Dr Hielke Buddelmeyer

Senior Research Fellow

Melbourne Institute of Applied Economic and Social Research
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Contact details

Phone: +61 3 8344 2091
Fax: +61 3 8344 2111
Email: hielkeb@unimelb.edu.au

Curriculum Vitae (pdf 127Kb)


Melbourne Institute of Applied Economic and Social Research
Level 5, Faculty of Business and Economics Building, 111 Barry Street, The University of Melbourne


Hielke Buddelmeyer studied econometrics at the Free University Amsterdam, The Netherlands, and graduated in the summer of 1995 with a study on the Gibbs Sampler and its applications. At New York University he further specialized in the fields of applied microeconometrics and labor economics and obtained his doctoral degree in January 2001 with a study of the re-employment dynamics of disabled workers. While working towards his Ph.D., he also worked as a researcher at the Furman Center for Real Estate and Urban Policy at New York University School of Law.

After working at the Institute for the Study of Labor (IZA) in Bonn as a Research Associate from September 2000 until August 2003, he joined the Melbourne Institute of Applied Economic and Social Research. At the Melbourne Institute his research focus is on the Australian economy, in particular on issues related to labour economics and social policy. Another important part of his research uses a behavioural microsimulation model, the Melbourne Institute Tax and Transfer Simulator (MITTS), to evaluate employment effects and costs of any hypothetical change to the current Australian tax and social security system.

SSRN Author Profile

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Selected Publications / Papers

Buddelmeyer, H., McVicar, D. and Wooden, M. (2015) ‘Non-Standard “Contingent” Employment and Job Satisfaction: A Panel Data Analysis’, Industrial Relations: A Journal of Economy and Society, vol. 54, no. 2, pp. 256–275.

Buddelmeyer, H. and Peyton, K. (2014) ‘How Windfall Income Increases Gambling at Poker Machines’, The Economic Record, vol. 90, pp. 236–248.

Polidano, C., Hanel, B. and Buddelmeyer, H. (2013) ‘Explaining the Socio-Economic Status School Completion Gap’, Education Economics, vol. 21, no. 3, pp. 230–247.