of Applied Econometrics.

Christian Belzil is currently Associate Editor of Journal of Applied Econometrics, the Canadian Journal of Economics and Annals of Economics and Statistics.

He has been an IZA Research Fellow since October 1999 and stayed at IZA on a part-time basis between June 2003 and June 2007 to teach at the Bonn Graduate School of Economics.



IZA Discussion Paper No. 11433

We estimate a structural model of education choices in which individuals choose between a professional (or technical) and a general track at both high school and university levels using French panel data (Génération 98). The average per-period utility of attending general high school (about 10,000 euros per year) is 20%...

IZA Discussion Paper No. 10613
forthcoming in: Quantitative Economics

Using a dynamic skill accumulation model of schooling and labor supply with learning-by-doing, we decompose early life-cycle wage growth of U.S. white males into four main sources: education, hours worked, cognitive skills (AFQT scores) and unobserved heterogeneity, and evaluate the effect of compulsory high school graduation and a reduction in...

IZA Discussion Paper No. 10348

Using a unique field experiment from Canada, we estimate individual preference over risk and time and show considerable heterogeneity in both dimensions and relatively stable distributions across our various specifications, which include hyperbolic, quasi-hyperbolic discounting as well as subjective failure probability over future payments. We investigate the predictive power (transportability)...

IZA Discussion Paper No. 6948
Forthcoming in Research in Labor Economics, 2017

This article estimates a dynamic reduced-form model of intra-firm promotions using an employer-employee panel of over 300 of the largest corporations in the U.S. in the period from 1981 to 1988. The estimation conditions on unobserved individual heterogeneity and allows for both an endogenous initial condition and sample attrition linked...

IZA Discussion Paper No. 6724

We show that within a life-cycle skill accumulation model, IV identification of the return to schooling parameter is either achieved at any point in the life-cycle where the level of skills accumulated beyond school completion for compliers is exactly equal to the post-schooling skill level of non-compliers (the Skill-Equality condition),...

IZA Discussion Paper No. 6339

We build on Rosenzweig and Wolpin (2000) and Keane (2010) and show that in order to fulfill the Instrumental variable (IV) identifying moment condition, a policy must be designed so that compliers and non-compliers either have the same average error term, or have an error term ratio equal to their...

IZA Discussion Paper No. 6167

We show that a calibrated dynamic skill accumulation model allowing for comparative advantages, can explain the weak (or negative) effects of schooling on productivity that have been recently reported (i) in the micro literature on compulsory schooling, ii) in the micro literature on estimating the distribution of ex-post returns to...

IZA Discussion Paper No. 4835

We investigate if, and under which conditions, the distinction between dictatorial and incentive-based policy interventions affects the capacity of Instrument Variable (IV) methods to estimate the relevant treatment effect parameter of an outcome equation. The analysis is set in a non-trivial framework, in which the right-hand side variable of interest...

IZA Discussion Paper No. 3882

In this paper, we formulate and estimate a structural model of post-schooling training that explicitly allows for possible complementarity between initial schooling levels and returns to training. Precisely, the wage outcome equation depends on accumulated schooling and on the incidence of training. The effect of training on wage growth depends...

IZA Discussion Paper No. 3877
published in: Labour Economics, 2010, 17 (1), 101-110

We estimate a flexible dynamic model of education choices and early career employment outcomes of the French population. Individuals are allowed to choose between 4 options: continue to the next grade, accept a permanent contract, accept a temporary contract, or withdraw from the labor force (a residual state). Our analysis...