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Daniel Rogger manages DIME's unit on Governance and Institution Building. His areas of interest are political economy, and organizational and public economics. Dan¡¯s research aims to understand how to build organizations that effectively deliver public services. He does large scale surveys and research in collaboration with civil service organizations across the world. Dan did his PhD in economics at University College London (UCL), his Masters in Economics at the University of Cambridge, and his undergraduate degree in economics at UCL. Previously, he has worked as an Economist in the Presidency of Nigeria, an Associate Researcher for the UK's Department for International Development, and as a PhD scholar at the Institute for Fiscal Studies.

Arturo Herrera Gutierrez is the Global Director for Governance Global Practice in the Equitable Growth, Finance, and Institutions Practice Group (EFI) Vice Presidency. Mr. Herrera, a Mexican National, has extensive experience in governance, as a practitioner and from the development and academic perspectives. He joined the World Bank in 2010 as Senior Public Sector Management Specialist in the Latin America and the Caribbean (LAC) region. He held various positions in the Bank including as Sector Manager in LAC, Practice Manager in Governance Global Practice for the LAC and East Asia and the Pacific regions in the Global Unit before leaving the World Bank Group in 2018.

Deon Filmer is Director of the Development Research Group at the World Bank. He has previously served as Acting Research Manager in the Research Group, Co-Director of the World Development Report 2018: Learning to Realize Education¡¯s Promise, and Lead Economist in the Human Development department of the Africa Region of the World Bank. He works on issues of human capital and skills, service delivery, and the impact of policies and programs to improve human development outcomes¡ªwith research spanning the areas of education, health, social protection, and poverty and inequality. He has published widely in refereed journals, including studies of the impact of demand-side programs on schooling and learning; the roles of poverty, gender, orphanhood, and disability in explaining education inequalities; and the determinants of effective service delivery.