Reviewers for Volume 41

The authors document the types of undergraduate colleges and universities attended by those who earned a doctorate in economics from an American university from 1966 through 2003. They examine relationships between type of undergraduate institution and attrition and time-to-degree in PhD programs. The total number of new economics PhDs awarded to U.S. citizens has declined precipitously over the past 30 years. Concurrently, the number of new economics doctorates who hold undergraduate degrees from U.S. universities has fallen by half, from a high of about 800 in 1972 to about 400 in 2003. Among those who have earned undergraduate degrees from American institutions, the mix of schools attended by the doctorates has remained relatively stable, with about 55 percent of those who earn a PhD in economics each year holding their bachelor's degree from a university that offers a PhD in economics and a bit more than 10 percent holding a bachelors degree from a selective liberal arts college. Currently, 18 of the 25 American undergraduate institutions that send the largest percentage of their graduating classes on to earn a PhD in economics are liberal arts colleges. Graduates of liberal arts colleges also have shorter time-to-degree and higher verbal Graduate Record Exam (GRE) scores than other economics PhD students.     

Six guidelines for teaching intermediate macroeconomics

This is the first article that compares terminal master's degree programs in economics from universities that have a PhD program in economics with those that do not offer PhD programs in economics. The authors compare these differences based on surveys in 2002 and 2012. They examine differences in general program characteristics, department faculty, admission requirements, student characteristics, financial aid, and graduation and placement rates. They find statistically significant differences in all of these categories and also find that some of the differences and similarities have changed over time.     

The Status of Econometrics in the Economics Major: A Survey

In this article, the authors describe the place of econometrics in undergraduate economics curricula in all American colleges and universities that offer economics majors as listed in the U.S. News & World Report “Best Colleges 2010” guide (U.S. News & World Report 2009). Data come from online catalogs, departmental Web sites, and online course syllabi. About one-third of the schools require econometrics of all students majoring in economics, about half require it of none, and a sixth require it of some, but not all, economics majors. Among universities with economics PhD programs and liberal arts colleges, almost all those ranked in the top 10 require it. Below the top 10, there is little correlation between ranking and econometrics requirements. Liberal arts econometrics classes are much more likely to require research projects than their counterparts in universities.     

The Position of Women in UK Academic Economics

This paper reports the results of the Royal Economic Society Women's Committee 1998 survey on the gender balance in UK academic economics. In 1998, female representation was 4%fessors, 11% of senior lecturers or readers, 17% of permanent lecturers, 28% of fixed term lecturers, and 33% of PhD/research students. The main growth in female representation since 1996 has been in fixed term lectureships and in PhD/research students (a 5 percentage point increase for each). We suggest reasons for the low representation of women in academic economics, and also argue that it is a cause for concern.     

Who Cites What?

The present paper analyses citations in the work of a large number of PhD students. We show that the pattern of citations of journal articles, books and other reference material differs substantially across areas within economics. An investigation of reciprocal citations reveals a surprisingly low degree of communication among the Group of Eight universities and a high propensity to cite authors from the same institution, especially supervisors. We also analyse the Australian share of cited works, and identify journals, articles and authors that PhD students value highly.     

Evolution of the Masters in Economics

In this article, the authors update their previous study of terminal master's degree in economics programs to determine whether changes in the characteristics and students or the desired outcomes of master's programs have occurred during the decade between the two studies. The authors find that there are now fewer programs and on average, there has been a reduction in rigor in terms of degree requirements. They also find some evidence for increased diversity of faculty in these programs. The average number of students in programs remained about the same over the decade, but the average number of faculty serving these students decreased. While some differences are found, overall the authors conclude that master's in economics programs have not dramatically changed over the past 10 years.     

The Effectiveness of Graduate Students as Teachers of the Principles of Economics

Everyone involved in the teaching of economics (but particularly program advisers, thesis sponsors and departmental administrators) would benefit from a greater knowledge of the factors associated with success on the part of students. Robert L. Decker, Executive Director of the Economics Department at the University of California in Berkeley, reports on a study of success and attrition characteristics of economics students entering the Ph.D. program. Among the factors considered are the overall Ph.D. completion rate, median time spent in the program, class size, the nature and quality of the candidate's undergraduate institution, sex, and time elapsed between completion of the baccalaureate and entry into the Ph.D. program. Decker concludes his paper with a discussion of the policy implications of his findings.     

Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs

The authors examine concurrent enrollment programs (CEP) as an effective means of teaching college economics in high school. They describe the establishment of the National Alliance of Concurrent Enrollment Partnerships to set national standards for CEP. They also investigate the performance of high school students taking the Syracuse University one-semester micro/macro principles of economics course through its CEP, Project Advance, on the Test of Economic Literacy. CEP students average nearly 1 percentage point higher than do the advanced placement/honors economics group and score considerably better in fundamentals and international economics. By cognitive levels, CEP students score over 4 percentage points in the knowledge area and exhibit better performance on application questions.     

Foreign Students and Graduate Economic Education in the United States

Of late, over half the Ph.D.'s awarded in economics in the United States have gone to foreigners. At the same time, time-to-completion of a Ph.D. has risen. The presence of many foreign students in graduate economics programs may provide some insight for this longer duration. This article explores this relationship and offers an explanation for the large number of foreign students studying in the United States.     

Undergraduate Coursework in Economics: A Survey Perspective

Survey results from a large sample of economics departments describe offerings for principles courses, coursework requirements for economics majors, and program augmentations such as capstone courses, senior seminars, and honors programs. Findings are reported for all institutions, and institutions are subdivided into six different categories based on public or private control and the highest economics degree offered. The coursework required for the economics major typically consists of ten courses, five in a required core and five electives. The most conspicuous curriculum change over the past 30 years is the rise of econometrics as a required course, now mandatory at about half of major programs. The authors estimate that about 40 percent of students who matriculate as first-year undergraduates take at least one economics course before they leave.     

Do Recent PhD Economists Feel Prepared to Teach Economics?

A survey of recent economics PhDs who graduated from U.S. PhD programs and are now teaching in either the United States or Canada revealed that only half of the respondents who taught a stand-alone course during their doctoral program had any teacher preparation training. Those who did have training only felt “adequately” prepared for teaching. However, as a general rule, the respondents felt that they were well-prepared for teaching at the completion of their graduate program. The authors did not find significant differences in the responses of those who did complete formal pedagogical training during their doctoral program and those who did not. Those who completed training during their doctoral program appear to currently be more enthusiastic about training.     

技术经济学的教学模式创新研究

技术经济学作为应用经济学的分支，是实践性很强的一门学科，也是经济管理类本科专业的核心课程。其主要任务是从经济角度对具体工程项目、技术方案进行分析评价，为投资决策提供科学依据，最大程度地避免投资风险和提高经济效益。目前，我院经济专业、市场营销专业、工商管理以及信息系统和信息管理专业开设了技术经济学课程，本文对现有的技术经济学教学模式进行了改革创新，认为应结合学生的特点合理安排教学内容，通过例题、案例以及上机操作提升学生的实践能力，提高教学效果。     

A Model of Economics Learning in the High Schools

The effectiveness of the Developmental Economic Education Project (DEEP) of the Joint Council of Economic Education (JCEE) and the International Paper Company Foundation (IPCF) awards program for teaching economics is evaluated in this article. The effects these programs have on achievement in economics (ACH), attitudes towards economics as a subject (ATE), and economic attitude sophistication (EAS) are observed. The authors' study shows that DEEP schools had a positive effect on students in these three areas. The results of the IPCF program are less encouraging with students actually showing less economic understanding as a consequence of being taught by an award winning teacher.     

How Productive Are Economics and Finance PhDs?

This article analyses the research productivity of more than 200 individuals in academe with a PhD in economics and finance from (mostly) Australian universities. We find the number of publications accumulates linearly with experience, while citations increase exponentially, pointing to network effects. Panel regressions indicate: (1) the key role of experience in determining research outcomes; (2) the usual quadratic approach substantially under-estimates the role of diminishing returns to experience; (3) the university where an individual works is mostly unimportant for publications and citations. ‘Prime academic age’, when research has maximum impact, is attained about 11 years after the PhD.     

The Preparation and Professionalization of Economics Instructors in Two-Year Colleges

With the rapid growth of two-year colleges and the probability that an increasing proportion of students will get their introductory economics in these institutions comes a natural concern over the quality of instruction found therein. Lewis reviews three surveys dealing with the preparation of junior college teachers of economics, offers explanations for the dearth of well-trained economists in the two-year colleges, and suggests ways of meeting the special needs of junior college teachers. He calls for both pre-service and in-service training programs designed to upgrade the teaching of economics in the two-year colleges.     

Game Theory and Economic Modelling. by David M. Kreps

Data from the National Science Foundation (2014) indicate that at least one PhD in economics was awarded to a Swarthmore College graduate in every year since 1966. The authors’ purpose in this article is to consider factors that may have contributed to the high number of PhDs in economics awarded to Swarthmore College graduates. While there is little doubt that self-selection plays a significant role, they describe curricular and environmental aspects of the economics department at Swarthmore that may have contributed to this outcome.     

Sociability and the Market

This paper addresses two classroom activities for exploring sociability and the role it plays in market and non-market allocations. Adam Smith’s moral sentiments theory provides a conceptual framework for understanding such behavior. In the Desert Island activity students have conversations about competing allocation methods (e.g., rationing, lottery, competition, brute force) that provide a backdrop for learning about market mechanisms and behavioral economics. Beginning students consistently pick egalitarian distributions that signal the implicit willingness to share for reasons that might be instinctual, reputational or other. Fairness in allocations mimics that found in the playing of the Ultimatum Game. The results suggest that economic instructors can successfully bring into the classroom concepts of sociability and the roles it serves in human institutions when introducing a new and different institution—the market.     

文献研究的途径

文献学习,是经济学研究的重要环节。在专题研究中,如果能够发现精品并且精读之,就有可能使研究从高起点展开。本文试图向经济学青年学者提供一些文献辨识、搜寻、学习和综述的经验。     

The Market for Economics and Finance PhDs

This paper presents new information about the post-graduation activities of those with a PhD in economics and finance from an Australian university. Approximately 40 per cent have an academic job, while the other 60 per cent work elsewhere or engage in other activities. The analysis includes origin‒destination networks for both the academic and non-academic markets, the determinants of earnings and measures of overqualification and underemployment. The findings of the paper can provide guidance for those completing or contemplating PhD studies.     

The Institutional Concentration of Authors in Top Journals of Economics During the Last Two Decades

This paper addresses the institutional concentration of authors in 15 top economics journals from 1977 to 1997. The concentration of authors' PhD affiliations is substantially higher than the concentration of authors' current affiliations. Relating input indicators, such as population, number of universities with economics departments, or manpower in economics, to publication output reduces the US dominance considerably, whereas Israel and the United Kingdom come out excellently. Exporters and importers of PhDs among universities are identified. Concentration ratios like the Herfindahl-Index lack a clear time trend. Nevertheless, the position of the United States has been weakening in recent years.