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1.
Abstract

This paper proposes the use of class debates in an intermediate-level microeconomics course to introduce early to mid-career undergraduate students to socially embedded and pluralist perspectives, political-economic processes, and policy analyses. Using data from three semesters of class debates in an intermediate microeconomics course, we argue that this activity is a beneficial way to stimulate student interest in social economics, especially in the ethical, political economy, and economic justice aspects of economics and policy. We carried out three allied activities: participation in the debate, a learning self-assessment survey, and a five-page memo providing a balanced analysis of the policy conundrums surrounding the issue under discussion. We discuss three aspects of these class debates relevant to social economists: student attention to processes of knowledge construction, cognizance of power in socioeconomic life, and engagement with economic justice and ethics.  相似文献   

2.
Research Frontiers in the Economics of Climate Change   总被引:1,自引:1,他引:0  
Academic and policy debates over climate change risks and policies have stimulated economic research in a variety of fields. In this article I briefly discuss eight overlapping areas of current research in which further effort is particularly warranted. These areas include decision criteria for policy; risk assessment and adaptation; uncertainty and learning; abatement cost and the innovation and diffusion of technology; and the credibility of policies and international agreements. Further analysis in these areas not only will advance academic understanding but also will provide insights of considerable importance to policymakers.  相似文献   

3.
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.  相似文献   

4.
Policymakers across OECD countries have become increasingly concerned with the national and international debate about brain drain and have launched appraisal processes of the situations in their respective countries. The debates took different turns in different countries, but nevertheless, some common issues cut across a number of countries. The issues of academic structures and traditions, legislation and management, and reputation and image have surfaced as critical factors for brain drain and brain gain. In this paper I provide a systematic analysis of the international policy debates surrounding the issue of brain drain and brain gain and make an attempt to distinguish between them by classifying them into different categories.  相似文献   

5.
Policymakers across OECD countries have become increasingly concerned with the national and international debate about brain drain and have launched appraisal processes of the situations in their respective countries. The debates took different turns in different countries, but nevertheless, some common issues cut across a number of countries. The issues of academic structures and traditions, legislation and management, and reputation and image have surfaced as critical factors for brain drain and brain gain. In this paper I provide a systematic analysis of the international policy debates surrounding the issue of brain drain and brain gain and make an attempt to distinguish between them by classifying them into different categories.  相似文献   

6.
Encouraging Tutorial Attendance at University Did Not Improve Performance   总被引:1,自引:0,他引:1  
When tertiary education is subsidised the cost of poor student performance in university subjects falls not only on the individual student but also on society in general. Society therefore has an interest in promoting student performance. There is evidence in the literature that absenteeism from university classes is widespread and that absenteeism adversely affects student performance. In this paper I describe an incentive scheme that increased attendance of business and economics students in an introductory statistics subject at a typical Australian university. Like other authors I find a strong positive association between attendance and academic performance, both in the presence and absence of the scheme. However, there is no evidence that the incentive scheme caused student performance to improve. Although students attended more classes they did not perform better than students in the previous year's class who had the same observable characteristics and attendance levels but who were not exposed to the scheme.  相似文献   

7.
This paper studies the psychological effects of academic labeling. Exploiting the class tracking policy in a Chinese university, we identify the psychological impacts of the academic labels associated with class tracks on the students via a regression discontinuity design in the track assignment rule. We establish causal evidence of positive effects of a better academic label on the academic self-concept and self-expectation of students as well as their academic interest. Our setup ensures that the identified effects of the labels are through the mechanism of student responses, not teachers and schools, suggesting that previous literature focusing on the mechanism of teachers and schools may have neglected an important channel through which academic labels may impact students.  相似文献   

8.
This short exploration details one example of how the web can be used to present, discuss, and search for alternative perspectives on many economic issues as well as to teach students the importance of identifying the author(s) or institution(s) presenting the website information.  相似文献   

9.
Past studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The authors characterize current teaching experience and training of graduate students from the point of view of directors of graduate studies and of newly minted academic economists. The authors also query department chairs and new faculty about teacher training, support available for new faculty, and the degree to which newly hired Ph.D. economists are prepared to teach. Findings indicate that while some training is available, there is room for enhancing teacher training in economics.  相似文献   

10.
In order to enhance the interest and motivation for students to learn introductory economics, the authors have initiated the creation of a simulation game in which the students are the actors in a self-contained class economy. The students are placed in competitive groups in which they have the role of a firm that produces a good and a household that consumes products. A collaborative learning pedagogy with the simulation was also instituted. Using collected data that measure the impact of this alternative approach, compared to a class taught without the collaborative exercises or the simulation game, it was found that students enjoyed the simulation game and found it worthwhile. Overall, the simulation game and this new approach to teaching introductory economics did not have a negative impact on academic achievement.  相似文献   

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