Lessons from My Academic Journey

Our Choices Need Not Be a Zero-Sum Game

To survive and thrive in academia, embrace Steve Martin’s wisdom: Be so good they can’t ignore you.

Preamble: The purpose of this article is to share my professional journey and offer some insights for young and early-career scholars who are trying to navigate a meaningful and productive academic path. Drawing inspiration from two insightful books—From Strength to Strength by Arthur Brooks and Slow Productivity by Cal Newport—as well as my own experiences, I hope to illustrate practical strategies for facing the challenges of the academic world. By sharing my modest journey at UNM, which has been shaped by the contributions of many fellow travelers and lessons from my own trials and errors, I aim to show how these challenges can be transformed into opportunities while avoiding burnout and finding success in our academic missions.

Confronting Burnout, Distractions, and Mission Drifts

In academia, many scholars face three significant challenges that can hinder their professional growth and well-being: the fear of burnout, being pulled in different directions, and the risk of straying from their core academic mission. The pressure to publish, secure funding, and maintain a visible presence in the academic community can lead to overwhelming anxiety and fatigue. The diverse demands of teaching, research, and service often leave academics feeling stretched thin, compromising their ability to focus on what truly matters. This tug-of-war jeopardizes scholarly productivity and undermines the fulfillment that initially drew many to their academic pursuits. Recognizing and addressing these issues is crucial for cultivating a sustainable and rewarding academic career.

By sharing the distinct phases of my career—from technical skill-building to global, interdisciplinary leadership—I hope to demonstrate how intentional reinvention, strategic focus, and a long-term vision can sustain both scholarly impact and personal fulfillment over time. My journey has allowed me to maintain a significant upward trajectory in academic productivity, as reflected in my publications, citation counts, and doctoral student supervision.

I present my phase-wise trajectory not as a prescriptive model but as a humble reflection of my experiences, encouraging others to identify gaps, adjust their paths, and create their unique journeys in academia. By intentionally navigating these distinct phases, scholars can prevent burnout by allowing themselves the necessary space to recharge and reflect—an essential theme in Brooks’ From Strength to Strength.

Complementing this approach is the principle outlined in Newport’s Slow Productivity, which is particularly useful for understanding the efficient use of time and the discipline required to do more with less. This philosophy emphasizes prioritizing fewer tasks, working at a natural pace, and focusing on quality over quantity. Such an approach is invaluable in the academic profession, where distractions and demand for your time and attentions can be overwhelming. Likewise, the pressure to produce can lead to significant stress, even impacting the work-life balance.

In conclusion, I would like to share a few key lessons from my experiences, along with some book recommendations that align with these principles. These insights are designed to help scholars not only avoid burnout but also cultivate creativity while remaining committed to their academic missions.

A Lesson on Balancing Careerism Versus Creativity

Furthermore, I urge young scholars to heed the warning of Nobel Prize Laureate James Heckman, who emphasizes that an exclusive focus on careerism can stifle creativity. While his message addresses the importance of scholarly contributions that emerge from outlets outside the top-tier, "exclusive club," he reminds us that career advancement and creative scholarship can coexist. I hope my story can serve as a valuable lesson in achieving that balance.

I conclude this reflection with Cal Newport’s principle of Slow Productivity—prioritizing fewer tasks, working at a natural pace, and focusing on quality over quantity—perhaps echoing Heckman’s message about the need for creativity in scholarship. By embracing this balanced approach, young scholars can cultivate a fulfilling academic career that harmonizes productivity with innovative thinking and passionate pursuits.

Building Academic Life at UNM

After spending a 38-year career at the University of New Mexico’s Department of Economics, I found myself reflecting as I began to navigate my transition into retirement. What stood out to me were the distinct, phase-wise career choices I had made during these years. I realized that I had continually reinvested in myself by following a simple yet powerful principle: learn, apply, and repeat. This cyclical approach had kept me energized and intellectually curious, enabling me to evolve across disciplines and avoid burnout. Over time, this philosophy unfolded across four distinct academic phases—each lasting roughly a decade.

Skill Development

The first two phases of my career were marked by a focus on building technical skills, developing research expertise, and establishing an academic brand rooted in technical rigor and productivity. These were my formative years—focused on sharpening my capabilities, gaining tenure, and building the brand and strength necessary for collaborative research, mostly in environmental economics, our long-standing departmental strength.

Depth to Breadth

The latter two phases, however, were about expanding my identity as a global scholar, mentor, and institutional entrepreneur. They were more outward-looking—defined by networking, risk-taking, interdisciplinary leadership, and global engagement, especially in the Himalayan region. To my great satisfaction, these later stages proved to be the most productive and impactful: they accounted for over 50% of my total research output (80 out of 150 publications) and the mentoring of 35 out of 40 PhD students under my guidance, in addition to advising nearly 100 graduate (MA included) students and honors theses. While such expansive engagements often risk diluting research focus, in my case, they served as a catalyst—fueling a surge in creative scholarship and yielding a body of research resulting in meaningful academic contributions across disciplines.

Learning to Leverage

In response to the university’s new provost's call, thoughts turned toward ways to leverage Himalayan roots, specifically Nepal. The diversity in geographic landscape, culture, and a range of issues, along with the emergence of educational enterprises in the country, presented significant opportunities. Simultaneously, a National Science Foundation report on the future of social science research—characterized by collaboration, multidisciplinary approaches, and data intensity—began to influence research perspectives.

Ultimately, this bold move into the global arena and focused direction paid off, resulting in twelve fieldwork-related doctoral research projects, two master's theses, and three honors theses. The key takeaway is that while exploring new, creative, and risky endeavors, attention must remain on scholarly production. Of course, the entire global enterprise involved many trials and errors, along with the collective efforts of scholars, students, and institutions both at UNM and beyond.

Navigating Through Four Phases

Phase I: Foundations: Skill Development (1987–1995) After joining UNM in 1987, fresh out of the University of Colorado-Boulder, my early focus was on skill development, publication, and the pursuit of tenure and promotion. Drawing on my graduate training, I concentrated on macroeconomics and time series analysis, producing a strong body of research that led to my promotion to Associate Professor. This phase laid the technical and institutional foundation for what was to come. [Papers=16, PhD=1]

Phase II: Retooling and Diversification of Research (1995–2005) Following tenure, I used a sabbatical to retool in micro-econometrics and environmental economics, shifting my focus toward non-market valuation. I applied advanced econometric techniques to address environmental issues, working with both revealed and stated preference data within a collaborative setting. This deepened my analytical expertise and expanded my research agenda to include natural resource valuation, largely through survey-based empirical research in the U.S. Along the way, I was promoted to full professor. [Papers=47, PhD=4]

Phase III: Global Engagement and Knowledge Platforms (2005–2014) In response to the Provost's call for global outreach around 2005—and with my promotion to full professor behind me—I transitioned to a broader, interdisciplinary focus. Alongside colleagues from other universities, I helped establish the Nepal Study Center (NSC) and the Himalayan Policy Research Consortium (HPRC). These platforms hosted international conferences, enabled policy-relevant research, and facilitated two MOUs between UNM and institutions in Nepal (KU and ICIMOD) —efforts that helped bring international students into our graduate program.

For example, around the time of the inception of the Nepal Study Center (NSC) in 2005, one graduate student from Nepal was recruited into the Economics Department’s PhD program. Since then, the Nepali student population at UNM has grown to over 130 students across the campus, now making it the second-largest international student body. The NSC's over 20 years of engagement with Nepal may have been a significant catalyst in attracting students from Nepal, fostering awareness of UNM through word of mouth. This growth underscores the importance of cultural exchange and reflects a broader commitment to nurturing a vibrant academic community at UNM, of which the NSC has been a part. [Papers=30, PhD==13]

Phase IV: Community-engaged Interdisciplinary Field Research (2015–2025) Building on the global outreach and institutional platforms established both at UNM and in Nepal, I sought to create meaningful research opportunities for our graduate students. In 2014–2015, I co-led an NSF-funded exploratory research mission to Nepal with a multidisciplinary team of UNM faculty in engineering and climate science, initiating a deeply collaborative and community-rooted research phase centered on sustainability. This period marked the founding of the Lumbini Center for Sustainability at PNMF -a local research hub in Siddharthanagar that catalyzed multiple PhD dissertations, community-based fieldwork, and experiential study-abroad programs. These initiatives were not only interdisciplinary—spanning public health, environmental science, sustainable infrastructure, and citizen science—but also embedded STEM aspects (e.g., testing air pollution and water quality) within the communities they aimed to serve. A particularly transformative experience came in 2015, when we partnered with the UNM4Nepal team and faculty from Kathmandu University to build a women’s community center in Bahunipati in response to the devastating earthquake. This post-disaster engagement became a powerful lesson in how problem-driven research can simultaneously benefit students, faculty, and communities. This final active phase allowed me to integrate research, teaching, and service into a holistic model while mentoring a new generation of globally-minded, impact-driven scholars. It also saw the creation of the UNM Himalayan Study Abroad Program, which offered students firsthand experience with real-world challenges—from biodiversity and public health to water and air quality. One highlight was the launch of the Beyond Lumbini Circle initiative—an eco-cultural tourism project designed to extend economic and educational benefits from the iconic World Heritage site to surrounding rural districts rich in cultural heritage and ecological value. [Papers=48, PhD=22]

Through sharing my phase-wise research and doctoral output, I hope to inspire younger scholars and demonstrate that with focus, intention, and creativity, pursuing both depth and breadth in our work need not sacrifice our primary scholarly mission. That is, it need not be a zero-sum game.

Broader Impact

Research and Pedagogical Learning

The latter two phases of my career—marked by global engagement and interdisciplinary field research—were not only highly productive in terms of publications and PhD mentorship, but also instrumental in transforming the learning environment at UNM. The platforms I helped create, such as the Nepal Study Center (UNM) and the Lumbini Center for Sustainability (Nepal), enabled a truly hands-on, community-engaged learning experience. Data collected through doctoral fieldwork in Nepal became a rich source for classroom analysis at UNM, where students developed real-world interventions that they later implemented on the ground through study abroad programs (pollution monitoring, water quality monitoring, citizen science, environmental art). This full-circle model brought together research, teaching, and service in a way that made global issues tangible and actionable for students.

Moreover, I was able to apply the same level of academic rigor and mentorship philosophy while co-directing the American Economic Association’s Summer Training Program for Minority Students at UNM, further extending the impact of experiential learning and inclusive excellence in economics education.

State Restructuring, Institutional Reforms, & Policy Debates

Recognizing the importance of giving back to my home country, I have also sought to leverage my academic platform to support Nepal during its transformative phases, including the struggles with insurgency and the establishment of a new constitution. By writing in Nepali news outlets and policy platforms, I aimed to advocate for crucial political reforms, including the establishment of a federal structure, electoral reforms, higher education reforms, as well as promoting trans-Himalayan cooperation among Nepal, China, and India. I believe it is our duty as academicians to use our expertise for the betterment of our communities, and I have endeavored to extend my influence beyond academia through advisory roles and collaboration with diaspora organizations (e.g., NACA, a multidisciplinary broader academic platform of America-based Nepali scholars). These efforts reflect my commitment to supporting Nepal’s ongoing development and bridging the gap between education (research) and real-world impact. The Beyond Lumbini Circle initiative to promote eco-cultural tourism in Nepal, which was born out of the NSC’s experiential learning study abroad program at UNM, is one such example.

A Few Lessons for Young Scholars

Building Your Worth as a Researcher

For researchers and scholars, developing a specialized skill set is crucial, especially in the early stages of your academic journey. Finding your niche helps you establish expertise and sets the stage for future success. Demonstrating your worth is key to attracting collaborations, as it shows others that you can contribute valuable skills and insights to their projects.

Building trust is essential too. When you consistently meet your commitments and engage openly with others, you foster strong relationships that encourage collaboration. Ultimately, showcasing your worth establishes you as a valuable contributor and attracts collaborators who appreciate your unique skills and experiences.

Cost of Solitude

First, always remember that no matter what creative ideas you pursue, the primary mission remains academic scholarship. Never lose sight of the fact that you will ultimately be judged by your scholarly output. As you embark on new phases, there will inevitably be moments of silence as you immerse yourself in new investments. You may find yourself in an exploratory mood, and while this solitude may feel isolating, it is a cost worth bearing, especially as you reinvent yourself for your next act. There is always some cost when you transition from one phase to the next, the very theme of the book From Strength to Strength.

Don’t get caught up in the volume and velocity of continuously repeating the same research or activities. A sabbatical, for example, is an opportunity to contemplate, retool, and generate new ideas as you forge ahead. Transitioning from one phase to another requires reflection and renewal, which is essential to avoid burnout and foster creativity, as highlighted in "From Strength to Strength.” Learn, apply, repeat!

Remember, sabbaticals are not best spent finalizing ongoing papers. Sabbaticals should be viewed as a period of radio silence away from departmental responsibilities and social obligations. Instead, think of it as a "Think Year," similar to how Bill Gates uses his Think Days or Think Weeks. That is, embrace strategic laziness regarding distracting tasks and responsibilities, especially during sabbaticals. This approach can free up your cognitive bandwidth for creative thoughts and ideas.

Being a Giver

Second, adopting a giving approach in your interactions with colleagues and students will yield positive results in the long run. While a selfish, taking mentality may offer short-term benefits in terms of publication credit and monetary rewards, being a giver fosters not only long-term success but also a rewarding experience. If you prioritize departmental welfare over personal, egoistic achievements (with nothing wrong with personal success), you begin to earn the respect of your colleagues. According to Adam Grant, by displaying such altruistic behavior—being selfless, generous, and putting the team ahead of yourself—(he calls it expedition behavior) you will start to earn what psychologist Edwin Hollander calls idiosyncrasy credits. Over time, these idiosyncrasy credits give you the freedom to deviate from norms and try creative and innovative experiments. I believe I earned enough of these credits to pursue my global endeavors.

Putting it in perspective, what I am trying to suggest is that you avoid “responsibility bias” in order to keep the collaboration sustainable and flourishing. Collaborations often fail when some members begin to overvalue their own contributions and undermine those of others. Cultivating a giver’s mindset can help avoid that pitfall, allowing everyone to benefit in the end and accruing more idiosyncratic credits for the giver, in particular.

Quality versus Quantity

Third, there is always a trade-off between quality and quantity in academia. This balance depends on your environment and the expectations of your academic unit. Focusing exclusively on quality may be lucrative in the long run and can increase your mobility as well as visibility. Some play this long game and succeed to climb the academic prestige ladder. However, it also carries risks. Finding a good balance between the two is often more practical for most scholars, which I have followed myself.

On Wild Courage

Fourth, academia is one profession where you are presented with opportunities to push your curiosity. I encountered one such opportunity when the newly hired provost initiated a global initiative. As someone from the Himalayan region with tremendous ecological issues of global importance, I began to explore the idea of launching a global educational and research endeavor.

Some of my close colleagues expressed concerns about my global endeavors, especially given that the university had only one Nepali faculty member and that most global scholarly activities were focused on Latin American studies. Their concerns were not unfounded. While some may call it luck, I see it as a combination of calculated risk and effort when a Nepali faculty member at a university with no Nepali students and a sparse population in the state reaches out to colleagues from other states to collaborate on launching a Nepal Study Center at UNM. That was almost 20 years ago, and since then, this global endeavor has resulted in more than a dozen field research projects in the Himalayan region, numerous doctoral research projects and degrees, two institutional MOUs, several dozens scholarly papers, and several study abroad and experiential learning engagements. It has also contributed to the growth of the second-largest international student population from Nepal, among other achievements. This endeavor received vital support from the Dean, chairs, students, and colleagues both within UNM and beyond. The essential point is that taking risks, when aligned with the academic mission of the university and your department, can yield fruitful results.

Be So Good They Can’t Ignore You

Navigating the world of academia can feel like an Ironman competition, filled with intense competition and sometimes politics as well. It's a challenging journey, but I want to share a piece of wisdom from Steve Martin, who said, 'Be so good they can’t ignore you.' This idea inspired Cal Newport to write an entire book on the subject.

As I wrote earlier, I’ve learned the significance of retooling myself to prevent burnout and to stay competitive, much like Arthur’s shift from strength to strength. This journey evokes the game of ducks and drakes, where each stone skips smoothly across the water, creating ripples of energy without losing momentum. Just as a well-thrown stone keeps its rhythm while gliding over the surface, we too can stay energized by adjusting our paths and embracing flexibility. By celebrating small victories along the way, we can cultivate resilience and growth, ensuring we remain engaged and motivated in our pursuit of excellence. As I said, my global endeavors were risky but proved rewarding eventually.

In essence, hard work, consistency, and humility can do the trick. Instead of succumbing to the pressures around you, focus on becoming truly exceptional in your field. Your dedication will shine through, making it impossible for others to overlook your potential.

Choosing the Right Room

Fifth, if you find yourself being the smartest person in the room, you are in the wrong room. Collaborate with smarter colleagues, even if it means reaching out to someone you just met at a conference. Associate with those who can help you grow and improve. Also, never burn your bridges; you never know when you might need them. Several of my highly visible publications, including two in the flagship journal AER and a few National Science Foundation grants, have resulted from being in a better room.

Code of Honor

Sixth, your efforts must be accompanied by this code of honor: show up, work hard, be kind, be a giver, and take the high road; good things will follow as long as you consider failures as your mentors. That is, focus more on doing good than on looking good.

Avoid the Trappings of Self-Fulfilling Prophecies

There are instances where graduate students are judged or labeled as "bloomers" versus "backbenchers." Research has shown that such labeling, if believed by faculty, can create a performance gap between the two groups, even if the labeling is entirely random. The so-called bloomers often receive extra attention, feedback, and mentoring, leading to self-fulfilling prophecies. Conversely, when faculty see students as full of potential and strive to bring out the best in them, the results can be highly successful. I have faced similar challenges and created a win-win situation by adopting this positive approach. The key is to view challenges as opportunities without any prejudgment.

New Emerging Frontier of AI

I must emphasize the importance of new innovations and how young social science scholars should not miss out or be left behind. Yes, I am talking about AI, which is rapidly changing academia and has been quickly integrated into universities and colleges. I strongly urge young social scientists to incorporate AI into their research and teaching. It’s worth remembering the fable of the Fox and the Hedgehog, originally from the ancient Greek poet Archilochus, which teaches us that while the Fox knows many things, the Hedgehog knows one big thing. This reflects our basic understanding of how knowledge should be sought. However, in today’s complex world, being like an eagle may be even more beneficial, as it provides a broader perspective that surpasses both the Fox and the Hedgehog.

For example, an economist needs to unravel complex problems involving multiple factors, including social behavior, policy debates, and economic trends. AI can enhance our understanding of this multidimensional landscape by revealing patterns and insights that might otherwise go unnoticed. By embracing AI tools, young scholars can not only deepen their knowledge but also develop the holistic vision needed to tackle the pressing challenges we face today. It is coming, and it is coming fast!

Inspirational Sources

These lessons I’ve highlighted are inspired by the following books that are worth reading: From Strength to Strength by Arthur Brooks, Give and Take by Adam Grant, Slow Productivity by Cal Newport, and Wild Courage by Jenny Wood.

Following My Own Advice

I did my best to incorporate many of these pieces of advice into my own professional growth, part of which is captured by a former UNM colleague’s kind reflection:

…your retooling from time series (where you had considerable success) to micro-econometrics (especially the limited dependent variable methods) was a significant overall benefit to the department. A truly significant positive externality. Many academics just keep doing what they did for their PhD work but you didn't take that easy route. I use your example a lot when I'm talking to folks about growing a department and the importance of team production. Folks like [a close colleague] and myself certainly benefited from your continual reinvention of yourself and I see from your story that many students also benefited.

The Next Chapter: A Pursuit of Deep Life

Embracing Slow Productivity

As I retire in 2025, I now look ahead to a phase guided not by institutional demands but by personal reflection, intellectual freedom, and deeper purpose. I hope to continue my engagement with the world through reading, writing, mentoring, and mindful exploration—still grounded in the basic principle that sustained me throughout my career: learn, apply, and repeat. Above all, I wish to move forward more along the lines of Cal Newport’s book, Slow Productivity—prioritizing fewer things, working at a natural pace, and focusing on quality over quantity. At least, that’s the goal!

Think Summer

Before I jot down a few things that are bubbling on my radar, I must address the questions that everyone is asking me: What is your next plan? Where are you traveling? Are you still going to do research? My answer is this: “Let me use these coming months as my Think Summer so I can prioritize my ideas; I will say no to a few old engagements and welcome a few new ones.” The goal is to be intentional, selective, and relaxed to ensure that overall well-being is enhanced, leading to a deep life, perhaps.

As for deep life, here is my take: Around two millennia ago, Seneca stated that a life without design is erratic. Therefore, it’s important to establish habits and routines by being mindful of the three faculties you wish to nurture: the body, the mind, and the brain. Avoid engaging in activities that are not in the best interest of their advancement. Work at it consistently, one step at a time, until you feel a sense of rhythm. That is a glimpse into a deep life.

Sample Meaningful Projects

Being curious is key, regardless of where it leads, hopefully to better places. If you are intellectually inclined to pursue projects with broader externalities, this curiosity can encompass concerns, for example, such as addressing the challenges of failing public rural schools and the use of AI tutors to close the STEM gap, exploring the potential of citizen science across the ecologically diverse landscape from Mustang to Lumbini, or imagining a virtual university concept that utilizes this landscape as a classroom. Below are some preliminary thoughts intended to spark curiosity in the younger generation and encourage them to pursue these ideas with further refinements.

Bridging the Educational Divide in Rural Nepal with AI Read more: https://nepalunplugged.substack.com/p/bridging-the-educational-divide-in

The Lumbini Eco-Cultural Adventure Tour Read more: https://nepalunplugged.substack.com/p/the-lumbini-eco-cultural-adventure

Mustang-Lumbini Vertical University: An Integrative Experiential Learning Approach to Education Read more: https://nepalunplugged.substack.com/p/mustang-lumbini-vertical-university

A Dream Project

One of my dream projects is to explore the establishment of an Environmental Information System (EIS)—an integrative big data science project focused on the Himalayan region—to address evolving environmental challenges and their interplay with local communities. The aim is to examine how indigenous communities, as part of these complex human-ecosystem systems, can serve as stewards of their environment, fostering mutual economic benefits while enhancing the sustainability and resilience of local ecosystems. This is especially pertinent for a country like Nepal, as well as Bhutan, which have been experiencing an alarming trend of rural depopulation due to migration flows to other nations. The vast rural landscape will inevitably undergo market-driven changes, so it’s crucial to consider ways to foster human-ecological systems before succumbing to the forces of production and consumption. Furthermore, a resourceful data portal can promote STEM education in schools by providing students and educators with access to environmental data and insights. This type of initiative can inspire the next generation to engage with scientific and technological solutions to these pressing multidimensional challenges. Obviously, it will require a significant amount of collaborative hands.

Finally, It Takes a Village

I am deeply indebted to many individuals and institutions, both here and in Nepal, whose contributions have profoundly shaped my journey. I extend my heartfelt gratitude to my Chairs and Dean at UNM for granting me the freedom to pursue my interests, as well as to my colleagues within my department and across the UNM campus who have supported me throughout various collaborative projects. I also want to thank the dedicated staff of the Economics Department for their invaluable assistance and support.

I am particularly grateful to my graduate students, who have been invaluable collaborators in research, assisted in mentoring undergraduates, and joined me on trips to Nepal for experiential learning and field research. Additionally, I thank the UNM Foundation and the Economics Department for their efforts in establishing the Alok Bohara Endowment Fund for the Graduate Research Excellence Award, which will support future scholars in their academic pursuits.

I am also grateful to my colleagues at other universities who helped establish knowledge platforms, such as the HPRC, and who have advanced these initiatives in collaboration with our UNM alumni scholars. The institutions and colleagues in Nepal—KU, TU, ICIMOD, and PNMF—have been instrumental in executing various research initiatives and engaging with the community. I also want to acknowledge my diaspora friends, whose support was invaluable, particularly in setting up the knowledge platforms—the Nepal Study Center and HPRC.

None of this would have been possible without the support of Professor Robert McNown from the University of Colorado Boulder, a Fulbright scholar I met in Nepal at Tribhuvan University, who brought me to CU and mentored me throughout my graduate studies. Finally, I am forever indebted to my family, especially my wife, Sujata and my late brother Deepak for their unwavering support throughout my journey.

A Heartfelt Farewell

On April 16, 2025, I had the honor of a touching retirement send-off organized by my department chair, colleagues, staff, and students. I am truly grateful for the kind words and heartfelt sentiments shared by some of my colleagues, highlighting the contributions and dedication I aimed to bring to our academic community.

The plaque presented to me by department chair and colleagues stands as a testament to our collective efforts and shared memories. It is with deep appreciation and humility that I reflect on the journey we have shared together. Thank you all for making this chapter of my life so meaningful.

Dr. Alok K. Bohara Graduate Research Excellence Award:
One unexpected honor in this closing chapter is the creation of the Alok Bohara Graduate Research Excellence Award, which reflects the mentoring and student-centered work that has meant the most to me. This initiative reflects the collaborative efforts and dedication of the many students and colleagues I've had the privilege to work with over the years. With sincere gratitude, I share the link here:
https://impactunm.unmfund.org/s/1959/22/interior.aspx?sid=1959&gid=2&pgid=1322#:~:text=The%20purpose%20of%20the%20Dr.%20Alok%20K.%20Bohara,the%20Department%20of%20Economics%2C%20University%20of%20New%20Mexico.


For more details about my academic work, please refer to my vitae here.