Using Field Experiments to Change the Template of How We Teach Economics

In this article, the author explains why field experiments can improve what we teach and how we teach economics. Economists no longer operate as passive observers of economic phenomena. Instead, they participate actively in the research process by collecting data from field experiments to investigate the economics of everyday life. This change can be shown to students by presenting them with evidence from field experiments. Field experiments related to factor markets, behavioral economics, and discrimination are presented to explain how this approach works across different economic content. The three questions that are highlighted are the following: (1) Why do women get paid less than men in labor markets? (2) How can we use behavioral economics to motivate teachers? (3) What seven words can end third-degree price discrimination?     

基于“行为经济学理论”的旅游者行为分析

传统的旅游者行为分析方法,主要是进行定性的分析,将各个因素进行框架分析,而对旅游者行为的影响因素分析深度不够。借助行为经济学的理论和分析方法,从旅游者的心理活动角度入手,注重旅游者的心理变量分析,应用前景理论和心理账户分析旅游者行为,充分考虑了情境因素和体验因素,使得关于旅游者的行为分析更加细化和接近现实生活。     

基于"行为经济学理论"的旅游者行为分析

传统的旅游者行为分析方法,主要是进行定性的分析,将各个因素进行框架分析,而对旅游者行为的影响因素分析深度不够。借助行为经济学的理论和分析方法,从旅游者的心理活动角度入手,注重旅游者的心理变量分析,应用前景理论和心理账户分析旅游者行为,充分考虑了情境因素和体验因素,使得关于旅游者的行为分析更加细化和接近现实生活。     

公平偏好对员工努力水平的影响——基于行为经济学观点的实证分析

行为经济学和行为博弈的一些实验研究显示,对收入公平性的判断是影响参与人的行为和分配偏好的一个重要因素。本文通过对我国不同地区保险代理人的问卷调查结果进行信度分析和回归分析,讨论了公平对待与员工努力水平之间的关系。研究结果表明,公平对待与员工努力水平之间存在显著的正相关关系,而这一点并不被传统管理者所重视。进一步得出结论,基于公平偏好的激励机制是改善员工的工作努力水平的一个重要手段。     

A Dream Experiment in Development Economics

In this article, the authors discuss a unique project carried out by 13 teams of four students each in the undergraduate Development Economics class during the 2012 spring semester at a private liberal arts college. The goal of the “Dream Experiment” was to think of an idea that promotes development, employs concepts from development economics, uses a real-world situation from a developing country, and has implications for policy if the experiment goes ahead. The authors present details of the project's modus operandi, provide a case study as an example, and highlight lessons for economics pedagogy.     

Laboratory Experiments for Undergraduate Instruction in Economics

The generation and use of experimental data in the teaching of economics are described. Attention is given to the classroom activities presented in the University of Arizona National Science Foundation–supported summer workshops that are mentioned in the article on the economics major in this issue.     

Attributes of Effective Economics Instructors: An Analysis of Student Evaluations

Samuels reminds us of the influence that institutional economists have had on economic thought, and of the roles they have played as critics and specialists in various fields of economic inquiry.     

The Fable of the Allegory: The Wizard of Oz in Economics

L. Frank Baum's The Wonderful Wizard of Oz has become popular as a teaching tool in economics. It has been argued that it was written as an allegory of Populist demands for a bimetallic monetary system in the late 19th century. The author argues that Baum was not sympathetic to Populist views and did not write the story as a monetary allegory.     

Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations

Survey data from PhD-granting economics departments are used to assess the teaching preparation of graduate students in economics. The results show that relatively few departments require graduate student instructors to take a credit course in teaching before teaching their own course or leading a recitation section. Although more graduate student instructors are required to take a noncredit course in teaching before serving as an instructor or recitation leader, the value of such noncredit courses may be limited. The assessment of teaching preparation by department chairs shows mixed responses, with about three-fifths rating it as very good or good and about two-fifths considering it to be only adequate or poor. Recommendations are offered for improving the teaching preparation of graduate student instructors in economics.     

Holding back from theory: limits and methodological alternatives of randomized field experiments in development economics

ABSTRACT

In this paper, we critically and constructively examine the methodology of evidence-based development economics, which deploys randomized field experiments (RFEs) as its main tool. We describe the context in which this movement started, and illustrate in detail how RFEs are designed and implemented in practice, drawing on a series of experiments by Pascaline Dupas and her colleagues on the use of bednets, saving and governance in Kenya. We show that this line of experiments have evolved to address the limitation of obtaining policy-relevant insights from RFEs alone, characterized as their lack of external validity in the literature. After examining the two prominent responses by leading figures of evidence-based development economics, namely machine learning and structured speculation, we propose an alternative methodological strategy that incorporates two sub-fields, namely experimental economics and behavioral economics, to complement RFEs in investigating the data-generating process underlying the treatment effects of RFEs. This strategy highlights promising methodological developments in RFEs neither captured by the two proposals nor recognized by methodologists, and also guides how to combine different sub-fields of economics.     

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.     

Take My Course,Please: The Effects of the Principles Experience on Student Curriculum Choice

Using a large multi-school sample, the authors examined how the characteristics and attitudes of students interact with the pedagogy and attributes of the instructor to influence students' decisions to study economics beyond the first semester. They found that students who have a predisposition to major in economics, who find economics relevant, who believe they understand economics as well as their classmates, and who expect higher grades in economics relative to their other classes are more likely to continue. They found evidence that teaching techniques and evaluation methods influence all of these factors except for the predisposition to major in economics. Some, but not all, of these techniques are particularly successful in influencing the decisions of female students.     

The Fable of the Allegory: The Wizard of Oz in Economics: Comment

Although recent research strongly suggests that L. Frank Baum did not write The Wonderful Wizard of Oz as a monetary or political allegory, the Populist-parable interpretation of his book remains a tremendous teaching tool in economics classes. The author offers some background on the rise and fall of the Populist interpretation, in recognition of students' natural curiosity about Baum's intentions. He also offers a classroom-ready version of the parable that synthesizes several different versions of that interpretation.     

Can economic incentive help in reducing food waste: experimental evidence from a university dining hall

We show that a fixed financial incentive reduces the amount of food waste in an all-you-can-eat university-dining hall. Results indicate that the incentive increased the likelihood of students cleaning their plates, but did not affect the amount of food taken. These results raise important questions about implementing well-studied policies in modifying food consumption. An unintended consequence of the monetary incentive might have led students to consume relatively more food, thus encouraging unwanted eating habits.     

Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how instructors can use Classroom Response Systems (clickers) to promote engagement in the Principles course. He draws heavily on his own experience in teaching a one semester Principles course at the University of North Carolina at Chapel Hill but also reports on how others have used clickers to promote engagement. He concludes with evidence that students find clickers very beneficial and with an assessment of the costs and benefits of adopting a clicker system.     

Using Hicksian Surplus Measures to Examine Consistency of Individual Preferences: Evidence from a Field Experiment

This paper pits neoclassical theory against prospect theory by investigating several clean tests of the competing hypotheses. Consistent with previous work, the field experimental data suggest that prospect theory adequately organizes behavior among inexperienced consumers, whereas consumers with intense market experience behave largely in accordance with neoclassical predictions. The data indicate that the convergence in values occurs entirely because of lower Hicksian equivalent surplus values.     

The Magic of the Personal Touch: Field Experimental Evidence on Money and Appreciation as Gifts*

In this paper, we use two field experiments in professional settings to explore the effort levels of individuals in response to gifts. We extend the literature by looking at non‐financial gifts that signal worker appreciation and gifts that combine financial and non‐financial elements with or without a personal touch. We find that while money and appreciation are individually effective, these only work well together when they are combined with a personal touch. This suggests that responses to gifts are sensitive to the presentation of the gift as well as to interpersonal elements; these are factors that have so far been largely ignored in the literature but are easy to incorporate into existing principal–agent models.     

Economic Reforms in Socialist Economics: A Comment on Petr

Abstract:

The pre-WWII approaches to trade unions were mainly based on the theoretical and methodological viewpoints of early institutional economics. Trade unions were conceived of as politico-economic organizations whose members were motivated by relative comparisons, and also were concerned with issues of equity and justice. In the post-war period, there was a major theoretical and methodological shift toward the idea of unions as optimizing economic units with well-defined objective functions, which are optimized subject to purely economic constraints. This conceptual transformation took place mainly through the Dunlop -Ross debate, in which John Dunlop conceived of unions as analogous to business firms, as opposed to Arthur Ross’s institutional and political approach. However, after decades of analytical developments, the current state of trade union theory has not produced very impressive theoretical results. We trace the historical development of the economic analysis of trade unions from a methodological perspective. We also examine the methodological reasons for the dominance of Dunlop’s approach, and the current state of – and the contemporary criticism toward – the established theory. Furthermore, we discuss the contemporary efforts to build a more comprehensive approach to trade union theory and trade union objectives, also incorporating Ross’s institutional and political insights.     

Some Reflections on the Teaching of Economics and Commerce in a Developing Country

The author, a teacher of economics and commercial subjects in Papua New Guinea which recently became independent, reports on the difficulties encountered in teaching these subjects in this developing country, where education of the western type is still associated in the minds of many with an aura of “cargo-cult” thinking. Other problems are the lack of textbooks in the language of the country, and the fact that the traditional beliefs of the majority of students run counter to principles of modern business and economics, making for a lack of even the most elementary economic understanding. Thus, the author believes, the transplanted course now being taught in Papua New Guinea cannot achieve the objective of providing basic economic understanding.

Mr. Smyth also suggests that the teacher “should be concerned with searching out those aspects of the traditional culture fhat can be used as ‘spring boards’ into a more complex study of the modem economy.”