What Australian Economics Professors Think

In this article we present the results of a recent survey of economics professors in Australia. We found that there is a comfortable measure of consensus in many areas of economic science, including several contentious issues which currently worry policymakers and the general public alike. We show that there is good evidence to suggest that Australian academic economists share a world economic culture with their western European and (to an even greater extent) their American colleagues.
We also asked the professors to share their thoughts on university economics education. There was good consensus that the professors wanted a rigorous classical economics education for their students, but they were not willing to sacrifice breadth: the ideal student, it appears, is one technically competent in economics with a head for the social and political dimensions of the profession. Overwhelmingly, the professors voted the economics department of the Australian National University as the best place for such an education, with those of Melbourne, the University of New South Wales, and Monash, close behind.
Finally, the professors gave their opinions on the understanding of economics by government agencies, business and community groups.     

Economic Education in Korea: Current Status and Changes

The authors describe key aspects of precollege and undergraduate economic education in Korea. They show that precollege students seem to have low economics literacy due to problems with the curriculum and insufficient training of teachers. At the undergraduate level, they show that economics departments have more male students than female students and that the employment rate for economics majors is lower than for business majors. They hope to draw more of Korean economists' attention to research initiatives in economic education.     

政府教育支出的经济增长效应研究

政府教育支出的经济增长效应是经济学界研究的重要问题。文章首先建立一个包含政府教育支出的两部门内生增长模型,对中国政府教育支出的经济增长效应进行分析,实证结论是:长时期内中国政府教育支出的经济增长效应是正。因此,应进一步增加政府教育支出,并通过改进投资结构和进度,使之对长期经济增长起到更为重要的促进作用。     

Guidelines For Pre-College Economics Education: A Critique

While economists of all persuasions undoubtedly agree that universal economic literacy would be desirable, there appears to be substantial disagreement over what economic literacy is, what problems most need to be addressed, and how they can best be solved. These differences are clearly reflected in their diverse views as to what the goals should be for teaching economics in secondary schools. This paper specifically examines the recommendations offered in a paper on economic content standards by leaders of the economic education movement in the U.S. and finds them seriously wanting.     

Teaching Economics in the Schools: A Review of Survey Findings

The authors review and contrast the findings of a 1981 national survey of economic education at the precollege level and 15 state surveys conducted at about the same time. The picture that emerges is disturbing: instruction in economics tends to be minimal (or nonexistent) for many students, and teacher training in economics is limited. Curriculum structure, teacher training, and the development and use of materials are interrelated problems facing economic education.     

Economic Education in Schools and Universities in England

The authors review three aspects of economic education in England. They examine trends in undergraduate economics in England, principally in terms of recruitment and outcomes and connections with economics in schools. They also review formal instruction in schools through so-called “advanced level” courses for 16–19-year-old students and the role of the academic community in recent research in England on economic education.     

A Discrete-Time Hazard Analysis of the Role of Gender in Persistence in the Economics Major

So much has been done in terms of measuring the impact of economics courses on student knowledge and understanding of facts, concepts and principles, and so little research has dealt with the possible effects on student political attitudes, that this study by Scott and Rothman should be of great interest to economics instructors. The authors address themselves to George Stigler's assertion that “the education of an economist makes the person who receives it more conservative.” They report on the use of their own “Social Opinion Questionnaire” and how it was employed to investigate “the different effects, if any, introductory economics and introductory psychology have on opinions related to economic issues.”     

The Music Industry as a Vehicle for Economic Analysis

Student dissatisfaction with teaching of economics—particularly with macroeconomics—during the current financial crisis mirrors dissatisfaction that was expressed during the last big crisis, the Great Depression. Then and now, a good number of students have felt that their lectures bear little relation to the economic crisis raging outside the halls of academe. The economics profession seems unusual, when compared with some other professions, in complaints that the teaching is irrelevant to practical lives. There appear to be few complaints among physics students that their education does not prepare them for practical pursuits, such as engineering. But economics, particularly macroeconomics, is different from physics not because of the mode of teaching but because the subject matter is harder to conceptualize. Models have to be frequently discarded and fundamentally new ones have to be brought to bear to make them relevant to changed circumstances. Student dissatisfaction with economics, however, is, despite some vocal complaints, not intense overall, and enrollments are growing. Students mostly recognize that their teachers are struggling with the conceptual difficulties that are inherent in the field. Teachers can encourage such recognition and best serve their students if they refer regularly and respectfully to the history of economic thought, conveying the reasons for the theoretical constructs of other times and the tentativeness of current theories.     

全面理解人力资本的经济价值——教育经济学与培训经济学的融合

教育经济学不应只是正规学校教育的经济学,在终身学习的理念下,正规学校教育的结束并不意味着学习步伐的停滞和人力资本投资的终结。教育经济学未来拓展的路径,除了理论基础上的"外延式"发展外,还可以在原有的人力资本理论框架内走一条"内涵式"发展的道路,即强调综合考察人力资本投资的多种途径,特别是教育和培训这两种最主要的人力资本投资形式,让教育经济学走出正规学校教育经济学的固有领地,团结在人力资本理论的名义下,与培训经济学融合,走向人力资源开发研究的广阔天地,惟其如此,才能全面、深入地研究人力资本的经济价值及其实现机制。     

Self-Paced Economics Instruction: A Large-Scale Disaggregated Evaluation

There is a growing interest in various schemes for individualizing instruction in economics, and at least 50 studies have been made of some aspect of this approach. Soper and Thornton report on a study that constitutes a valuable addition to the literature in this subject. Perhaps more important than the results of their experiment, however, is the experimental design they used. Their model is one that should be examined carefully by everyone interested in research in economic education.     

Using Art (Paintings,Drawings, and Engravings) to Teach Economics

The authors provide a brief review of how economists have dealt with art in their research and more popular writings, and then consider the case that has been made for using art and other visual materials in general education and—in very few cases—to teach economics. A new Web site on Art and Economics is introduced that makes it easier for economics instructors to find and use art with their students. They discuss several different ways of using the art in classes, and provide a table with over 50 paintings from the Introduction slide show at the Web site to illustrate the range of economic concepts and issues that can be taught with art.     

Testing the Specification of Economic Learning Equations

This article summarizes a recently completed study of the teaching of economics in U.S. secondary schools. It provides important data on the increase in economic education, on the experience and background of the teachers, and on the opinions of those teachers regarding currently available economic materials. The nationwide survey suggests that considerable progress has been made but also singles out problems that remain to be addressed by economic education specialists.     

教育可持续发展的经济学分析:一个基本框架

教育不仅是一个社会学范畴,同时也是一个重要的经济学范畴.在考察教育的经济学内涵的基础上,引入经济学的公平与效率、供给与需求、规模与结构、竞争与垄断、成本与收益等概念等作为分析工具,可构建一个教育可持续发展的经济学分析框架,能为我国教育的可持续发展提供理论借鉴.     

The economics of education and policy: Ideas for a principles course

There are many aspects of the “economics of education” that would make excellent examples for introductory economics students. The author presents two topics that are central to the economics of education and to human capital theory: the economic benefit (or “returns”) to schooling and educational attainment as an investment. There are two key concepts the author hopes students get from this discussion. The first is that there are both private and social benefits of schooling whence we derive the rationale for government intervention. The second is that educational attainment is an investment decision with both costs and benefits, and some risk.     

J.A. Schumpeter and T.B. Veblen on economic evolution: the dichotomy between statics and dynamics

At present, the discussion on the dichotomy between statics and dynamics is resolved by concentrating on its mathematical meaning. Yet, a simple formalisation masks the underlying methodological discussion. Overcoming this limitation, the paper discusses Schumpeter's and Veblen's viewpoint on dynamic economic systems as systems generating change from within. It contributes to an understanding on their ideas of how economics could become an evolutionary science and on their contributions to elaborate an evolutionary economics. It confronts Schumpeter's with Veblen's perspective on evolutionary economics and provides insight into their evolutionary economic theorising by discussing their ideas on the evolution of capitalism.     

Sociology of economics or sociology of economy? theoretical-methodological arguments for sociological economics

This paper makes a proposal for reintroducing sociological or social economics into contemporary economic science. Such a reintroduction is proposed to be substantive, by analyzing the social structuring of the economy, and formal, by including sociological/social economics in the current (JEL) classification system of economic disciplines (code A.15). Both epistemological and ontological arguments can be presented to support the proposal. Epistemological arguments invoke the presence of essential components of sociological economics in the development of economic thought, and ontological arguments stress the role of social factors in economic life. In this paper I present primarily epistemological (theoretical-methodological) arguments for sociological economics, and secondarily ontological ones. I show that the present designation, sociology of economics, is something different from sociological or social economics in that the former refers to economic epistemology (knowledge) and the latter to economic ontology (reality). I conclude that, in addition to a sociology of economic science, we need a sociology of economic life. There is nothing surprising in the habit of economists to invade the sociological field. A major part of their work—practically the whole of what they have to say on institutions and on the…[social] forces which shape economic behavior—inevitably overlaps the sociologist’s preserves. In consequence, a no man’s land or everyman’s land has developed that might conveniently be called economic sociology … [or sociological economics] (Schumpeter 1956:134). The author is grateful to two anonymous referees for their constructive comments on an earlier version of this article.     

Factors Affecting the Content of High School Economics

Several years ago there was great interest in the high school economics course. Studies were being made of the effectiveness of high school economics, of the relationship between the student's high school economics background and his or her performance in the college principles course, and of the economic knowledge of precollege teachers. Strom's article may bring about a revival of interest in secondary school economic instruction. He has considered variables not previously taken into account, he has addressed the problem of defining the high school course, and—perhaps most important—he has suggested that the two-step factor analysis/regression procedure may be superior to the standard regression analysis in economic education research.     

财政分权、城乡收入差距与经济增长

利用1994年分税制后的经验数据,本文估计了一个包含增长方程、城乡收入差距方程和财政支出方程的联立方程模型,来估算财政分权对经济增长和城乡收入差距的影响。研究结果表明,财政分权使地方政府的财政支出显著增加,但财政支出的增加并不必然有利于经济增长和拉大城乡收入差距。如果在地方财政支出水平上升的同时,使科学教育和农业支出,特别是科学教育支出在总支出中的比重得以增加,将有可能在保持经济高增长的同时,使城乡收入差距得以缩小。     

A Survey of Economic Understanding in U.S. High Schools

The recent widespread adoption of online competitions in economic education provides a unique opportunity to make frequent assessments of economic literacy in U.S. classrooms. In this survey, student responses to test items from the Test of Economic Literacy (TEL) are used to create economic concept and content area achievement benchmarks. These benchmarks provide an interim renorming of the TEL and allow the authors to gauge the status of economic understanding among high school students. The data also allow the authors to compare learning outcomes between regular and advanced economics classes. Finally, the authors find that students in advanced economics classes significantly outperform students in regular classes.