Behavioral Objectives and Student Learning Contracts in the Teaching of Economics

The authors present a series of writing assignments that teaches students how to evaluate and critique the written economic work of others. The foundation text is McCloskey's (2000) Economical Writing. The students' dialogues with McCloskey, with each other, and with the authors of the pieces they evaluate sharpen their understanding of, and ability to use, language as an instrument of economic thought. Interviews with former students identify specific benefits from the student perspective of this approach. The authors show how the assignment series can be modified in several ways and how the general approach, as well as the foundation text, can be used in different economics courses.     

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.     

Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research

The authors of this article describe an empirical research project as a component of an upper-level undergraduate economics writing-in-the-discipline course, thus aiming to reduce the high fixed costs associated with designing an empirical research project assignment and encourage more undergraduate economics research. This project is central to the course structure and has a dual-purpose: to teach students economics writing conventions and reproducible empirical research methods. The authors present a sequenced project design and replication documentation protocol and posit that this promotes student learning and leads to improvements in organization and coherence throughout the entire research and writing process. As an essential element of the course, students learn to do econometrics through effective writing, data management, and empirical analysis.     

Global hospital and operative costs associated with various ventral cavity procedures: a comprehensive literature review and analysis across regions

Abstract

Objectives: The aim of this literature review was to provide a comprehensive report on hospital costs, and cost components, for a range of ventral cavity surgical procedures across three regions of focus: (1) Americas, (2) Europe, Middle East and Africa (EMEA), and (3) Asia-Pacific.

Methods: A structured search was performed and utilized a combination of controlled vocabulary (e.g., “Hepatectomy”, “Colectomy”, “Costs and Cost Analysis”) and keywords (e.g. “liver resection”, “bowel removal”, “economics”). Studies were considered eligible for inclusion if they reported hospital-related costs associated with the procedures of interest. Cost outcomes included operating room (OR) time costs, total OR costs, ward stay costs, total admission costs, OR cost per minute and ward cost per day. All costs were converted to 2018 USD.

Results: Total admission costs were observed to be highest in the Americas, with an average cost of $15,791. The average OR time cost per minute was found to vary by region: $24.83 (Americas), $14.29 (Asia-Pacific), and $13.90 (EMEA). A cost-breakdown demonstrated that OR costs typically comprised close to 50%, or more, of hospital admission costs. This review also demonstrates that decreasing OR time by 30?min provides cost savings approximately equivalent to a 1-day reduction in ward time.

Conclusion: This literature review provided a comprehensive assessment of hospital costs across various surgical procedures, approaches, and geographical regions. Our findings indicate that novel processes and healthcare technologies that aim to reduce resources such as operating time and hospital stay, can potentially provide resource savings for hospital payers.     

Extending the Principles of Intensive Writing to Large Macroeconomics Classes

The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course.     

Rigor in Economics means Pluralism

Abstract

The two books under review could not be more different in terms of their main subject matter and writing style, but their central message is exactly the same: only a pluralist economics is scientifically rigorous and explanatorily honest and fruitful. Both books underpin this important point in their own ways. While Fullbrook draws on a wide range of history of thought in economics, philosophy and the sciences, his epistemological argument is relatively easy to grasp and full of catch phrases. Marchionatti and Cedrini on the other hand review the century long methodological dispute between economists and economic anthropologists. Their treatment of these debates is very detailed. So, it can be a bit of a struggle at times to follow the intricacies of the defensive arguments used by anthropologists in their battles against imperial attacks by economists. However, by providing an outline of the basic arguments at the start and a concluding summary at the end of most of their chapters the authors make these debates very comprehensive while offering a very thorough historical comparative overview of economic imperialism and the defences of its anthropological opponents. In critiquing its philosophical foundation, Fullbrook argues convincingly that the mainstream narrative in economics is ideologically biased and conceptually too narrow to investigate economic behaviour based on social bonds, inter-subjectivity and real freedom. To allow for such analysis, he concludes, we will need to move towards true pluralism of methods in economics.     

Are Social Costs the Outcome of Struggles over Truth?

Abstract:

This article critically examines the institutional economics theory of social costs by way of reviewing The Dark Places of Business Enterprise: Reinstating Social Costs in Institutional-Economics (2019). In particular, the article assesses the proposal to re-root institutional economics in the theoretical synthesis of “Veblen-Kapp-Mirowski” to better understand the social costs of neoliberalism. One of the findings is that while such a synthesis seems justified on the grounds of significant commonalities and the merits of deeper insights, it nevertheless runs into difficulties due to divergent philosophical foundations. One of the conclusions is that further philosophic clarification is needed on how an alternative economy would understand the relationship between “social costs” and Truth.     

HeadsUp! Econ: Making exam review sessions fun and effective

Abstract

In this article, the authors describe an innovative charades-based educational game, HeadsUp! Econ, and its use for effective economics instruction. Results of a self-assessment survey of students demonstrate that implementing HeadsUp! Econ as an active learning game provides students opportunities to: (1) practice identifying which concepts are important, (2) practice recalling and understanding those concepts), (3) learn a new way to approach studying rooted in effective learning evidence, (4) compare their learning progress and preparation with their peers, and (5) engage with economics in a shared, fun and positive way. The authors provide suggested best practices and sample materials for instructor use of HeadsUp! Econ, and a review of recommendations for best-practices in using educational games.     

Pod learning: Student groups create podcasts to achieve economics learning goals

In this article, the authors examine two ways that they use music (i.e., popular song lyrics) as an active learning technique in an undergraduate history of economic thought course. First, they use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, because they require students to read original texts and write thesis-driven essays, they use music to teach essential skills related to such assignments. While the article focuses on how they use music as a pedagogical device to teach the history of economic thought, the use of music to teach essential skills could be applied to any economics course in which students engage in higher-level reading and writing.     

Whither the history of economic thought? Going nowhere rather slowly?∗

Abstract

The paper argues that economics is not a perfect selection mechanism that preserves each and every economic idea that is valid and useful and jettisons all ideas that are not. The teleological view of the subject cannot be sustained. Therefore the task of the history of economic thought cannot be limited to the study of the past from the present state of economics. Another important task is to study the present state of economics from the standpoint of past authors in order to see what has been gained and what lost in the course of time. The history of the subject is a treasure trove of ideas. The history of economic thought may play a useful role by preserving valuable ideas which otherwise would fall into oblivion. To foster the subject is therefore also in the interest of general economists.     

Freshman-Sophomore Learning Differentials: A Comment

Several principles of writing in different contexts are explained. Although the effect of writing on learning economics is yet to be established, students appreciate writing assignments because they see professional value in them.     

Using FRED data to teach price elasticity of demand

In this article, the authors discuss the use of Federal Reserve Economic Data (FRED) statistics to teach the concept of price elasticity of demand in an introduction to economics course. By using real data in its computation, they argue that instructors can create a value-adding context for illustrating and applying a foundational concept in economics. Additionally, this pedagogical strategy contributes to developing an expected proficiency for economics majors related to “interpreting and manipulating data” (Hansen 2009, 2012). The authors provide step-by-step instructions on how to use FRED to compute the price elasticity of demand for motor vehicle fuels and gasoline as well as examples of in-class discussion questions and take-home assignments related to this instructional technique.     

The undergraduate economics coursework of elementary and secondary school teachers

Abstract

In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in economics. Of teachers certified to teach social studies—the ones most likely to teach economics—40 percent did not take an undergraduate course in economics. The percentages are 19 percent for high school teachers, 48 percent for middle school teachers, and 76 percent for elementary school teachers. High school teachers certified to teach social studies completed an average of only about one and a half economics courses as undergraduates.     

Austrian economics at the cutting edge

Austrian economists today have a valuable opportunity to rejoin the mainstream of the economics profession. As Colander, Holt, and Rosser have argued, neoclassical orthodoxy is no long mainstream. What I call the “heterodox mainstream” is an emerging new orthodoxy. The five leading characteristics of the emerging new orthodoxy are bounded rationality, rule following, institutions, cognition, and evolution. When listed in this order, they suggest the acronym BRICE. The Austrian school is also an example of BRICE economics. The shared themes of BRICE economics create an opportunity for intellectual exchange between Austrians and other elements of the heterodox mainstream. Although Austrians should engage the heterodox mainstream energetically, they should also defend the essential elements of an early version of neoclassical economics, elements at risk of becoming half-forgotten themes of an earlier era. These elements are supply and demand, marginalist logic, opportunity-cost reasoning, and the elementary theory of markets. JEL Codes A14, B50, B53 This text is an edited version of a talk given in Washington, D.C. on 19 November 2005 at the SDAE annual dinner. I thank persons present at that time for a helpful discussion. I also thank William Butos, Roger Garrison, Steven Horwitz, and Peter Lewin for useful comments on an earlier draft.     

Why do scientists cheat? Insights from behavioral economics

Abstract

Based on a review of the books by Wible (2014), Stephan (2012), and Lanteri and Vromen (2014), I discuss three different ways in which behavioral economics can enrich the understanding of scientific misbehavior. First, behavioral economics suggests that economic theories of scientific misbehavior, such as the one by Wible (2014), should consider moral costs of cheating, i.e. costs that arise from an individual’s desire to do the “right thing.” Second, behavioral economics demonstrates several ways in which the features of the reward scheme in science,as described by Stephan (2012), can favor cheating. Her conclusion that shirking is rarely an issue in science seems optimistic. Third, behavioral economics indicates that individual characteristics matter for cheating. According to Lanteri and Vromen (2014), economists possess different characteristics than other researchers. Hence, the reaction to incentives may differ across disciplines. Considering these insights is important to assess how a goal such as the pursuit of truth can be achieved efficiently.     

The arrow of time in economics: from Robinson's critique to the new historical economics

Abstract

How time is comprehended in economics is central to the type of discipline to which economics is analogized. Rejecting the symmetrical notion of time in classical physics, Joan Robinson emphasized the importance of ‘historical time’, and hence history. A new generation of economists – including Paul Krugman, Paul David, and Brian Arthur – took up Robinson's challenge, seeking to create a new historical economics by relating random or ‘accidental’ historical events in different ways to the necessity of economic rules, and finding that, as Robinson saw, scale effects were crucial. Their efforts, however, fell short of integrating history into economics.     

域名保护的法律与经济分析

本文从法律和经济学两种视角对域名产权的初始分配进行了分析。文章阐述了有关域名纠纷的产生及司法实践中对其处理的不足。从财产法、知识产权制度、民事行为分析、竞争法等法律角度对域名纠纷解决的缺憾进行了回顾;然后从经济学的产权理论入手,对域名的分配做了效率分析,最终得出了合适的产权分配方案。     

The cost implications of the use of telmisartan or ramipril in patients at high risk for vascular events: the ONTARGET study

Abstract

Background:

The recently published ONTARGET trial found that telmisartan was non-inferior to ramipril in reducing CV death, MI, stroke, or heart failure in patients with vascular disease or high-risk diabetes. The cost implications of ramipril and telmisartan monotherapy use based on the ONTARGET study are reported here.

Methods and Results:

Only healthcare system costs were considered. Healthcare resource utilization was collected for each patient during the trial. The authors obtained country-specific unit costs to the different healthcare care resources consumed (i.e., hospitalizations events, procedures, non-study, and study drugs) for all enrolled patients. Purchasing power parities were used to convert country-specific costs into US dollars (US$ 2008). The total undiscounted costs of the study for the telmisartan group was $12,762 per patient and is higher than the ramipril group at $12,007 per patient, an un-discounted difference of $755 (95% confidence interval [CI], $218–$1292); The discounted costs for the telmisartan group was $11,722 compared with $11,019 for the ramipril group; a difference of $703 (95% CI, $209–$1197). The difference in costs is exclusively related to the acquisition cost of telmisartan over generic ramipril.

Limitations:

This analysis only considered direct healthcare system costs. Costs accrued outside the hospital were not collected. Combination therapy was excluded since it would likely be more expensive than ramipril alone, with no additional benefit and a risk of some harm.

Conclusions:

Based on these results, it is suggested that for the ONTARGET patients, the use of telmisartan instead of ramipril increases costs by 6.3%. These findings suggest that the choice to put patients on telmisartan should be justified based on the patient’s susceptibility to specific adverse events to minimize the cost implications.     

Pharmacoeconomics of ruxolitinib therapy in patients with myelofibrosis

Background:

Overall survival (OS) and other important clinical trial end-points seem increasingly more elusive in supporting rapid and efficient incorporation of innovative cancer drugs in clinical practice. This study proposes a clinical trial based pharmacoeconomic framework to assess the therapeutic and economic value of ruxolitinib in patients with intermediate-2 or high-risk myelofibrosis.

Methods:

Individual patient level 144 week follow-up data from the COMFORT-II trial was used to account for the crossover effect on overall survival. Lifetime treatment benefits and costs were estimated considering detailed patterns of both ruxolitinib dose adjustments and blood transfusion needs.

Results:

The authors estimate a 3.3 years increment in life expectancy (HR?=?0.30; 95% CI?=?0.17–0.55; p-value <0.001) and an incremental cost-effectiveness ratio of €40,000 per life year gained with the use of ruxolitinib.

Conclusion:

This study also demonstrates how valuable information from clinical trials can be used to support informed decisions about the early incorporation of innovative drugs.