Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/138147
DC FieldValue
dc.titleESSAYS ON TWO-SIDED MATCHING
dc.contributor.authorHU GAOJI
dc.date.accessioned2017-12-31T18:00:43Z
dc.date.available2017-12-31T18:00:43Z
dc.date.issued2017-08-23
dc.identifier.citationHU GAOJI (2017-08-23). ESSAYS ON TWO-SIDED MATCHING. ScholarBank@NUS Repository.
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/138147
dc.description.abstractThis thesis consists of three chapters on two-sided matching. In the first chapter, we study DA processes under the college admissions model, which are time-consuming and costly in offer making. We show how and to what extent the process can be accelerated using feedback. At the same time, the number of rejected offers is also significantly reduced. The improvement from feedback is estimated by simulations in the context of the Ph.D. admission. In the second chapter, we study path-to-stability problem in matching with one-sided incomplete information. We define stability, describe a conservative learning pattern, and show the convergence of learning-blocking paths. The convergence is robust with respect to learning patterns. In the last chapter, we provide a blocking notion which involves higher order reasoning stemming from two-sided incomplete information. We also use the framework to study ex ante stability and Bayesian stability.
dc.language.isoen
dc.subjecttwo-sided matching, incomplete information, stability, learning-blocking path, convergence, comparative statics
dc.typeThesis
dc.contributor.departmentECONOMICS
dc.contributor.supervisorCHEN YI-CHUN
dc.description.degreePh.D
dc.description.degreeconferredDOCTOR OF PHILOSOPHY
Appears in Collections:Ph.D Theses (Open)

Show simple item record
Files in This Item:
File Description SizeFormatAccess SettingsVersion 
HuGJ.pdf859.98 kBAdobe PDF

OPEN

NoneView/Download

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.