PhD, Economics, 1993, Iowa State University of Science and Technology, Ames, IA, USA.
MA Economics, 1988, Ankara University, Ankara, Turkey.
BSc Economics, 1985, Gazi University, Ankara, Turkey.
•The Effects of North Korean Threats on Financial Markets in South Korea and Japan, (with A.I. Cevik), Journal of Asian Economics, 43(2), April 2016, pp. 18-26.
•Global Liquidity and Financial Stress: Evidence from Major Emerging Economies, (with E.I. Cevik and N. Kirci-Cevik). Emerging Markets Finance and Trade, 52(12), December 2016, pp. 2790-2807.
•Financial Stress and Economic Activity in Some Emerging Asian Economies, (with E. Cevik and T. Kenc), Research in International Business and Finance, 36(1), January 2016, pp. 127–139.
•Monetary and Fiscal Policy Interactions and Sustainable Policy Mix: Evidence from Emerging European Economies, (with E. I. Cevik and A. Kutan. Journal of Comparative Economics, December 2014, 42(4), pp. 1079-1091.
•Measuring Financial Stress in Transition Economies, (with E. Cevik, and A. Kutan). Journal of Financial Stability, 9(4), December 2013, pp. 597-611.
•Can macroeconomic indicators predict a currency crisis? Evidence From Selected Southeast Asian Countries, (with S. Budsayaplakorn, I. Mathur), Emerging Markets Finance and Trade, November-December 2010, 46(6), pp.5-21.
•Welfare Cost of Inflation in a Stochastic Balance Growth Model, (with T. Kenc), Economic Modelling, May 2009, 26(3), pp. 650-658.
•The Spirit of Capitalism, Growth, and Asset Pricing in a Small Open Economy, (with T. Kenc), Journal of International Money and Finance, 26(8), December 2007, pp. 1378-1402.
•Do Retail Gasoline Prices Rise More Readily than They Fall? A Threshold Cointegration Approach, (with S. Algudhea and T. Kenc), Journal of Economics and Business, 59(6), November-December 2007, pp. 560-574.
•Sources of Inflation and Output Fluctuations in Poland and Hungary: Implications for Full Membership in the European Union, (with A. Kutan), Journal of Macroeconomics, 27(1), March 2005, 107-131.
•Relationships among US Oil Prices and Oil Industry Equity Indices, (with S. Hammoudeh, and E. Aleisa). International Review of Economics and Finance, 2004, 13: 427-453.
•Inflation, Output, and Stabilization in a High Inflation Economy: Turkey, 1980 2002, (with A. Kibritcioglu), Journal of Economics and Business, 56(1), February 2004, 43-61.
•Contagion Effects from the 1994 Mexican Peso Crisis: Evidence from Chilean ADRs, (with I. Mathur, K. Gleason, and M. Singh). The Financial Review, February 2002, 37: 17-34.
•Long Run Purchasing Power Parity with Asymmetric Adjustment, (with W. Enders), Southern Economic Journal, October 2001, 68: 433 45.
•Sources of Real Exchange Rate Movements in Transition Economies: The Case of Poland and Hungary, (with A. Kutan), Journal of Comparative Economics, June 2001, 29: 257 75.
•Do Real Wages Respond Asymmetrically to Unemployment Shocks? Evidence from the U.S. and Canada, (with W. Enders), Journal of Macroeconomics, Fall 2001, 23: 495 515.
•The Behavior of the Real Exchange Rate under Fixed and Floating Exchange Rate Regimes, (with F. Koray), Open Economies Review, April 2001, 12: 123 43.
•International Monetary Regimes and Incidence and Transmission of Macroeconomic Shocks: Evidence from the Bretton Woods and Modern Floating Periods, Southern Economic Journal, January 2000, 66: 590 608.
•Inflation under the Bretton Woods: The Spillover Effects of U.S. Expansionary Policies, Atlantic Economic Journal, March 1999, 27: 74-85.
•Forward Speculation, Excess Returns, and Exchange Rate Variability: The Role of Risk Premiums, Review of International Economics, August 1998, 6: 427-40
•The Incidence and Effects of Macroeconomic Disturbances under Alternative Exchange Rate Systems: Evidence since the Classical Gold Standard, International Review of Economics and Finance, 1998, 7: 225-41.
•Optimum Currency Areas and European Monetary Unification, (with Julius Horvath), Contemporary Economic Policy, January 1997, 15: 37-49.
•Real Disturbances, Relative Prices, and Purchasing Power Parity, Journal of Macroeconomics, Winter 1996, 18: 69-87.
•Multiple Cointegrating Vectors and Structural Economic Models: An Application to the French Franc U.S. Dollar Exchange Rate, (with Walter Enders). Southern Economic Journal, April 1995, 61: 1098-1116.
1. Julius Horvath “Empirical Essays on Macroeconomic Interdependence Among Countries”, Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 1996.
2. Eisa A. Aleisa “Essays on Macroeconomic Fluctuations, Oil Prices, and World Inflation: The Case of Saudi Arabia”, Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2001.
3. Kanokwan Chancheroenchai “The Behavior of Stock Prices and the Time Varying Risk Premium: Evidence from Six Southeast Asian Stock Markets”, Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2002.
4. Yaya Sissoko “Business Cycles, Real Exchange Rates, and Optimum Currency Areas in Sub-Saharan Africa”, Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2003.
5. Abdoul Wane “Essays on Asymmetric Adjustment in Macroeconomics,” Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2003.
6. Salim al-Gudhea “Essays on the Behavior of the OPEC and the Oil Market”. Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2003.
7. Winnie Lin Lee “Optimum Currency Areas in the Pacific Rim”, Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2003.
8. Ahmed Al-Hadiah “Essays on Macroeconomic and Real Exchange Rate Fluctuations in Kuwait,” Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2004.
9. Saksit Budslayapakorn “Essays in Exchange Rate, Inflation, and the Role of Monetary Policy for Small Open Economies” Ph.D. Dissertation, Southern Illinois University Carbondale, Illinois, USA, 2004.
As a teacher, I try to break down the barriers that exist between students and teachers. A cornerstone of my teaching is to reach out to the entire class. Given the mathematical complexity of Economics and Finance, I present models and ideas formally, and then try to summarize the important aspects using an understandable and intuitive language. I offer an interactive class where I ask many questions. Instead of giving the answer, I lead the students to answer(s) and I believe the resulting discussion is essential in the development of reasoning skills. By involving students in discussions, students feel they are part of a discovery process.
Given the importance of faculty-student interaction, I give students ample opportunities to interact outside the classroom. This also gives me the opportunity to get feedback from students and achieve my curricular goals better. It also provides avenues for students to seek help and counseling. Most students tend to seek career counseling and recommendation letters from teachers they are familiar with. Most importantly, I convey my passion for the subject and my strong interest in teaching. I believe it is important to present ideas in a historical context so that the audience can appreciate the fact that great ideas are not developed in an intellectual vacuum. I also use my broad-based liberal arts background to illustrate the generality of the argument. This provides a good exercise to reason at different levels of abstraction, which is essential in fostering critical thinking.
As a matter of style, I often sprinkle the discussion with humor. I have been working hard to provide motivation to students. I use the classroom as a forum where I emphasize the role of education in a person's intellectual and personal development. As a true believer in education, I draw on Aristotle's dictum that “education is a bitter tree the fruit of which is sweet.” I try to emphasize the investment aspect of education with zeal, and add that it is an important and effective way to social mobility. I also emphasize the virtues and the desirability of living in a society where persuasion is the pillar of social cohesion. Finally, I enter every class believing that teaching and research are complementary activities, and I try to bring my ongoing research into the classroom. I have a strong reputation as a teacher in the classroom; this is evidenced by student feedback and comments as my rating on teaching effectiveness has been very good to excellent.
