Abstract
Economists such as de Soto (2000) posit that property titles are among the institutions that enhance human well-being. This paper presents a classroom property title exercise in which students may uncover for themselves the potential benefits of property titling on residential investment incentives. Players are faced with a series of rounds in which they must choose to build a low quality or high quality dwelling. Players are initially titleless squatters, but some property titles are randomly distributed between rounds. In each round, players receive a payoff from their housing investment but untitled properties also run the risk of confiscation.
Recommended Citation
(2026)
"A Classroom Property Title Experiment,"
Journal of Economics and Finance Education: Vol. 15:
Iss.
1, Article 4.
Available at:
https://scholarship.rollins.edu/jefe/vol15/iss1/4
