MacroJournal—Turning Students into Practitioners

Incorporating currents events into an economics curriculum is a goal of many dedicated instructors. The benefits of doing so are obvious. Unfortunately, the costs associated with implementation are nontrivial. In the following, the authors introduce an experiential writing assignment, called the MacroJournal, which streamlines the process of incorporating current events into a macroeconomics course. The costs for the instructor are mitigated by a repeated structure of questioning and a well-defined grading rubric. By completing the assignment, students have an opportunity to become practitioners and link current events to classroom theory.     

An appraisal of the new classical macroeconomics

This paper appraises the “new classical macroeconomics” within the framework of Lakatos's methodology of scientific research programs. In terms of its ability to predict new facts, the new classical macroeconomics program is theoretically progressive; in terms of its ability to verify some of these predictions, the program is also empirically progressive. From these considerations I conclude that the new classical macroeconomics represents a progressive scientific research program.     

Intermediate Macroeconomics without the IS-LM Model

The IS-LM model is the primary model of economic fluctuations taught in intermediate-level undergraduate macroeconomics. Recent works by Taylor and Romer make a strong case for an alternative model, known as the aggregate demand-price adjustment (AD-PA) or the aggregate demand-inflation adjustment (AD-IA) model, as a better model of economic fluctuations. The author argues that the AD-PA model is superior to the IS-LM model for teaching about economic fluctuations in intermediate macroeconomics. He compares the perfomance of the two models in teaching about two important issues in current macroeconomics: the ineffectiveness of monetary policy in stimulating the 1990s Japanese economy and the rapid switch of the U.S. Federal Reserve from contractionary policy to expansionary policy in 2001.     

Intensive Coaching of New Immigrants: An Evaluation Based on Random Program Assignment*

The purpose of this study is to evaluate whether intensive counseling and coaching by Public Employment Service (PES) caseworkers improves the employment opportunities of new immigrants in Sweden. This is tested within the framework of introduction programs for new immigrants. A trial introduction program was implemented from October 2006 to June 2008. Within participating municipalities, new immigrants were randomly assigned into treatment (intensive coaching) or control (regular introduction programs). The results indicate that there are significant treatment effects on employment probabilities as well as on participation in intermediate PES training programs.     

The Use of Narrative Interview in Teaching Principles of Macroeconomics

The author describes the design and implementation of one experiential learning assignment used in a principles of macroeconomics course. The learning exercise provides an active role for students and results in a relational experience that provides traditional undergraduate students with a frame of reference with which to interpret the impact of macroeconomic events and policy on their daily lives.     

The BMW Model: A New Framework for Teaching Monetary Economics

Abstract: Although the IS/LM-AS/AD model is still the central tool of macroeconomic teaching in most macroeconomic textbooks, it has been criticized by several economists. Colander (1995) demonstrated that the framework is logically inconsistent, Romer (2000) showed that it is unable to deal with a monetary policy that uses the interest rate as its operating target, and Walsh criticized that it is not well suited for an analysis of inflation targeting. The authors present a framework that develops the Romer approach into a very simple but, at the same time, comprehensive macroeconomic model. In spite of its simplicity, it can carry the main insights of the New Keynesian macroeconomics to an intermediate level and deal with issues like inflation targeting, monetary policy rules, and central bank credibility.     

A classroom experiment in monetary policy

The authors propose a classroom experiment implementing a simple version of a New Keynesian model suitable for courses in intermediate macroeconomics and money and banking. Students play as either the central bank or members of the private sector. The central banker sets interest rates to meet twin objectives for inflation and the output gap or to meet only an inflation target. In both settings, private sector agents are concerned with correctly forecasting the inflation rate. The authors show that an experiment implementing this setup is feasible and yields results that enhance understanding of the New Keynesian model of monetary policy. They propose alternative versions where the central bank is replaced by a policy rule and provide suggestions for discussing the experimental results with students.     

Teaching Inflation Targeting: An Analysis for Intermediate Macro

Over the last decade, many central banks have adopted policies known as inflation targeting. If intermediate-level macroeconomics students are to be prepared to think about current policy issues, it is important to provide them with an introduction to the macroeconomic implications of inflation targeting. Unfortunately, the standard aggregate demand-aggregate supply frameworks commonly used to teach intermediate macroeconomics are not well suited for this task because they are expressed in terms of output and the price level and because they fail to make explicit the policy objectives of the central bank. The author provides a simple graphical device involving the output gap and the inflation rate that overcomes these problems and that can be used to teach intermediate macroeconomics students about inflation targeting.     

Is neo-Walrasian macroeconom(etr)ics a dead end? An assessment of recent criticisms of DSGE models

After the 2008 “new Great Crisis,” it is widely recognized that mainstream macroeconom(etr)ics—the last result of Lucas’s anti-Keynesian revolution of the 1980s, which tried to give macroeconomics sound neo‐Walrasian microeconomic bases —has failed to anticipate and then appraise the crisis. Has this crisis revealed a failure of this macroeconom(etr)ics as a scientific theory? Mainstream macroeconomists defend their models on the basis of their alleged superiority in terms of clarity and coherence. The thesis of this article is that this claim about superiority is false. The study argues that the reasons for the failure of mainstream macroeconom(etr)ics—in particular its poor predictive performance and interpretative weakness—reside in the implications of the neo-Walrasian legacy and the problems connected with the implementation of that program.     

Teaching Macroeconomics After the Crisis: A Survey Among Undergraduate Instructors in Europe and the United States

The Great Recession raised questions of what and how macroeconomists teach at academic institutions around the globe, and what changes in the macroeconomics curriculum should be made. The authors conducted a survey of undergraduate macroeconomics instructors affiliated with colleges and universities in Europe and the United States at the end of 2010. The results show that courses feature very much the same lineups of models as they did before the crisis. A notable exception concerns public debt dynamics, which receives considerably more emphasis. The finer fabric of undergraduate macroeconomics teaching, however, shows substantial shifts: A host of topics related to financial markets has entered the curriculum, and there is more interest in economic history, the history of economic thought, and case studies.     

Calculating the Candy Price Index: A Classroom Inflation Experiment

In this classroom experiment, students develop a price index based on candy-purchasing decisions made by members of their class. They use their index to practice calculating inflation rates and to consider the strengths and weaknesses of the consumer price index (CPI). Instructors can use the experiment as an introduction to the topic of inflation and how it is measured. The exercise also provides a concrete example of the sources of bias in the CPI, promoting discussion of the measures the Bureau of Labor Statistics has taken to reduce bias. The experiment, including follow-up discussion, fits into a 50-minute class period. The authors and other professors have used the exercise in introductory and intermediate macroeconomics courses, in classes of 10 to 135 students.     

Equilibrium Unemployment Rate and Customs Union

This paper utilizes the macroeconomics concept of the equilibrium rate of unemployment for theorems on free trade and the formation of customs union. The notion of an equilibrium rate of unemployment appears in the literature on labour, macroeconomics, business cycles and trade theory. Such an equilibrium rate can be derived in a number of ways, for example, by introducing labor–leisure choice in the utility functions of the workers; a labor turnover model and/or by introducing shirking. We extend the two sector-two factor Heckscher–Ohlin–Samuelson model for a small open economy by relaxing the assumption of inelastic labor supply. Specifically, we consider the classical labor supply function obtained from the representative consumer's utility maximisation problem. This consideration allows for the existence of unemployment and we analyse the effects trade policies have on the equilibrium unemployment rate. Given the movement towards free trade (either via the implementation of GATT and/or formation of customs union) it is important to examine its implications for the equilibrium rate of unemployment.     

The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium

Dynamic stochastic general equilibrium (DSGE) models have become the workhorse of modern macroeconomics and the standard way to communicate ideas among applied macroeconomists. Undergraduate students, however, often remain unaware of their existence. The lack of specialized knowledge can hurt them if they decide to attend graduate school. Indeed, many first-year PhD students discover that the material they are currently learning differs significantly from what they mastered in college. But this can change. In this article, the author describes how to teach a full-fledged macroeconomics course where DSGE models take center stage. He discusses how to arrange such a course within a one-semester time frame, details the main components of instruction, and finishes with some thoughts based on his teaching experience at Macalester College.     

Consensus Among Economists—An Update

In this article, the authors explore consensus among economists on specific propositions based on a fall 2011 survey of American Economic Association members. Results are based on 568 responses and provide evidence of changes in opinion over time by including propositions from earlier studies in 2000 (Fuller and Geide-Stevenson 2003) and 1992 (Alston, Kearl, and Vaughan 1992). Propositions focus on microeconomics, macroeconomics, distributional and international topics, as well as pedagogy. Results indicate a movement toward an overall higher level of consensus, mainly because of a drop in the incidence of no consensus. Especially in the area of distributional propositions, economists display an increased concern with income inequality and potential effects on growth. In the area of macroeconomics, current opinions are more similar to those of the 1992 survey than the 2000 survey.     

Tweeting Your Way to Improved #Writing, #Reflection,and #Community

Economics appears to be lagging behind other fields in the adoption of Web 2.0 technologies in the classroom. Twitter is an online microblogging utility, permitting posts of up to 140 characters called tweets. The utility is rapidly making its way into secondary and post-secondary classrooms as a complement to traditional instruction and an active learning tool. In this article, the author describes how Twitter was employed as a complement to traditional lecture in a small macroeconomics principles course (the instrument is applicable to courses at any level). The brevity of the tweets forces students to express their thoughts concisely and is believed to develop reflection and writing skills while expanding the class community.     

International monetary policy coordination in a new Keynesian model with NICE features

The authors provide a static two-country new Keynesian model to teach two related questions in international macroeconomics: the international transmission of unilateral monetary policy decisions and the gains coming from the coordination monetary rules. They concentrate on “normal times” and use a thoroughly graphical approach to analyze the questions at hand. In this setting monetary policy is conducted using interest rates rules and economic integration between nations does not necessarily create the case for the coordination of monetary policy. In particular, they show that the conduct of optimal national monetary policies does not make any difference with the coordination of national policies, as this creates a situation where the international monetary system operates “Near an International Cooperative Equilibrium” (NICE).     

Tableau Économique: Teaching Economics with a Tablet Computer

Results of a survey on the usefulness of economic concepts is provided. Graduates of a management of technology program are shown to judge microeconomics to be more useful than macroeconomics.     

China's sloping land conversion program: Institutional innovation or business as usual?

China's Sloping Land Conversion Program (SLCP) is the largest land retirement/reforestation program in the developing world, having the goal of converting 14.67 million hectares of cropland to forests by 2010 (4.4 million of which is on land with slopes greater than 25°) and an additional “soft” goal of afforesting a roughly equal area of wasteland by 2010. Pending successful completion it could represent a 10-20% increase in China's national forest area and a 10% decrease in current cultivated area. In contrast to China's other forest-sector policies, SLCP uses a public payment scheme that directly engages millions of rural households as core agents of project implementation, and has the stated principals of volunteerism. Thus, insofar as current or future de facto program implementation involves decentralized, voluntary grassroots participation, SLCP represents an important departure from “business as usual” in how China manages its forest resources. This work draws upon current available research of the program and uses a 2003 household and village-level survey conducted by the Center for Chinese Agricultural Policy, CAS, to examine program design, implementation and outcomes to date. Results indicate that significant problems in design and implementation exist, with these including shortfalls in subsidies delivered, lack of respect of the principals of volunteerism, and insufficient technical support and budgeting for local implementation costs. More fundamentally, some program goals appear to be based on common misperceptions regarding the linkages between forests and watershed services. Overall, SLCP contains both innovative elements (volunteerism and the direct engagement of farmers) as well as components that hark back to policies and mindsets of decades past (the program's top-down, simplified contract structure, lack of sufficient consultation with local communities and rural households, and campaign-style mobilization). The paper concludes by providing four main suggestions to improve the program: 1) Increase local community input in design and implementation, and ensure that households have full autonomy in participation choice; 2) improve technical support and budgeting for local administrative costs and capacity building; 3) clarify the environmental services targeted and verify the measures needed to acquire these services; and 4) integrate SLCP into an overall package of complementary policies aimed at the rural sector.     

The evolution of socio-economic modeling in Canada

For the past 15 years the authors have been associated with a research program concerned with the development of structural economic models that had their origins in the input-output models of Leontief. This program has produced a set of conceptual tools embracing a new approach to socio-economic modeling which we term the “design approach.” This approach draws on general systems theory and control theory in application to large social systems. Also emerging from this program as its test prototype is a particular set of models designed for society wide resource analysis and a set of software tools within which design approach models can be designed, implemented, and operated. The design approach provides a new method of assessing technologies in regard to their overall socio-economic resource impact. The objective of this paper is to describe the unique institutional setting and the particular issues which provided the setting and the motivation for embarking on a large scale modeling program. The paper is organized chronologically, describing first of all the evolution of the program approach, the software tools, the Socio-Economic Resource Framework (SERF), which is the prototype set of models that have been implemented, and some results obtained from it.