Core Requirements for the Economics Major

In this article, the authors are the first to describe the core economics curriculum requirements for economics majors at all American colleges and universities, as opposed to a sample of institutions. Not surprisingly, principles of economics is nearly universally required and implemented as a two-semester course in 85 percent of economics major programs. Most schools do not prescribe the order in which the principles sequence is taken. The intermediate courses are commonly required, although variation exists across institution types. While the quantitative requirement for the major has increased since 1980, significant differences exist among institutions and by academic rankings. As compared to 1950, there has been an increase in the number of required economics credit hours for the major.     

Ensuring survey research data integrity in the era of internet bots

Quality & Quantity - We used an internet-based survey platform to conduct a cross-sectional survey regarding the impact of COVID-19 on the LGBTQ?+?population in the United States....     

Marketing while Black: commentary on the Galak and Kahn 2019 Academic Marketing Climate Survey

Marketing Letters - Diversity serves to enrich decision-making, innovation, reputation, and performance. The marketing academy, a microcosm of business and society, is making slow advances in...     

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 comprehensive business exam: Usefulness for assessing instructional and student performance outcomes

The authors explore the results of the Comprehensive Business Exam (CBE) administered to business majors during their senior-year business capstone course. The study results identified students' SAT and grade point average as a predictor of CBE performance, and variables that explain the correlation between CBE performance, SAT score, and grade point average are discussed. This study expands the research stream by demonstrating how faculty can use CBE information to more deeply assess student learning at both the course and instructor level than is possible with the Major Field Test for Bachelor's Degree in Business.     

Medical Malpractice Liability and Physician Migration

This paper uses national data on individual physicians and two control groups to provide evidence on the extent to which each of five medical malpractice reforms impacts the decision to move one's medical practice to another state. We find robust evidence that states that have implemented noneconomic damage caps experience less out-migration of physicians than states that do not have these reforms. In addition, we find some evidence that joint and several liability reforms and patient compensation funds also impact the migration decisions of physicians.