In this alumni interview, we speak with Emiliya Lazarova, Head of School and Professor of Economics at University of East Anglia. She reflects on how her training laid the foundations for her academic career. She also shares her views on making the field more inclusive and offers advice for young economists navigating academia today.

Your research brings together game theory, economic theory, and applied economics. What inspired you to explore these fields, and how have they evolved over the years?

First and foremost, I am an academic economist. What motivated me to pursue this professional path is the desire to study socioeconomic issues and convey insights that may eventually inform societal changes. My training at CERGE-EI provided me with the well-rounded foundations to be able to contribute to different strands of the literature. The unifying thread that ties together many of my contributions is how hedonics impact on the equilibrium outcome. I started looking at this first in my cooperative game theory work where, for example, I showed how social status based on a “big fish in a small pond” vs “small fish in a big pond” phenomena lead to the same equilibrium group formation. More recently, I demonstrated empirically how a governing politician’s party affiliation significantly impacts business behaviour beyond ideology and policy.

As I progressed through my career, changed appointments and took up academic leadership roles, I also encountered new opportunities to form research networks and join research projects. I have always tried to start new collaborations as I moved into new departments. As a well-rounded economist, I have  contributed to projects both as a microeconomic theorist and applied econometrician.

In my current role as Head of School of Economics, however, I have fewer opportunities to protect time for my research, so I have to accept that progress may be slower and choose to work on topics that are not as time sensitive.

“The peer-to-peer learning in the library and late nights in the computer lab are among the fondest memories I have from my time at CERGE-EI. I benefited enormously not only from the subject-specific training, but also from the English writing and presentation classes we took. Each academic’s style was unique and therefore very engaging. I try to create a similar environment in my own School of Economics today.”

As an alumna of CERGE-EI, how did your time there shape your approach to economic research and teaching?

I am clear that the pre-sessional, the core, and the field courses at CERGE-EI worked together to build a solid foundation for my development as an independent researcher. I remember fondly not only my teachers but also many of my classmates. The peer-to-peer learning in the library and late nights in the computer lab are among the fondest memories I have from my time at CERGE-EI. I benefited enormously not only from the subject-specific training, but also from the English writing and presentation classes we took. Each academic’s style was unique and therefore very engaging. I try to create a similar environment in my own School of Economics today.

“Times have changed and the impact of our academic work beyond academic knowledge is now not only recognized but also valued.”

Your work often intersects with policy-related issues, such as disability discrimination, migration, and governance. How do you see economic research contributing to real-world outcomes?

I realize that as an academic economist, I am often motivated by solving a problem, answering a question, unpacking a puzzle. The results of these analyses offer helpful insights for real-world decision makers. The dissemination of these ideas and their translation into an impact on society, however, is not something we were prompted to think about as economists in training. Times have changed and the impact of our academic work beyond academic knowledge is now not only recognized but also valued. The ability to write for non-academic audiences, speak to media, and participate in fora alongside practitioners and policy makers are now sought-after skills in an academic economist’s CV. I think this is for the better.

You have been active in promoting diversity and inclusion through initiatives like the “Active Bystander” sessions. What progress have you seen in economics, and what still needs to change?

Mutual respect, valuing the contribution of others and collegiality are essential ingredients for a collaborative academic environment. As economists, we do know of the power of competition for innovation, but we also know that too much competition may lead to dynamic inefficiencies. Active Bystander is a toolkit that everyone can use to promote a positive cultural change. It is powerful because it is available to everyone, and it sets shared responsibility for a positive change. I do see cultural changes in seminar and conference presentations where speakers are starting to be treated with more respect, but I think more needs to be done to address biases that persist behind the closed doors of selection and promotion committees and in refereeing, for example. I would like to see an open discussion on what constitutes a good piece of economic research which does not refer to it simply being a “Top 5”.

“We know that economics is a powerful discipline, for it educates the decision makers of many private and public organizations such as health care services and local authorities, prepares for highly paid managerial or law consultancy jobs, and it is invaluable for policy. With an ever larger volume of data being generated on every single aspect of our socioeconomic life, economics training will only grow in importance. I am sure that if we present these wide-ranging opportunities to girls, more of them will choose to train as economists.”

Do women still face barriers in academia and economics? What advice would you offer young female economists pursuing research or leadership?

The lack of successful female role models is the most glaring gap. I am sure that many junior female economists have been driven to pursue the study of economics because of their curiosity and desire to make a difference.  What we need to be doing a bit more than our fellow male economists is putting ourselves out there and being more visible. Many girls choose not to do economics because the stereotypical image of an economist is that of a white man in a suit, talking about money or referring to many numbers. So, they don’t see themselves being this person or interested in doing those talks.

We know that economics is a powerful discipline, for it educates the decision makers of many private and public organizations such as health care services and local authorities, prepares for highly paid managerial or law consultancy jobs, and it is invaluable for policy. With an ever larger volume of data being generated on every single aspect of our socioeconomic life, economics training will only grow in importance. I am sure that if we present these wide-ranging opportunities to girls, more of them will choose to train as economists. The profession needs better representation, too, to ensure we attract the best talent we can, and to provide sound, unbiased analysis that fully reflects the society in which we operate.