Happiness (university) courses (economics of / science of)

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	O	P	Q	R
1	Course Name	Course Number	Institution	Country	Audience	Year(s) Taught	clear year(s) taught info available?	Course has stopped / will not be taught in foreseeable future?	Faculty (econ/psych/other)	Checked/Edited by instructor	Instructor(s)	Instructor(s) Contact Information	Syllabus URL	Course URL	Description	economics/science of happiness is only one among other topics	Self-Help Focused	Notes

3	Just please contact Chris Barrington-Leigh to make any editions or updates! Thank you!! (You can also use the commenting function to suggest changes)
4	Happiness Economics	FTR-FIMI222	Radboud University, Nijmegen School of Management	NL	undergraduate	2021	yes		Economics		Esther-Mirjam Sent (coördinator)	e.m.sent@fm.ru.nl		https://www.ru.nl/courseguides/fftr/fftr-cursussen-eng/courses-bachelor-ma/ftr-fimi222/	This course is part of the minor ‘Well-Being and Society.’ The fact that money does not buy happiness is obvious, but what does? This course offers an interdisciplinary perspective on the nature and determinants of subjective well-being, in particular income and job market outcomes. These insights help us to explore alternatives for Gross Domestic Product (GDP) as a dominant measure for policymakers to improve individuals' well-being. The Inclusive Wealth, Human Development, and Gross National Happiness index, and many other indicators have been suggested as substitutes for GDP, but policy makers remain reluctant to use these measures for a variety of reasons. With the help of various experienced scholars, you will examine these alternative measures and identify benefits and problems of using these indicators for policy making. As part of this course, you will propose, design, and test your own alternative measure for GDP: one that can be useful for policy makers, and is a good indicator for well-being.
5	Economics of Happiness	ECON 0222A	Middlebury	USA	undergraduate	2009-2021	yes		Economics		Craven, Carolyn L.	ccraven@middlebury.edu		https://courses.middlebury.edu/hub/mcug/202020/econ/0222a	Economics of Happiness We will explore the economics of happiness in both the micro and macro realm. We start with the neoclassical model of rational individuals who know with great precision what makes them happy. Next we explore behaviorist challenges to that model, including issues of regret, altruism, fairness, and gender. On the macro side, we investigate the puzzle of why, though most of us like more income, a growing GDP does not seem to make societies happier; we examine the impact of the macroeconomic environment on individual happiness. Finally we touch on current policy issues such as quantitative happiness indicators that have been adopted around the world, “paternalistic” policy measures to increase happiness, and the no-growth movement. (ECON 0150 or ECON 0155) 3 hrs. lect.
6	Positive Psychology: The Science of Happiness and Well-Being	PSYC 0436	Middlebury	USA	undergraduate	2016, 2020, 2021	yes		Psychology		Tina Donaldson Michelle McCauley	mccauley@middlebury.edu		https://catalog.middlebury.edu/courses/view/catalog/catalog%2FMCUG/course/course%2FPSYC0436	In this course we will explore a variety of topics that include happiness, character strengths, positive emotions, gratitude, resilience, positive connections, meaning, empathy, compassion, mindfulness, positive interventions, lifestyle change, loving kindness, self-care, health, and well-being. Through student-led presentations and class discussion of primary scientific literature, students will develop their understanding of the field of Positive Psychology and be able to apply related interventions to enhance their own health and happiness. (PSYC 0105; Open to junior and senior psychology majors) 3 hrs. sem.
7	Awe, Happiness, Positive Psych	FYSE 1435	Middlebury	USA	undergraduate	2015, 2018	yes		Psychology		Michelle McCauley	mccauley@middlebury.edu		https://catalog.middlebury.edu/courses/view/catalog/catalog%2FMCUG/course/course%2FFYSE1435	When have you felt awe? What makes people happy? Are there clear, predictable explanations for why some people are more resilient in life than others? How might experiencing awe or holding a positive worldview relate to performance at work or in school? Over this seminar, we will explore not only what makes us happy, but what makes us thrive. In doing so we will consider why this matters to us as individuals and, more broadly, to society. Emphasis will be placed on Self Determination Theory and understanding the link between intrinsic motivation and engagement with work and life. Additionally, we will contemplate the potential for using psychological theories in institutions such as schools, businesses, and non-profits to facilitate stakeholders’ commitment, performance, and health. We will read empirical research articles, popular books, and blogs to learn how researchers measure awe, happiness, and wellbeing. 3 hrs. sem.
8	The Economics of Happiness	Ec 970	Harvard	USA	undergraduate	2020	yes	stopped offering	Economics	yes	Kevin DeLuca	kevindeluca@g.harvard.edu @cantstopkevin	https://scholar.harvard.edu/kdeluca/classes/ec-970-economics-happiness-instructor/materials/course-syllabus		Course Description: Economists who study subjective well-being use the methodological and empirical tools of economics to understand how material welfare along with other life factors affect measures of people's self-reported happiness. How should we measure an individual's subjective level of happiness, and how should we incorporate a variety of these self-reported measures into common economic models of utility maximization and policy evaluation? In this course, we will explore the complicated relationships between traditional economic indicators and measures of subjective well-being in order to more fully understand, as economists, what makes people happy. Some key questions we will explore are: How do/should we measure happiness? Can money buy happiness? What does the research on psychological phenomena and behavioral quirks imply for our happiness goals as economists? What is the relationship between happiness and social capital - like family, friends, and our broader civic environments? How does someone's subjective well-being affect their productivity (and other economic outcomes)? How do cultural factors and differences in politics affect measures of subjective well-being? What effects do physical and mental health have on our day-to-day experiences as well as our overall life satisfaction? The course draws heavily on research in psychology and behavioral economics, and will also introduce students to a wide variety of empirical data on subjective well-being.
9	The Science of Happiness	PSYCHOLOGY 417A (Special Topics in Psychology):	UBC	Canada	undergraduate	2020, 2021	no		Psychology		Dr. Elizabeth Dunn	edunn@psych.ubc.ca	https://psych.cms.arts.ubc.ca/wp-content/uploads/sites/2/2019/12/Happiness-course-syllabus.FOR-STUDENTS.Aug-28.pdf		Course Description: In this seminar-style course, students will read and discuss cutting-edge research addressing questions such as: Does money really make people happier? Why are people happier in some places than others? How do technological innovations, such as smartphones and social media, affect happiness? As a student in this course, you will learn how to think like a social psychologist, critiquing existing ideas and creating new ones. And along the way, you may learn how to live a happier life.
10	The Economics of Well-Being	ECON430	McGill	Canada	undergraduate	2014, 2019	yes		Economics		Chris Barrington-Leigh	Chris.Barrington-Leigh@mcgill.ca			The measurement of well-being, or happiness, through direct subjective assess- ment has come to complement and challenge established thought in economic theory and policy. This course treats modern understandings of the definition, measurement, and determinants of subjective well-being and their implications for policy, growth, and the environment. The approach taken will reflect the preexisting treatment of welfare in eco- nomics as well as that of the field topics that the subjective well-being literature has addressed. The format of the course will be focused on reading and analysing the primary research literature. Pedagogically, the course will emphasize oral articulation of ideas, dilemmas, and evidence. More than in any other course you’ve likely taken, preparation for class will be essential.
11	The Science of Happiness	n/a	EDX Berkeley		continuing education	since 2014	yes		n/a		Dacher Keltner Emiliana Simon-Thomas	keltner@berkeley.edu, esimonthomas@berkeley.edu	https://courses.edx.org/courses/course-v1:BerkeleyX+GG101x-2+1T2015/ecba5251441249b284dbdd58a5afb453/	https://ggsc.berkeley.edu/what_we_do/event/the_science_of_happiness#tab-overview	This eight-week course explores the roots of a happy and meaningful life through science and practice. Students will engage with some of the most provocative and practical lessons from the latest research, discovering how cutting-edge research can be applied to their own lives. The course is divided into eight one-week segments, with an additional week in the middle for a midterm and an extra week at the end for a final exam, though students have six months to complete the material at their own pace if they wish.
12	The Science and Practice of Happiness	PSYCH 62	University of California, Berkeley	USA	undergraduate	Since before 2007	yes		Psychology					http://guide.berkeley.edu/courses/psych/	In this course, we will tour different approaches to understanding happiness, covering the great thinking from the past millennia found in the humanities and contemplative traditions (e.g., Indigenous traditions, Buddhism, Romanticism) and the recent social biological study of happiness. We will focus topics such as compassion, awe, gratitude, cooperation, forgiveness, narrative, purpose, and resilience. Each topic will include discussion of the wisdom from the humanities (e.g., art, poetry, philosophy), social science and neurophysiology, and a research-tested practice in which students learn to cultivate happiness and the resilience to stress.
13	Human Happiness	PSYCH 162/ PSYCH C162/ PSYCH N162	University of California, Berkeley	USA	undergraduate	2009, 2011, 2014, 2020, 2021, 2022	yes		Psychology		Dr. Dacher Keltner	keltner@berkeley.edu	https://tbp.berkeley.edu/syllabi/281/download/	https://classes.berkeley.edu/content/2020-spring-psych-c162-001-lec-001	This course will take an interdisciplinary approach to an understanding of happiness. The first part of the course will be devoted to the different treatments of happiness in the world's philosophical traditions, focusing up close on conceptions or the good life in classical Greek and Judeo-Christian thought, the great traditions in East Asian thought (Taoism, Buddhism, Confucianism), and ideas about happiness that emerged more recently in the age of Enlightenment. With these different perspectives as a framework, the course will then turn to treatments of happiness in the behavioral sciences, evolutionary scholarship, and neuroscience. Special emphasis will be given to understanding how happiness arises in experiences of the moral emotions, including gratitude, compassion, reverence and awe, as well as aesthetic emotions like humor and beauty.
14	Human Happiness	LS C160V	University of California, Berkeley	USA	undergraduate	2020, 2021, 2022	yes		Letters & Science		Dr. Dacher Keltner	keltner@berkeley.edu		https://classes.berkeley.edu/content/2020-spring-ls-c160v-001-lec-001	This course will take an interdisciplinary approach to an understanding of happiness. The first part of the course will be devoted to the different treatments of happiness in the world's philosophical traditions, focusing up close on conceptions or the good life in classical Greek and Judeo-Christian thought, the great traditions in East Asian thought (Taoism, Buddhism, Confucianism), and ideas about happiness that emerged more recently in the age of Enlightenment. With these different perspectives as a framework, the course will then turn to treatments of happiness in the behavioral sciences, evolutionary scholarship, and neuroscience. Special emphasis will be given to understanding how happiness arises in experiences of the moral emotions, including gratitude, compassion, reverence and awe, as well as aesthetic emotions like humor and beauty.
15	Science of Well-being	n/a	Coursera Yale		public	since 2018	yes				Laurie Santos	laurie.santos@yale.edu		https://www.coursera.org/learn/the-science-of-well-being	In this course you will engage in a series of challenges designed to increase your own happiness and build more productive habits. As preparation for these tasks, Professor Laurie Santos reveals misconceptions about happiness, annoying features of the mind that lead us to think the way we do, and the research that can help us change. You will ultimately be prepared to successfully incorporate a specific wellness activity into your life.		x
16	Psychology and the Good Life	PSYC 157b	Yale	USA	undergraduate	2018, 2021	no		Psychology		Laurie Santos	laurie.santos@yale.edu		http://catalog.yale.edu/ycps/subjects-of-instruction/psychology/#courseinventory	Psychological insights into how to live a better life and build a better world. Topics include scientifically-validated strategies for becoming happier, achieving behavior change, handling cognitive biases, and picking a meaningful career. Discussion of psychological insights into protecting the environment, improving education, promoting charitable giving, and inspiring healthier lifestyles. Students will practice strategies taught in the course to promote their own positive behavior change.		x
17	Happiness - Dissertation	PB4D2	London School of Economics	UK	graduate	2019/20, 2020/21, 2021/22	yes		Psychological and Behavioural Science	Yes	Dr Christian Krekel, Dr Kate Laffan, Prof Paul Dolan	c.krekel@lse.ac.uk		https://www.lse.ac.uk/resources/calendar2020-2021/courseGuides/PB/2020_PB4D2.htm	This course aims to introduce students to the main concepts and tools of the growing science of happiness, with a focus on applicability in policies across all sectors (government, private business, and the voluntary sector). To achieve this aim, the course is based on ten lectures covering: 1) what is happiness?; 2) evaluations of happiness; 3) experiences of happiness; 4) attention, adaptation, and mistakes; 5) happiness by design; 6) the narrative trap; 7) happiness in the corporate world; 8) policy appraisal using preferences; 9) policy appraisal using happiness; 10) happiness as the ultimate objective.			This is the dissertation option of PB421. Students who take the dissertation option have to follow the course but do not have to submit course work. Instead, they will focus their dissertation on happiness.
18	Happiness	PB421	London School of Economics	UK	graduate	2019/20, 2020/21, 2021/22	yes		Psychological and Behavioural Science	Yes	Dr Christian Krekel, Dr Kate Laffan, Prof Paul Dolan	c.krekel@lse.ac.uk		https://www.lse.ac.uk/resources/calendar2020-2021/courseGuides/PB/2020_PB421.htm	This course aims to introduce students to the main concepts and tools of the growing science of happiness, with a focus on applicability in policies across all sectors (government, private business, and the voluntary sector). To achieve this aim, the course is based on ten lectures covering: 1) what is happiness?; 2) evaluations of happiness; 3) experiences of happiness; 4) attention, adaptation, and mistakes; 5) happiness by design; 6) the narrative trap; 7) happiness in the corporate world; 8) policy appraisal using preferences; 9) policy appraisal using happiness; 10) happiness as the ultimate objective.
19	Wellbeing for Policy	PB441	London School of Economics	UK	graduate	2021/22	yes		Psychological and Behavioural Science	Yes	Dr Christian Krekel	c.krekel@lse.ac.uk		https://www.lse.ac.uk/resources/calendar2021-2022/courseGuides/PB/2021_PB441.htm	This course aims to introduce students to the main concepts and tools of wellbeing for policy-making, with a focus on applicability in policies across all sectors (government, business, and NGOs). To achieve this aim, the course is based on ten lectures covering: 1) wellbeing frameworks; 2) empirical evidence on causes and consequences of wellbeing; 3) measurement and survey design; 4) data and methods; 5) policy analysis using preferences versus policy analysis using wellbeing; 6) wellbeing policy evaluation and appraisal; 7) interventions; 8) embedding wellbeing into policy; 9) paternalism; 10) wellbeing as the ultimate goal.
20	Behaviour, Happiness and Public Policy	SA4L4	London School of Economics	UK	graduate	2012/13, 2013/14, 2014/15, 2015/16, 2016/17	yes	yes	Social Policy		Prof Paul Dolan	P.H.Dolan@lse.ac.uk		https://www.lse.ac.uk/resources/calendar.bak/courseGuides/SA/2015_SA4L4.htm?from_serp=1	This course aims to introduce students to the main concepts and tools of the growing fields of behavioural science and the science of happiness. The course brings these fields together with a clear focus on social policy. To achieve this aim, the course is based around twenty lectures covering: 1) what is wellbeing?; 2) what is behavioural science?; 3) choices under risk and uncertainty; 4) intertemporal decisions; 5) social preferences; 6) distributional preferences; 7) the role of emotions in decision making; 8) compensating behaviours; 9) dual-process models of behaviour and the role of the unconscious mind; 10) dual processing into policy; 11) wellbeing in economics; 12) research on happiness; 13) the determinants of life satisfaction; 14) moment-to-moment assessments of happiness as an alternative; 15) the role of eudemonic accounts of subjective wellbeing (meaning, purpose, etc.); 16) why we are often not very good at predicting our happiness; 17) valuing non-market goods (health, environment, etc.) using preferences; 18) valuing non-market goods using happiness; 19) evidence-based policy; 20) Making better decisions – bringing behaviour and happiness together.	X
21	Philosophical Problems in Contemporary Economics: Happiness and Economics	ECON 437	University of Victoria	Canada	undergraduate	2012, 2013, 2014, 2016, 2018,2021	no		Economics		Dr. Pascal Courty Dr. Merwan H. Engineer	menginee@uvic.ca	https://www.uvic.ca/socialsciences/economics/assets/docs/FALL2014ECON437A01.pdf https://www.uvic.ca/socialsciences/economics/assets/docs/econ_437_2021_fall_a01.pdf		Description: What has happiness got to do with economics? This course confronts the traditional economic approaches to understanding and promoting well being with the new “revolutionary” literature on happiness. This literature is wide ranging and includes research from the other social sciences, philosophy, religious studies, and brain science. Classes will be half lectures and half seminars. Seminars will include class experiments, debates, jokes, presentations as well as detailed discussions of articles and books on which students are expected to write up short commentaries.
22	Economics of Happiness	ECON432	University of Southern California	USA	undergraduate	2002 to 2020	yes		Economics		Richard A. Easterlin (2019, 2020) Malgorzata Switek (2002-2018)	easterl@usc.edu	https://dornsife.usc.edu/assets/sites/524/docs/Econ432Spring2017Syllabus.pdf	https://web-app.usc.edu/ws/soc_archive/soc/term-20143/course/econ-432/	What is happiness? How does it vary by socio-economic status and over the life cycle? This course will develop insight into the nature and determinants of subjective well-being.
23	Minor Economics of Well-Being	FEB53113/ FEB53113M	Erasmus University Rotterdam	Netherlands	undergraduate	Since 2013	no		Economics		Dr. Martijn Hendriks	hendriks@ese.eur.nl	https://www.eur.nl/en/minor/economics-well-being		In this minor, we explore the science of well-being. Core questions that will be covered in this minor include: What makes whom happy? Do people make optimal choices to achieve their well-being goals? If not, how can people be supported in optimizing their well-being? How to create thriving organizations and societies with flourishing employees and citizens? And, how do happier and healthier citizens and employees stimulate better societal outcomes and company profits? To answer these and other questions, this minor will use contemporary scientific evidence and offer multidisciplinary perspectives. The focus will be on topics related to economic behavior and phenomena. To learn about well-being, we will read recent journal articles and watch videos from top researchers, and we will subsequently discuss these in the interactive lectures. In addition, you will conduct empirical analyses to explore the topic of well-being. The course material combines insights from applied economics (happiness economics, health economics, behavioral economics, and labor economics), business economics, psychology (positive psychology and organizational psychology), and sociology. Both objective and subjective measures of well-being will be discussed, with a focus on subjective well-being (happiness and life satisfaction).
24	Introduction to Behavioural Economics	BEA106	University of Tasmania	Australia	undergraduate	Since 2021	no		Business & Economics		Professor Swee-Hoon Chuah	sweehoon.chuah@utas.edu.au	https://www.utas.edu.au/__data/assets/pdf_file/0008/1431827/BEA106-Semester-1-2021-Unit-Outline.pdf	https://www.utas.edu.au/courses/bus/units/bea106-introduction-to-behavioural-economics	Traditional economics portrays decision making as rational deliberation that computes optimal choices based on well-defined objectives and perfect information. In reality, limited information and cognition as well as certain features of the human psychology often result in decisions that deviate from this assumption. Behavioural economics attempts to explain these deviations using insights and theories from the other social sciences, in particular psychology. This unit introduces students to this intersection of economics and psychology. Its aim is not to be mathematically or theoretically thorough. Rather, it focuses on developing a better understanding of how human psychology affects economic decisions and how such knowledge can be applied to real world business and policy issues, including to nudge.	x		"Happiness and well-being" covered in week 12
25	Stress, Self-Care and Mindfulness	PSY114	University of Tasmania	Australia		2019, 2021	no		Psychology		Doctor Kate Talsma	Kate.Talsma@utas.edu.au		https://www.utas.edu.au/courses/chm/units/psy114-stress,-self-care-and-mindfulness?year=2021&SQ_CONTEXT_NAME=2021&SQ_ACTION=set_context	In this online unit you will learn about a range of contemporary approaches to managing stress and enhancing wellbeing which can be applied by individuals. As a foundation, you will learn about stress, coping, well-being and happiness, considering different models used in psychology to explain these concepts. Then you will explore the theory, evidence base, and practice of a range of approaches used to manage stress and enhance wellbeing within a self-care context. These approaches are grouped into three themes: 1. lifestyle (nutrition, physical activity, sleep, leisure and relaxation, social connections, digital health) 2. mindfulness (everyday mindfulness, formal mindfulness and meditation, compassion and self-compassion) and 3. positive psychology (gratitude, acts of kindness, character strengths, meaning, flow and creativity). Throughout the unit, there is a focus on learning to adopt healthy thoughts and behaviours as part of a self-care approach, and developing skills in applying the scientist-practitioner model to reflect on claims regarding approaches to managing stress and enhancing well-being. In each weekly online module, content is presented via text, images, videos, and audio recordings, along with interactive online learning activities. Readings focus on research articles and reports which provide an evidence base for the approaches discussed in the unit. There are multiple opportunities for both structured and informal interactions with your teacher and peers throughout the semester, in both synchronous and asynchronous modes. In practical activities and assessments, you will discuss, apply, and reflect on the techniques discussed in the unit content.	x	x
26	Topics in Applied Economics (2a)/(2b)	EC235/ EC236	Warwick University	UK	undergraduate		no		Economics		Abhinay Muthoo Sharun Mukand Victor Lavy	A.Muthoo@warwick.ac.uk; S.Mukand@warwick.ac.uk		https://warwick.ac.uk/fac/soc/economics/current/modules/ec235/ https://warwick.ac.uk/fac/soc/economics/current/modules/ec236/	The syllabus each year will cover up to three topics selected from within the broad area of ‘Applied Economics’. The selection will be drawn from all sub-fields within the discipline, including but not limited to labour, industrial, development, trade, behavioural, experimental, financial, public, health, education, strategic decision making and game theory, history, environmental, ethics, philosophy, happiness, and auctions. This list will expand and vary, reflecting staff interests. In years in which other first year 15 CATS optional modules do not run, one possibility will be to compress them into topics within this module. In selecting topics, the main criteria will include: (i) scope for the topic to provide a context in which, through application, students can begin to develop their understanding of key concepts in economics and econometrics, (ii) importance of the topic within the general field of Economics, (iii) policy relevance of the topic, (iv) complementing topics covered elsewhere within the degree programmes.	x
27	Behavioural Economics: Theory and Applications	EC345	Warwick University	UK	undergraduate		no		Economics		Alexander Dobson Mahnaz Nazneen	alexander.dobson@warwick.ac.uk m.nazneen.1@warwick.ac.uk		https://warwick.ac.uk/fac/soc/economics/current/modules/ec345/	The syllabus will cover both theory and application of Behavioural Economics. It will typically include topics such as: Theory 1. Prospect Theory - Effect of reference dependent preferences, loss aversion (sometimes called the endowment effect), present bias and social preferences, in the labour, financial and other markets. 2. The relationship between choice utility and subjective well-being 3. Economics of Happiness Applications 1. Addiction - Review the standard rational model of addiction (Becker & Murphy). Effect of time-inconsistency on consumption, internalities and multiple-selves. Illustration of policy interventions and the implications for the setting of taxes on commodities such as alcohol and tobacco. 2. Dishonesty - from incentive compatibility where truth telling is induced to dishonesty as an empirical regularity (focus on the work by Dan Ariely) Also report on experiments involving incorrect bills in restaurants - do diners react by notifying the waiter if the mistake is in their favour? 3. Implications for policy - with reference to competition and consumer policies we shall look at the idea of Nudge based policies and contrast these with traditional incentive market-based policies. The course will have an emphasis on the empirical identification of the different models, but it does not require an advanced econometric knowledge.	x
28	Economics of Well-being	n/a	Paris School of Economics	France	graduate	2021/22	no		Economics		Claudia Senik Andrew Clark	claudia.senik@psemail.eu	https://www.parisschoolofeconomics.eu/IMG/pdf/booklet-ape-2021-2022-syllabus.pdf		Accordingly, the course will address the following points: • The Measurement of well-being • Income growth and subjective well-being • Income comparisons and subjective well-being • Adaptation, expectations and subjective well-being • Income inequality, SWB and the demand for income redistribution • The cultural dimension of subjective well-being
29	Science of Happiness	PSYC10014	University of Bristol	UK	undergraduate	2019/20, 2020/21, 2021/22	yes		Psychology		Professor. Hood	Bruce.Hood@bristol.ac.uk		https://www.bris.ac.uk/unit-programme-catalogue/UnitDetails.jsa;jsessionid=79893C031D0CF33998584EFF1010502D?ayrCode=21%2F22&unitCode=PSYC10014	The Science of Happiness unit aims to introduce students to scientifically validated strategies for living a more satisfying life. Throughout the unit, students will explore the latest results from research in psychological science about how to be happier, how to feel less stressed and how to flourish, even in a challenging environment. They will be provided with opportunities to put some of these strategies into practice in their own life and to build some of the habits that will allow them to live a more fulfilling life. As the unit will focus on the challenges of the transition to University, it is only available to first year undergraduate students.		x
30	Behavioural Economics	EFIM30027	University of Bristol	UK	undergraduate	2016/17, 2017/18, 2018/19, 2020/21, 2021/22	yes		Economics		Dr. Christoph Koenig	Christoph.Koenig@bristol.ac.uk		https://www.bris.ac.uk/unit-programme-catalogue/UnitDetails.jsa?ayrCode=21%2F22&unitCode=EFIM30027	Modern economics has started to use models where economic decision making and action is not completely rational. This unit will consider theories of and evidence for such behaviour. The main topics covered in this course are: Prospect Theory, Time-Inconsistency, Non-standard beliefs, Economics of Happiness, Framing, Heuristics, Neuroeconomics, Emotions.	x
31	The Psychology of Happiness	O21P228PCJ	Oxford University	UK	continuing education	2022	no		Psychology		Mrs Magdalena Olmos			https://www.conted.ox.ac.uk/courses/the-psychology-of-happiness#programme_details_container	Explore the concept of happiness from a psychological perspective. You will learn about different routes to happiness presented by humanistic approach and positive psychology. We will explore the studies of positive emotion, positive character, positive institutions and flow made by Seligman and Csikszentmihalyi. You will learn about the art of happiness introduced by the Dalai Lama and Haward C. Cutler, mental health, well-being, self-actualisation and peak experience through studying concepts built on pioneering work by Rogers, Maslow, Jahoda and Erikson. You will learn about the use of psychological interventions to increase individual happiness
32	Behavioral Economics and Policy	ECON 26920/ PBPL 28805	University of Chicago	USA	undergraduate	since 2018/19	yes		Economics/ Public Policy		Ryan Kellog James A. Leitzel	j-leitzel@uchicago.edu		http://collegecatalog.uchicago.edu/thecollege/economics/ https://www.coursicle.com/uchicago/courses/PBPL/28805/	The standard theory of rational choice exhibits explanatory power in a vast range of circumstances, including such disparate decision making environments as whether to commit a crime, have children, or seek to emigrate. Nonetheless, shortfalls from full rationality seem not to be uncommon, and are themselves, to some extent, systematic. Behavioral economics documents and tries to account for these departures from full rationality. This course looks at areas in which some modification of the traditional rational choice apparatus might most be warranted; these include decisions that unfold over time, involve low probability events, or implicate willpower. To what extent should public policy respond to shortfalls from rationality or concern itself with promoting happiness?	x
33	Psychology for Citizens	PSYC 25901/ CHDV 26901	University of Chicago	USA	undergraduate	since 2017/18	yes		Psychology		William Goldstein	gold@uchicago.edu		https://psychology.uchicago.edu/content/courses-2017-18	This course will examine aspects of the psychology of judgment and decision making that are relevant to public life and citizenship. Judgment and decision making are involved when people evaluate information about electoral candidates or policy options, when they vote, and when they choose to behave in ways that affect the collective good. Topics considered in the course will include the following. (1) What is good for people? What do we know about happiness? Can/should happiness be a goal of public policy? (2) How do people evaluate information and make decisions? Why does public opinion remain so divided on so many issues? (3) How can people influence others and be influenced (e.g., by policy makers)? Beyond persuasion and coercion, what are more subtle means of influence? (4) How do individuals’ behaviors affect the collective good? What do we know about pro-social behavior (e.g., altruism/charitable giving) and anti-social behavior (e.g., cheating)? (5) How do people perceive and get along with each other? What affects tolerance and intolerance?	x
34	The Modern Welfare State	PBPL 28747	University of Chicago	USA	graduate	since 2017/18	yes		Public Policy		Yana Gallen	yana@uchicago.edu		https://harris.uchicago.edu/academics/programs-degrees/courses/modern-welfare-state	In 2016, Denmark was the happiest country in the world according to a United Nations happiness report. Denmark, along with Sweden and Finland have shared 20 years of relative prosperity and now are among the wealthiest countries in the 2020-2021 The College 779 world in terms of GDP per capita. They are also "welfare states" with very high levels of taxation and redistribution--policies at odds with traditional views on the power of incentives to encourage prosperity. The influence of the Nordic Model is evident is policy discussion in the US on issues ranging from educational subsidies to family-friendly workplaces. What can policy makers in other countries learn from the successes and failures of the Nordic Model? This class has three goals: 1. to familiarize you with Nordic taxes and subsidies, 2. to help you understand why these policies are successful (or appear to be successful), and 3. to give you the tools to critically evaluate suggestions for similar policy implementation in the US.	x
35	Decision Making	ECON 3050/ PBHL 3050/ PSYC 3050	University of Colorado Denver	USA	undergraduate	2021/22	no		Economics/ Public Health/ Psychology					https://catalog.ucdenver.edu/search/?P=ECON%203050	This course discusses current research on decision making/behavioral economics, as well as its application to individual well-being and public policy. You will gain insights on how and why people can be irrational in their daily decisions. Cross-listed with PBHL 3050 and PSYC 3050. Max hours: 3 Credits.	x
36	Choice Theory and Economic Ethics: Good, Bad and Happiness	ECON 4060	University of Colorado Boulder	USA	undergraduate	2017/18, 2020/21, 2021/22	no		Economics		Miles Kimball, Yangwei Song, Edward Morey	Miles.Kimball@Colorado.edu; yangwei.song@colorado.edu; edward.morey@colorado.edu	https://www.colorado.edu/economics/sites/default/files/attached-files/s21-4060_2.pdf	https://experts.colorado.edu/display/coursename_ECON-4060 https://www.coursicle.com/colorado/courses/ECON/4060/	How do individuals make choices? In economics, it is standard to assume that individuals are perfectly rational, self interested utility maximizers with unlimited cognitive abilities. What does this mean and is it true? In many cases, this standard model provides a good approximation to the types of behavior that economists are interested in. However, psychologists, experimental and behavioral economists have documented ways in which the standard model fails to explain people’s choices. The goal of this course is to understand how individuals make choices and their implications.
37	Behavioural Economics	ECON30019	University of Melbourne	Australia	undergraduate	since 2010	yes		Economics		Siqi Pan	siqi.pan@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/econ30019	This subject introduces students to empirical research demonstrating economically important patterns of behaviour that violate standard rationality assumptions, and to theorectical research aimed at capturing these behavioural patterns in tractable models. Most of the semester will be devoted to behavioural aspects of individual decision making, such as temptation and present-biased preferences, prospect theory, reference-dependent preferences, and over-confidence. We will also cover happiness research and behavioural public economics. This subject can be profitably taken alongside ECON30022, which in addition to the design of experiments also covers behavioural aspects of strategic interaction.	x
38	Principles of Positive Psychology	EDUC91041 (EDUC90787 prior to 2022)	University of Melbourne	Australia	graduate	since 2013	yes		Education	yes	Lara Mossman	lara.mossman@unimelb.edu.au		https://handbook.unimelb.edu.au/2021/subjects/educ90787	This subject introduces the science of positive psychology. Students will critically examine the historical development of the field, distinguish amongst different conceptualisations of wellbeing and flourishing, and develop a foundation in core constructs that contribute to and support wellbeing and resilience. The subject focuses on scientifically-sound processes and techniques, with the aim of helping students to become critical consumers of the literature. Interactive sessions and assignments will help students engage with, and begin to apply wellbeing science in their context and provides a strong foundation for subsequent subjects.
39	Critical Review of Wellbeing Science	EDUC91045	University of Melbourne	Australia	graduate	2022	yes		Education	yes	Lara Mossman	lara.mossman@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/educ91045	This subject critically examines approaches to, criticisms of, and advances in interdisciplinary wellbeing-related research. Students are introduced to methodologies traditionally used within positive psychology research and related disciplines, developing skills in critically reading and engaging with the literature. Key critiques and debates in the field are examined, drawing on a range of disciplinary perspectives, with consideration around implications for applications of the science. With an eye towards the future, students are introduced to innovations in the field by leading practitioners and scholars, with collective consideration of implications for research and practice.
40	Systems Informed Approaches to Change	EDUC91043	University of Melbourne	Australia	graduate	2022	yes		Education		Rachel Colla	rachel.colla@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/educ91043	Supporting an integrative, inter-disciplinary approach to wellbeing, this subject explores systems informed approaches to positive development and functioning, moving discourse, theory, research, and practice beyond the individual to include broader human social systems. Through experiential learning opportunities, students will unpack the philosophical and methodological assumptions that drive the positive psychology and wellbeing science fields and consider practical implications of a systems-informed perspective. Students will be introduced to a variety of systems-awareness tools, considering their practical utility in different contexts and across different situations. Students will identify the dynamic impact of factors such as culture, communities, and politics, on individual and collective wellbeing. Students will also explore systems-based approaches to sustainable change, which address the complexity of individual and collective behaviour change.
41	Applications of Positive Psychology	EDUC91042	University of Melbourne	Australia	graduate	since 2013	yes		Education		Becky Black	becky.black@unimelb.edu.au		https://handbook.unimelb.edu.au/subjects/educ91042	This subject examines a range of positive psychological approaches that can be delivered to individuals, groups and communities across a variety of mediums. Students are introduced to the theory and research underlying different approaches, and through experiential learning approaches, beginning with self-experimentation and extending to others, students critically evaluate the contextual relevance of different approaches. A particular emphasis is given to intersections between research and practice, with implications for working with different populations, as well as novel interventions.
42	Positive Psychology and Organisations	EDUC91044	University of Melbourne	Australia	graduate	since 2013	yes		Education		Gavin Slemp	gavin.slemp@unimelb.edu.au		https://handbook.unimelb.edu.au/subjects/educ91044	This subject explores the application of the positive psychology perspective within organisations, including government, for-profit, not-for-profit, and educational settings. Key social and identity processes that shape people’s behaviours, wellbeing, and performance within the workplace are examined. Organisational culture is explored, and a recognition of the complexities of organisations are identified. Drawing on a range of disciplines, including organisational behaviour, management, leadership development, and positive organisational scholarship, students examine micro and macro approaches to organisational science.
43	Wellbeing Design, Delivery & Evaluation	EDUC91046	University of Melbourne	Australia	graduate	starting 2022	yes		Education		Aaron Jarden	aaron.jarden@unimelb.edu.au		https://handbook.unimelb.edu.au/subjects/educ91046	This subject examines the design, delivery, and evaluation of positive interventions and approaches to fostering wellbeing and other positive outcomes across a range of contexts, such as at home, in the workplace, and in the local community. Nuances of delivery format in each delivery setting will be presented, discussed and critiqued. Ethical issues associated with applying positive interventions relevant to each context will be discussed, drawing upon guidelines from various disciplines. Strategies for evaluating the effectiveness, efficacy, and implementation of interventions and programs will be considered. Through experiential approaches, students will gain clarity on the design and implementation of programs, an appreciation of ethical practice, and understanding of basic evaluation skills.
44	Capstone in Positive Psychology	EDUC90790	University of Melbourne	Australia	graduate	since 2013	yes		Education		Peggy Kern	peggy.kern@unimelb.edu.au		https://handbook.unimelb.edu.au/subjects/educ90790	The capstone draws on theory, knowledge, and skills gained throughout the Master of Applied Positive Psychology program. Students reflect upon and further explore key learnings, identifying pathways beyond completion of the MAPP program. The subject further explores a variety of research-related approaches and issues affecting study validity. Applied to the capstone project, students design a project grounded in the science of positive psychology, wellbeing, or related disciplines, within the context of their choice. Students will be expected to critically review relevant literature, document planning decisions, and consider methods for evaluating intervention/study outcomes. The subject culminates with students sharing their capstone project in written and verbal forms.
45	Wellbeing, Motivation and Performance	EDUC10057	University of Melbourne	Australia	undergraduate	since 2013	yes		Education		Gavin Slemp Jacqui Francis Rachel Colla Lara Mossman	gavin.slemp@unimelb.edu.au jacqui.francis@unimelb.edu.au rachel.colla@unimelb.edu.au Lara.mossman@unimelb.edu.au		https://handbook.unimelb.edu.au/subjects/educ10057	This subject explores the science of what enables individuals to operate at the peak of their potential, including the conditions that are thought to give rise to optimal motivation, emotional agility, resilience, and other factors that support wellbeing and performance. The subject will explore skills and pathways for cultivating wellbeing while giving consideration to relevant individual differences and cultural factors. The content draws on a variety of disciplines, including psychology, education, philosophy, sports science, and organisational science, to enable students to apply this in their own context. Students will learn about the historical and philosophical views of wellbeing, motivation, and performance; the paradigm shift from problem-focused to strengths-based approaches; and the evolution from individual- to system-level perspectives of what contributes to wellbeing. Throughout the subject, students will design a personalised wellbeing intervention plan that is grounded in evidence-based practice, that they can apply in their own life.
46	Performance, Potential and Development	EDUC10059	University of Melbourne	Australia	undergraduate	since 2017	yes		Education		Lara Mossman	lara.mossman@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/educ10059	This subject will enable students to explore the theory and evidence relating to high performance and optimal functioning across a variety of contexts. Students will reflect on their best possible performing selves by drawing on the academic literature and real-life experiences. This subject will analyse and review teachable skills and pathways towards high performance. Students will be exposed to a variety of disciplines included, but not limited to psychology, education, social sciences, organisational behaviour and philosophy. Though an experiential mode of learning, students will learn about a variety of theoretical and evidence-based underpinnings of performance, including growth mindset, self-regulation, emotional intelligence, mindfulness and acceptance based approaches, flow, emotions, resilience, failure, and goal setting. Students can apply the evidence-based methods to increase their own performance and the performance of those around them.
47	Positive Communities and Organisations	EDUC20074	University of Melbourne	Australia	undergraduate	since 2013	yes		Education		Jacqui Francis Becky Black	jacqui.francis@unimelb.edu.au becky.black@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/educ20074	In this subject, students will use a systems lens to explore and evaluate how theories on wellbeing, ethics and virtues are being applied to education settings, workplaces and communities. Students will investigate key questions such as: How can schools and educational institutions support the wellbeing of students, teachers, staff and wider community members? How can workplaces foster wellbeing in employees and assist their local communities to thrive? What are the issues to consider? How do societies and nations measure wellbeing and develop policies to support collective wellbeing? Students will examine and appraise how wellbeing insights are being taught and applied in educational, organisational or community settings; analyse the role of wellbeing and virtues with respect to both subjective and objective outcomes; and assess implications of cross-cultural issues as well as trends in wellbeing policy.
48	Positive Leadership and Careers	EDUC30072	University of Melbourne	Australia	undergraduate	since 2013	yes		Education		Cagla Sanri Rachel Colla	rachel.colla@unimelb.edu.au cagla.sanri@unimelb.edu.au		https://handbook.unimelb.edu.au/2022/subjects/educ30072	In this subject, students will explore positive approaches to career choice, career management, and leadership. Students will investigate key questions such as: How much does money matter? What are the factors that promote flourishing in education and throughout one’s career? What approaches can be used to promote flourishing in ongoing learning, education, and career development practices? What is positive leadership and how can it be fostered and developed? How can positive leadership be used to help individuals and organisations to thrive? This subject will draw on a range of reflective learning, experiential learning, and skill-building techniques and exercises to enable students to develop a tool-kit to foster flourishing over the course of their education and career.
49	Law and Economics	ECON 154	Stanford University	USA	undergraduate	yes	yes		Economics		Vasquez Duque, O.a Bruce Owen	omarvd@stanford.edu; BruceOwen@stanford.edu	https://gradebuddy.com/doc/684452/syllabus/	https://explorecourses.stanford.edu/search?q=ECON154	In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures.
50	Law and Economics	PUBLPOL 106/ PUBLPOL 206	Stanford University	USA	graduate	since before 2001	yes		Public Policy		Vasquez Duque, O.a Bruce Owen	omarvd@stanford.edu; BruceOwen@stanford.edu	https://gradebuddy.com/doc/684452/syllabus/	https://explorecourses.stanford.edu/search?q=ECON154	In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures.
51	New Indicators of Well-Being and Sustainability	CEE 171F	Stanford University	USA	undergraduate	2018	yes		Civil and Environmental Engineering		Eloi Alexis Jean Laurent	eloi.laurent@sciencespo.fr		https://explorecourses.stanford.edu/search;jsessionid=11ymld9a9weyfumwj72t8zatn?q=happiness&view=catalog&page=0&filter-coursestatus-Active=on&academicYear=20152016#	Explore new ways to better measure human development, comprehensive wealth and sustainability beyond standard economic indicators such as income and GDP. Examine how new indicators shape global, national and local policy worldwide. Well-being topics include health, happiness, trust, inequality and governance. Sustainability topics include sustainable development, environmental performance indicators, material flow analysis and decoupling, and inclusive wealth indicators. Students will build their own indicator of well-being and sustainability for a term paper.
52	Wellbeing and Society	SOC 126D	Stanford University	USA	undergraduate	2020	yes		Sociology		Tamkinat Rauf	tamkinat@stanford.edu		https://explorecourses.stanford.edu/search?q=SOC+126D%3a+Wellbeing+and+Society&view=catalog&page=0&filter-coursestatus-Active=on&collapse=&academicYear=20192020	All societies have had some notion of what makes for a good life. The scientific study of wellbeing, however, is relatively new. As our capacity to collect data about people grows, our understanding of who is well and who is not is also rapidly evolving. Today, we understand wellbeing as having many dimensions, encompassing happiness, purpose, pleasure, health, income, social connection, and inclusion. What determines how individuals fare in these domains of life? How can we improve our collective and individual wellbeing? In this course, we will learn how our ability to pursue wellbeing is shaped by social factors, such as inequality, social networks, culture, government, and markets. We will draw on empirical research and case studies in sociology, psychology, anthropology, and economics. This course largely focuses on the US, but we will also discuss research from other countries in order to develop an appreciation for the role of social context in shaping wellbeing. Class discussions and assignments will focus on applying insights from academic scholarship to understand current social problems, including the COVID-19 epidemic and its consequences for society.	x
53	Exploring Happiness	WELLNESS 111	Stanford University	USA		since before 2017/18 (not sure of exact year)	no		Health and Human Performance		Donnovan Yisrael	donnovan@stanford.edu		https://explorecourses.stanford.edu/search?view=catalog&filter-coursestatus-Active=on&page=0&catalog=&q=WELLNESS+111%3A+Exploring+Happiness&collapse=	Explores how research-based happiness theory and principles are applied to enhance daily and life satisfaction. Positions happiness as a cornerstone construct of personal wellness, purpose, and fulfillment. Investigates the science of happiness through lecture, guided practice, dialogue, and course material in order to enhance understanding and implementation.
54	Economics of Happiness	ECON 419	Hamilton College	USA	undergraduate	2020/21, 2021/22	yes		Economics		Stephen Wu	swu@hamilton.edu		https://hamilton.smartcatalogiq.com/2020-21/College-Catalogue/Courses/ECON-Economics/400/ECON-419	Theoretical and empirical study of the determinants of happiness, life satisfaction, mental health, and other subjective measures of well-being. Topics include the measurement and reliability of well-being measures, the relationship between well-being and economic variables such as income and employment, and differences in well-being across various demographic groups.
55	Senior Project in Economics of Happiness	ECON 512	Hamilton College	USA	undergraduate	since 2018/19	yes		Economics		Stephen Wu	swu@hamilton.edu	https://people.hamilton.edu/documents/econ512_syllabus.pdf	https://hamilton.smartcatalogiq.com/2020-21/College-Catalogue/Courses/ECON-Economics/500/ECON-512	A senior project for concentrators in the department who are not pursuing honors. Students will work on projects related to the economics of subjective well-being. Prerequisite, 266,275, 285. Open to concentrators only. Co-requisite 419. Maximum enrollment, Seminar (12).
56	The Pursuit of Happiness	GOVT-247	Hamilton College	USA	undergraduate	since 2014/15	yes		Government		P. Gary Wyckoff	pwyckoff@hamilton.edu		https://hamilton.smartcatalogiq.com/2020-21/College-Catalogue/Courses/GOVT-Government/200/GOVT-247	What is human happiness? What factors increase or decrease it? Why are some countries and cultures happier than others? How can government policies promote happiness? This course considers:-- the nature of happiness from the major philosophical traditions, --the cognitive biases that impede our ability to maximize happiness, --the empirical literature on subjective well-being from the fields of economics, political science, and psychology, --recent trends in capitalist societies and their effects on happiness, and --government policies that might improve human happiness.
57	The Pursuit of Happiness	PPOL-247	Hamilton College	USA	undergraduate	since 2014/15	yes		Public Policy		P. Gary Wyckoff	pwyckoff@hamilton.edu		https://hamilton.smartcatalogiq.com/2020-21/College-Catalogue/Courses/PPOL-Public-Policy/200/PPOL-247	What is human happiness? What factors increase or decrease it? Why are some countries and cultures happier than others? How can government policies promote happiness? This course considers:-- the nature of happiness from the major philosophical traditions, --the cognitive biases that impede our ability to maximize happiness, --the empirical literature on subjective well-being from the fields of economics, political science, and psychology, --recent trends in capitalist societies and their effects on happiness, and --government policies that might improve human happiness.
58	Theory of Behavioral Economics (Old Course Name: Behavioral Economics)	ECON 1820	Brown University	USA	undergraduate	since before 2014/15 (not sure of exact year)	no		Economics		Mark Dean John McNeill	mark_dean@brown.edu; john_mcneill@brown.edu	http://www.columbia.edu/~md3405/BE_Syllabus_15.pdf	https://bulletin.brown.edu/search/?P=ECON%201820	This course provides a formal introduction to behavioral economics, focusing mostly on individual decision making. For different choice domains, we start by analyzing the behavior implied by benchmark models used by economists (e.g. rational choice, expected utility, exponential discounting). Experimental and empirical evidence is then used to highlight some limitations of these models, and to motivate new models that have been introduced to account for these violations. We will cover, for instance, models of limited attention, non-expected utility, and hyperbolic discounting. Covered in one class: Utility Maximization (3 lectures): The most basic model in all of economics is that people make choices to maximize their utility. How can we test this model, and does it provide a good description of behavior? We will also discuss the relationship between ‘utility’ and ‘happiness’	x
59	The Psychology and Philosophy of Happiness	CLPS 0710/ PHIL 0650/ COST 0650/ HMAN 0900B	Brown University	USA	undergraduate	since 2016/17	yes		Psychology		Joachim Krueger	joachim_krueger@brown.edu		https://bulletin.brown.edu/search/?P=CLPS%200710 https://www.coursicle.com/brown/courses/CLPS/0710/	The course explores four fundamental questions about happiness: What is happiness—pleasure, life satisfaction, something else? How is happiness achieved—what are the myths and realities about what conduces to happiness? Can happiness be achieved—are we naturally well suited to be happy? Why pursue happiness—is it sufficient, or even necessary, for a good life? The course examines classic contributions from philosophy and psychology, the two disciplines that have studied happiness most extensively. Team-taught by professors from both philosophy and psychology, it invites students to compare and combine both approaches.
60	Behavioral Economics	GU4840	Columbia University	USA	undergraduate	2020, 2022	no		Economics		Mark Dean	mark_dean@brown.edu	http://www.columbia.edu/~md3405/Behave_Syllabus_20.pdf http://www.columbia.edu/~md3405/Behave_Syllabus_17.pdf	http://www.columbia.edu/cu/bulletin/uwb/#/cu/bulletin/uwb/subj/ECON/GU4840-20221-001 https://www.coursicle.com/columbia/courses/ECON/W4840/	Within economics, the standard model of behavior is that of a perfectly rational, self‐interested utility maximizer with unlimited cognitive resources. In many cases, this provides a good approximation to the types of behavior that economists are interested in. However, over the past 30 years, psychologists, experimental and behavioral economists have documented ways in which the standard model is not just wrong, but is wrong in ways that are important for economic outcomes. Understanding these behaviors, and their implications, is one of the most exciting areas of current economic inquiry. Covered in Class: Utility Maximization (2 lectures): The most basic model in all of economics is that people make choices to maximize their utility. How can we test this model, and does it provide a good description of behavior? We will also discuss the relationship between ‘utility’ and ‘happiness’.	x
61	Understanding Health and Happiness	IDST 115	University of North Carolina at Chapel Hill	USA			no		Interdisciplinary Studies					https://catalog.unc.edu/search/?P=IDST%20115	This course exposes students to diverse scientific approaches to understanding happiness and subjective and physical well-being. The three professors offer perspectives from three disciplines: physiology, psychology, and sociology. The course teaches students research skills as well as evidence-based life skills, such as teamwork, developing social connections including "belongingness" at UNC, being physically active, and becoming confident that they can deploy these skills to increase their happiness and health.
62	First-Year Seminar: The Pursuit of Happiness	SOCI 71	University of North Carolina at Chapel Hill	USA	undergraduate		no		Sociology					https://catalog.unc.edu/search/?P=SOCI%2071	Examines the nature, causes, and consequences of happiness from diverse social science perspectives. Addresses such questions as, What is happiness? Can we measure happiness? If so, how? Does money buy happiness? Does happiness vary among social groups, cultures, and nations? What is the role of happiness in formulating public policies? Honors version availablee
63	Practical Wisdom from Advanced Social Psychology	PSYC 569.	University of North Carolina at Chapel Hill	USA			no		Psychology					https://catalog.unc.edu/search/?P=PSYC%20569	Surveys cutting-edge research across the field of social psychology and how it matters for everyday life. Topics include morality, mind perception, judgment and decision making, happiness, affective forecasting, emotion, relationships, negotiation, personality, free will, stress/health, and religion. Clear communication of research also emphasized through figures, presentations, and papers.	x
64	Ethics, Economics, and Public Policy	IDST 111	University of North Carolina at Chapel Hill	USA			no		Interdisciplinary Studies					https://catalog.unc.edu/search/?P=IDST%20111	This interdisciplinary course provides an overview of core tools used to analyze issues at the intersection of ethics, economics and public policy. It introduces students to the tools of economic analysis, including markets, prices, and market failures; discusses the ethical dimensions of markets and public policy, including socio-economic justice, the nature of well-being, and individual liberty; and describes challenges in political organization and action that confront policy makers motivated by economic or ethical objectives.	x
65	The Art and Science of Living	PSYCH 2311	University of Missouri	USA	undergraduate	2022	no		Psychology					http://catalog.missouri.edu/search/?P=PSYCH%202311	This course provides them with a combination of knowledge, tools, inspiration, and space for reflection. This course exposes students to the ways in which the most essential topics of their everyday lives (i.e. happiness, intimacy, money, despair) have long been taken up by scientists and artists alike.	x
66	The Pursuit of Happiness	PSYC 006	University of Pennsylvania	USA		since 2019/2020	yes		Psychology		J. Pawelski	pawelski@psych.upenn.edu		https://catalog.upenn.edu/courses/psyc/ https://www.coursicle.com/penn/courses/PSYC/006/	What is happiness? Can it be successfully pursued? If so, what are the best ways of doing so? This interactive course will consider various ways of answering these questions by exploring theoretical, scientific, and practical perspectives on flourishing, thriving, and wellness. We will discuss approaches to happiness from the humanities and the sciences and then try them out to see how they might help us increase our own well-being and that of the communities in which we live.
67	Experimental Economics	BEPP 904/ OIDD 904	University of Pennsylvania	USA	graduate	since 2015/16	yes		Economics		Jeremy Tobacman J. Kessler	tobacman@wharton.upenn.edu	https://apps.wharton.upenn.edu/syllabi/2015A/BEPP904401/	https://catalog.upenn.edu/search/?P=OIDD%20904 https://bepp.wharton.upenn.edu/programs/phd/course-information/course-descriptions/ https://catalog.upenn.edu/search/?P=BEPP%20904 https://www.coursicle.com/penn/courses/BEPP/904/	This course will help prepare you to run your own economics laboratory and field experiments. Experimental methods have been widely adopted by economists to develop new insights, and some economic theories and hypotheses are uniquely well-suited for testing with experimental tools and data. Achieving high internal and external validity requires careful experimental design. Substantive areas of application in the course will include market equilibrium, asset bubbles, learning in games, public good provision, and labor market relationships. Additional topics may include biases in individual decision-making; field experiments in development economics; and happiness, neuroeconomics, and behavioral/experimental welfare economics. Economists' typical interests in strategic and market-based interactions raise particular methodological challenges and	x
68	Economic Growth and Distributive Justice Part I - The Role of the State	n/a	Coursera Tel Aviv University		public	2016, 2017, 2018, 2019, 2020	no		Economics		Professor Yoram Y. Margalioth	margalio@tauex.tau.ac.il		https://www.coursera.org/learn/economic-growth-part-1?= https://www.coursera.org/learn/economic-growth-part-2?=	If you really care about the big questions in the economies and societies of the 21st century, such as distributive justice - namely, inequality of income or wealth, and its correlation with economic growth - this course is meant for you. The knowledge you will gain can truly change your outlook on our world. "Economic Growth and Distributive Justice - the Role of the State" is the first part of a two part course and it includes the following four lectures: (1) What do we need a state for? (2) The Relationship between Efficiency and Distributive Justice (3) Demonstrating the implications of different ethical theories (4) Distributive Justice: measurement and implications Once you've completed the first part, we strongly recommend that you register for the second part entitled: "Economic Growth and Distributive Justice - Maximizing Social Well-being", as well. Taking both parts of the course would enable you to obtain a fuller and more comprehensive knowledge about Economic Growth and Distributed Justice. The course is founded upon the elemental idea that the role of the state is to maximize the well-being - or simply the happiness - of its residents. In 9 fascinating, edifying lessons, using only simple words and decoding professional terminologies that sometimes baffle the intelligent layman, the course expounds many truths – both intuitive and unintuitive. Often using examples from the US and Europe, it does not however focus on policies in any particular region of the world, and is directly applicable to all countries around the globe.	x
69	Economic Growth and Distributive Justice Part II - Maximize Social Wellbeing	n/a	Coursera Tel Aviv University		public	2016, 2017, 2018, 2019, 2020	no		Economics		Professor Yoram Y. Margalioth	margalio@tauex.tau.ac.il		https://www.coursera.org/learn/economic-growth-part-1?= https://www.coursera.org/learn/economic-growth-part-2?=	If you really care about the big questions in the economies and societies of the 21st century, such as distributive justice - namely, inequality of income or wealth, and its correlation with economic growth - this course is meant for you. The knowledge you will gain can truly change your outlook on our world. "Economic Growth and Distributive Justice - the Role of the State" is the first part of a two part course and it includes the following four lectures: (1) What do we need a state for? (2) The Relationship between Efficiency and Distributive Justice (3) Demonstrating the implications of different ethical theories (4) Distributive Justice: measurement and implications Once you've completed the first part, we strongly recommend that you register for the second part entitled: "Economic Growth and Distributive Justice - Maximizing Social Well-being", as well. Taking both parts of the course would enable you to obtain a fuller and more comprehensive knowledge about Economic Growth and Distributed Justice. The course is founded upon the elemental idea that the role of the state is to maximize the well-being - or simply the happiness - of its residents. In 9 fascinating, edifying lessons, using only simple words and decoding professional terminologies that sometimes baffle the intelligent layman, the course expounds many truths – both intuitive and unintuitive. Often using examples from the US and Europe, it does not however focus on policies in any particular region of the world, and is directly applicable to all countries around the globe.	x
70	Building Well-being policies	OAGE 0090	SciencePo	France	graduate	since 2021	yes		International Affairs		Eloi Laurent	eloi.laurent@sciencespo.fr		https://syllabus.sciencespo.fr/cours/202110/189292.html https://weall.org/designing-wellbeing-policies-with-sciences-po-students	The Covid-19 pandemic has shed a bright light on two realities of the early 21st century. First, human well being, starting with human health, is a widely shared value across societies around the world and very different political systems are willing and able to prioritize it over conventional economic indicators, chief among them economic growth. Second, human prosperity is meaningless and can essentially vanish in a few years if it does not acknowledge its natural underpinning: well-being and sustainability are complements, not substitutes. The worldview of this class is that human communities should better connect human well-being to resilience and sustainability via new ways to assess prosperity and bring those visions to life by integrating them into new policies using practical tools such as narrative-building, well-being surveys and budgeting. Building these new well-being policies means also building on existing experiences around the world (from New Zealand to Finland). The purpose of this class is to introduce students to the on-going global â€œWell-being transitionâ€� and equip them with analytical and empirical tools to take active part in it. The class will indeed also work as a lab where students will learn how to imagine, design and build their own well-being vision.
71	Get from Arthur Grimes										Arthur Grimes
72	Are these in here: Anthony Lepinteur's (University of Luxembourg), Martijn Hendriks (Erasmus University Rotterdam), or Clemens Hetschko and Tom Günther (University of Leeds).
73
74
75
76	1. Happiness Management - A new course for second-year students (started in 2022)		Ruppin Academic Center, Israel	Israel		since 2022			Economics	y	Arie Sherman	arie.sherman@gmail.com						Yes, the seminar every year since 2012, and the other thought for the first time in 2022. I will teach both of them next academic year (starting in late October).
77	2. Economics of Happiness - A seminar for third-year students which I teach since 2012.		Ruppin Academic Center, Israel	Israel		since 2012			Economics	y	Arie Sherman	arie.sherman@gmail.com						Yes, the seminar every year since 2012, and the other thought for the first time in 2022. I will teach both of them next academic year (starting in late October).
78	The Science of Wellbeing in Business, Policy and Life		Oxford University	UK	MBA	2025 spring			Economics		Jan-Emmanuel de Neve
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101