Dr Gurleen Popli

School of Economics

Senior Lecturer in Economics

Gurleen Popli profile
Profile picture of Gurleen Popli profile
g.popli@sheffield.ac.uk
+44 114 222 3485

Full contact details

Dr Gurleen Popli
School of Economics
Room 532
9 Mappin Street
ºù«Ӱҵ
S1 4DT
Profile

Gurleen is a Senior Lecturer in the School of Economics. She has a BA (Economics) from University of Delhi, a MA (Economics) from Delhi School of Economics and a PhD (Economics) from University of California, Riverside.

She joined the School of Economics at ºù«Ӱҵ in September 2004, having previously taught at universities in the UK and the USA. 

In 2020 Gurleen received a Leverhulme Research Fellowship to conduct research into 'Racial differences in the school-to-work transition: exploring the long-term implications'.

Research interests

Gurleen´s primary research interest is in Applied Econometrics, with specific focus on poverty and income distribution. Her research falls under two broad themes.

The first focuses on looking at the labour market inequalities in the distribution of wages and earnings; with a focus on identifying the gender disparities and differences across the formal and the informal sectors of the economy.

The second area of her research is looking into the impact of socioeconomic inequalities and poverty on child development.

Gurleen is interested in supervising students in applied micro and macro-econometrics.

Publications

Journal articles

  • Gedikli C, Popli G & Yilmaz O (2023) . World Development, 164. RIS download Bibtex download
  • Gladwell D, Popli G & Tsuchiya A (2022) . Journal of the Royal Statistical Society. Series A (General). RIS download Bibtex download
  • Ahmad U, McIntosh S & Popli G (2022) . Review of Development Economics, 26(1), 3-31. RIS download Bibtex download
  • Campbell S, Nuevo-Chiquero A, Popli G & Ratcliffe A (2020) . Fiscal Studies. RIS download Bibtex download
  • Roberts J, Popli G & Harris, RJ (2017) . Journal of the Royal Statistical Society. Series A (General), 181(1), 299-320. RIS download Bibtex download
  • Dickerson A & Popli GK (2017) . Fiscal Studies. RIS download Bibtex download
  • Hernandez-Alava M & Popli G (2017) . Demography, 54(2), 485-511. RIS download Bibtex download
  • Popli GK & Yilmaz O (2016) . Labour. RIS download Bibtex download
  • Dickerson A & Popli GK (2016) . Journal of the Royal Statistical Society. Series A: Statistics in Society, 179(2), 535-558. RIS download Bibtex download
  • Ray J, Carr SD, Popli G & Gibson WP (2016) . Clinical Otolaryngology, 41(6), 707-710. RIS download Bibtex download
  • Janko Z & Popli GK (2015) . Applied Economics, 47(37), 4007-4019. RIS download Bibtex download
  • Popli G, Gladwell D & Tsuchiya A (2013) . Soc Sci Med, 97, 316-324. RIS download Bibtex download
  • Popli GK (2012) . Journal of the Royal Statistical Society. Series A: Statistics in Society. RIS download Bibtex download
  • Popli GK (2011) . Oxford Development Studies, 39(3), 369-387. RIS download Bibtex download
  • Popli GK (2010) . World Development, 38(6), 803-813. RIS download Bibtex download
  • Fairris D, Popli G & Zepeda E (2008) . Review of Social Economy, 66(2), 181-208. RIS download Bibtex download
  • Popli GK (2007) Rising wage inequality in Mexico, 1984-2000: A distributional analysis. Journal of Income Distribution, 16(2), 49-67. RIS download Bibtex download
  • Janko Z & Popli G () Economic Fluctuations and Mortality in Canada Revisited. Southern Economic Journal. RIS download Bibtex download
  • Brown S, Popli G & Sasso A () . Journal of Regional Science. RIS download Bibtex download
Teaching activities

I see teaching as an interactive learning process through which both the teacher and the student can benefit. The role of the teacher is to incite the students´ interest and curiosity in the subject and to help them think independently in an organized way. I believe it is possible, and important, to convey complex ideas in very simple terms without losing the essence of the material taught.

I also believe that it is very important that the structure and the level of the course are in accordance with the group of students taking it. For example, if I am teaching a course for undergraduate students, the emphasis will be on establishing the basic economic ideas and giving the students the tools that they can use to understand the real world questions.

On the other hand, when it comes to graduate courses, my focus would be in teaching current cutting edge research models and tools. I also like to place particular emphasis on backward and forward linkages, so that the students at any point can clearly understand how the particular module fits within the broad range of courses they have taken or will be taking.

  • ECN358 Economic Analysis of Inequality and Poverty
  • ECN6800 Dissertation (Module leader)