Susana Herrero Olarte has a Phd in Applied Economics, coordinates the Center for Economic and Business Research (CIEE) at the University of Las Ámericas (UDLA) in Quito, Ecuador. She participates in the trAndeS research groups, of the Lateinamerika-Institut (LAI) of the Freie Universität Berlin and the I2tic of the Open University of Catalunya (UOC). She has been a consultant for international organizations in Latin America, Africa, and Asia (IDB, World Bank and European Union). She researches inequality and the labor market and collaborates with various media.

 

Publications (selection)

2021 (with Ariza-Montobbio, P.). Socio-metabolic profiles of electricity consumption along the rural–urban continuum of Ecuador: Whose energy sovereignty? Environment, Development and Sustainability, 1-35.

2021. La desigualdad en los tiempos de crisis: el caso sudamericano. GCG: revista de globalización, competitividad y gobernabilidad, 15(1), 114-126.

2021. Exclusión laboral por movilidad. El caso de Quito (Ecuador). Ciudad y territorio. Estudios territoriales. Vol. LII, núm 206.

2020 (with Sosa, F. V.). ¿ Influyen Los Salarios Mínimos En Los Ingresos De Los Más Pobres De Sudamérica?. Regional and Sectoral Economic Studies, 20 (2), 137-150.

2020 (with Sosa, F. V.). How does the worker's contribution to productivity explain the decrease in inequality in South America? GCG: revista de globalización, competitividad y gobernabilidad, 14 (2), 84-104.

2020 (with Baena-Rojas, J. J.). From Preferential Trade Arrangements to Free Trade Agreements: One of the Downturns of Cooperation in International Relations? Social Sciences, 9 (8), 139.

2020 (with Díaz-Márquez, A.). Análisis de la relación entre accesibilidad y pobreza. Estudio de caso en Quito, Ecuador. AUS [Arquitectura/Urbanismo/Sustentabilidad], (27), 50-58.

2020. Los retos de la Educación Superior en la Comunidad Andina de Naciones. Revista Scientific, 5 (16), 10-18.

2019. “¿Cómo son las comunidades marginales que generan pobreza estructural?” Papeles de la población. Vol. 25, núm. 97.

2019. "La Influencia De La Productividad Y De Los Factores De Producción En Las Exportaciones De Manufacturas Sudamericanas." Regional and Sectorial Economic Studies 19.2 (2019): 79-98.

2019. “Territorial exclusion as a limit to urban development”. Theoretical and Empirical Researches in Urban Management, 14(4), 53-69.

2019. ”El impacto de la productividad sudamericana en el comercio intrarregional”. Revista De Globalización, Competitividad y Gobernabilidad. Vol. 13 N°1

2019 (with Villa, A., y Sandoval, S.)."¿Influye la diversidad económica del barrio en su tasa de pobreza? El caso de Quito" ACE: Arquitecture, City and Environment. Año 13., núm.39

2018. “Improvement in Agricultural Production in Marginal and Isolated Communities in Latin America”. Agro Productividad. Año 11. Vol.11. N°11 

2018. Integración latinoamericana: Industria, inversión y comercio intrarregional, 1994-2014. Regional and Sectoral Economic Studies (RSES) Volume 18-2

2018. Condiciones de salud en las comunidades marginadas y aisladas contactadas de América Latina Academo 5 (1), 13-34.

2018 (with Villa, A., & Sandoval, S.). Are Trade Agreement Groups Working In South America?. Applied Econometrics and International Development, 18(2), 87-100.

 

Research project as CALAS fellow

Title: Does knowledge of science reduce the power of the Latin American elite?

Abstract: This proposal studies whether the number of STEM (science, technology, engineering, and mathematics) graduates is conditioning the hegemony of the elite in South America. Until now, the dominant class was the group that had value-added knowledge. It had inherited the only traditions capable of reproducing the good life and had traveled. In the current global market-dominated context, the added value is less and less in tradition and more in science. In this context, STEM careers have enormous potential to transform the economy and reduce the concentration of power around the elite. We explore from mathematics, with secondary data, and interviews, the relationship of STEM careers with inequality, poverty, and the power of the ruling class.

The objective of this proposal is to provide tools so that, through education, it is possible to better contribute to the reduction of inequality in the region. To this end, it is intended to answer the following three questions.

Q1. Do STEM careers reduce inequality?

Q2. Do STEM careers influence the income of all deciles? Which deciles do they influence the most? Why do STEM careers influence (or not more) some deciles than others

P3. Do STEM careers reduce the power of the ruling class? How?