Journal Articles

Salas-Velasco, M. (2024). Nonparametric efficiency measurement of undergraduate teaching by university size. Operational Research, 24, article number 9.

Salas-Velasco, M. (2024). Debiasing the availability heuristic in student loan decision-making. Empirica, 51, 501–528.

Salas-Velasco, M. (2024). Evaluation of undergraduate academic programs through data envelopment analysis and time-to-degree estimates at Spanish public universities. Socio-Economic Planning Sciences, 93, 101878.

Salas-Velasco, M. (2024). Student loan debt literacy, overconfidence bias, and indebtedness behavior. Journal of Neuroscience, Psychology, and Economics, 17(2), 63–79.

Salas-Velasco, M. (2024). Attitudes of college seniors toward graduate student loan debt: The role of financial education. Journal of Financial Economic Policy, 16(4), 442–462.

Salas-Velasco, M. (2024). Transitioning from the university to the workplace: A duration model with grouped data. Stats, 7(3), 719–731.

Salas-Velasco, M. (2024). Vocational education and training systems in Europe: A cluster analysis. European Educational Research Journal, 23(3), 434–449.

Salas-Velasco, M. (2023). Setting a uniform price vs. discriminatory prices by a monopolist. Journal of Applied Economics & Business Research, 13(1).

Salas-Velasco, M. (2023). The reform of curricula in the Spanish university system: How well matched are new bachelor’s degrees to jobs. Systems, 11(4), 200.

Salas-Velasco, M. (2023). Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods. The Journal of Economic Education, 54(3), 225–242.

Salas-Velasco, M. (2023). Propensity for self-employment in a model of occupational choice: Evidence from a cohort of recent university graduates in Spain. Sustainability, 15(4), 3400.

Salas-Velasco, M. (2023). Panel data models for school evaluation: The case of high schools’ results in university entrance examinations. Stats, 6(1), 312–321.

Salas-Velasco, M. (2022). Causal effects of financial education intervention aimed at university students on financial knowledge and financial self-efficacy. Journal of Risk and Financial Management, 15(7), 284.

Salas-Velasco, M. (2021). Mapping the (mis)match of university degrees in the graduate labor market. Journal for Labour Market Research, 55(1), 1–23.

Salas-Velasco, M., Moreno-Herrero, D., & Sánchez-Campillo, J. (2021). Positive geographical spillovers of human capital on student learning outcomes. Applied Spatial Analysis and Policy, 14(2), 415–443.

Salas-Velasco, M., Moreno-Herrero, D., & Sánchez-Campillo, J. (2021). Teaching financial education in schools and students' financial literacy: A cross-country analysis with PISA data. International Journal of Finance & Economics, 26(3), 4077–4103.

Salas-Velasco, M. (2021). Market structure and pricing strategies: A mathematical and graphical analysis of price discrimination, accompanied by a Microsoft Excel–based tool. Journal of Education for Business, 96(2), 127–133.

Salas-Velasco, M. (2020). Does greater school resource allocation improve efficiency in education production? Performance assessment of Spanish public-sector funded schools. International Journal of Educational Management, 34(5), 903–915.

Salas-Velasco, M. (2020). Measuring and explaining the production efficiency of Spanish universities using a non-parametric approach and a bootstrapped-truncated regression. Scientometrics, 122, 825–846.

Salas-Velasco, M. (2020). Assessing the performance of Spanish secondary education institutions: Distinguishing between transient and persistent inefficiency, separated from heterogeneity. Manchester School, 88(4), 531–555.

Salas-Velasco, M. (2020). The technical efficiency performance of the higher education systems based on data envelopment analysis with an illustration for the Spanish case. Educational Research for Policy and Practice, 19, 159–180.

Salas-Velasco, M. (2019). Competitiveness and production efficiency across OECD countries. Competitiveness Review: An International Business Journal, 29(2), 160–180.

Salas-Velasco, M. (2019). Can educational laws improve efficiency in education production? Assessing students' academic performance at Spanish public universities, 2008–2014. Higher Education, 77(6), 1103–1123.

Moreno-Herrero, D., Salas-Velasco, M., & Sánchez-Campillo, J. (2018). Factors that influence the level of financial literacy among young people: The role of parental engagement and students' experiences with money matters. Children and Youth Services Review, 95, 334–351.

Salas-Velasco, M. (2018). Resource misallocation and production inefficiency. Estimating cross-country differences in macroeconomic performance. Journal of Economic Studies, 45(6), 1272–1287.

Moreno-Herrero, D., Salas-Velasco, M., & Sánchez-Campillo, J. (2018). The knowledge and skills that are essential to make financial decisions: First results from PISA 2012. FinanzArchiv: Public Finance Analysis, 74(3), 293–339.

Salas-Velasco, M. (2018). Production efficiency measurement and its determinants across OECD countries: The role of business sophistication and innovation. Economic Analysis and Policy, 57, 60–73.

Moreno-Herrero, D., Salas-Velasco, M., & Sánchez-Campillo, J. (2017). Individual pension plans in Spain: How expected change in future income and liquidity constraints shape the behavior of households. Journal of Family and Economic Issues, 38(4), 596–613.

Salas-Velasco, M. (2014). Do higher education institutions make a difference in competence development? A model of competence production at university. Higher Education, 68(4), 503–523.

Salas-Velasco, M. (2012). More than just good grades: Candidates' perceptions about the skills and attributes employers seek in new graduates. Journal of Business Economics and Management, 13(3), 499–517.

Sánchez-Martínez, M. T., Salas-Velasco, M., & Rodríguez-Ferrero, N. (2012). Who manages Spain's water resources? The political and administrative division of water management. International Journal of Water Resources Development, 28(1), 27–42.

Salas-Velasco, M., Sánchez-Martínez, M. T., & Rodríguez-Ferrero, N. (2012). Developing generic competences in the European Higher Education Area: A proposal for teaching the principles of economics. European Journal of Education, 47(3), 462–476.

Salas-Velasco, M. (2010). Wage determinants among medical doctors and nurses in Spain. Higher Education, 60(4), 357–368.

Rodríguez-Ferrero, N., Salas-Velasco, M., & Sánchez-Martínez, M. T. (2010). Assessment of productive efficiency in irrigated areas of Andalusia. International Journal of Water Resources Development, 26(3), 365–379.

Salas-Velasco, M. (2009). Beyond lectures and tutorials: Formal on-the-job training received by young European university graduates. Research in Economics, 63(3), 200–211.

Borra, C., Gómez-García, F., & Salas-Velasco, M. (2009). Entry of young economists into working life: Analysis of the determinants of first unemployment duration. Applied Economics Letters, 16(14), 1483–1488.

Johnes, G., & Salas-Velasco, M. (2007). The determinants of costs and efficiencies where producers are heterogeneous: The case of Spanish universities. Economics Bulletin, 4(15), 1–9.

Salas-Velasco, M. (2007). The transition from higher education to employment in Europe: The analysis of the time to obtain the first job. Higher Education, 54(3), 333–360.

Salas-Velasco, M. (2007). Graduates on the labor market: Formal and informal post-school training investments. Higher Education, 54(2), 227–246.

Salas-Velasco, M. (2006). Private returns to an university education: An instrumental variables approach. Higher Education, 51(3), 411–438.

Jiménez, J. D., & Salas-Velasco, M. (2000). Modeling educational choices. A binomial logit model applied to the demand for higher education. Higher Education, 40(3), 293–311.