
Always fair, constructive, and supportive.
Filippo Occhino is an Associate Professor of Economics in the Department of Economics, Finance, and Quantitative Analysis at Kennesaw State University’s Coles College of Business. He earned his Ph.D. in Economics from the University of Chicago in 2000, a Master’s in Economics from Bocconi University in Milan, Italy, in 1995, and a B.A. in Economic and Social Sciences from Bocconi University. His academic career includes research affiliations with the Federal Reserve Bank of Cleveland and Rutgers University.
Ochino’s research focuses on macroeconomics and financial stability, particularly monetary policy, fiscal policy, and the macroeconomic effects of financial distortions. He is an affiliated faculty member of the Bagwell Center for the Study of Markets and Economic Opportunity at Kennesaw State University, where he receives funding for research projects and publishes economic commentaries on topics such as business tax cuts and GDP trends. Notable publications include “Quantitative Easing and Direct Lending in Response to the COVID-19 Crisis” (Journal of Money, Credit and Banking, October 2025), “The Macroeconomic Effects of the Tax Cuts and Jobs Act” (Macroeconomic Dynamics, September 2023), “The Macroeconomic Effects of Business Tax Cuts with Debt Financing and Accelerated Depreciation” (Economic Modelling, August 2023), “The 2012 Eurozone Crisis and the ECB's OMT Program: A Debt-Overhang Banking and Sovereign Crisis Interpretation” (European Economic Review, November 2017), and “Debt-Overhang Banking Crises: Detecting and Preventing Systemic Risk” (Journal of Financial Stability, June 2017). Earlier contributions include “Labor’s Declining Share of Income and Rising Inequality” (Federal Reserve Bank of Cleveland Economic Commentary, 2012). His work has garnered over 648 citations, with an h-index of 12. Occhino teaches Principles of Macroeconomics (ECON 2105) and Macroeconomics (ECON 4610), contributing to the education of students in economic principles and advanced theory.