Superstore follows a group of employees working at Cloud 9, a fictional big-box retailer in Missouri. The show also portrays an abundance of scenes that can be used to teach economics at the undergraduate level. We analyze four particular episodes that are rich in teaching content, but also provide a breakdown of scenes in the series that can be used to teach concepts.
{"title":"A Guide to Teaching Economics with Superstore","authors":"Jadrian Wooten, B. Lynch","doi":"10.2139/ssrn.3625213","DOIUrl":"https://doi.org/10.2139/ssrn.3625213","url":null,"abstract":"Superstore follows a group of employees working at Cloud 9, a fictional big-box retailer in Missouri. The show also portrays an abundance of scenes that can be used to teach economics at the undergraduate level. We analyze four particular episodes that are rich in teaching content, but also provide a breakdown of scenes in the series that can be used to teach concepts.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115633431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching ‘Economies in Transition’ as a study abroad course is the most effective way to convey the role of ideas, institutions, culture, and leadership in the transition of former communist countries. We visited four representative countries in Central and Eastern Europe: Germany, Czech Republic, Hungary, and Romania. This added travel component allowed us to immerse ourselves in the history, geography, culture, society, and economy of these countries. Students loved learning by ‘making the world their living economics classroom.’ This article presents the core planning process, how we dealt with the academic and implementation challenges, costs, and lessons learned from the experience. This article also presents the key principles that guided the development of our curriculum, activities, and assessment.
{"title":"The World as a Living Economics Classroom: Lessons from ‘Economies in Transition’, a Faculty-Led Study Abroad Course in Central and Eastern Europe","authors":"O. Nicoara, Andrew J. Economopoulos","doi":"10.2139/ssrn.3694683","DOIUrl":"https://doi.org/10.2139/ssrn.3694683","url":null,"abstract":"Teaching ‘Economies in Transition’ as a study abroad course is the most effective way to convey the role of ideas, institutions, culture, and leadership in the transition of former communist countries. We visited four representative countries in Central and Eastern Europe: Germany, Czech Republic, Hungary, and Romania. This added travel component allowed us to immerse ourselves in the history, geography, culture, society, and economy of these countries. Students loved learning by ‘making the world their living economics classroom.’ This article presents the core planning process, how we dealt with the academic and implementation challenges, costs, and lessons learned from the experience. This article also presents the key principles that guided the development of our curriculum, activities, and assessment.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125826810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jadrian Wooten, Abdullah A. Al-Bahrani, Kim Holder, Darshak Patel
The literature on active learning and engaging pedagogy has grown since the turn of the century when William Becker challenged the economics education community to be “sexier” in order to attract more majors. While the effectiveness of teaching methods has been understudied, the available resources to an interested educator has grown substantially. We survey the literature of active teaching techniques and resources as well as provide sources for aspiring educators wishing to enhance the relevance of their coursework.
{"title":"The Role of Relevance in Economics Education: A Survey","authors":"Jadrian Wooten, Abdullah A. Al-Bahrani, Kim Holder, Darshak Patel","doi":"10.2139/ssrn.3606301","DOIUrl":"https://doi.org/10.2139/ssrn.3606301","url":null,"abstract":"The literature on active learning and engaging pedagogy has grown since the turn of the century when William Becker challenged the economics education community to be “sexier” in order to attract more majors. While the effectiveness of teaching methods has been understudied, the available resources to an interested educator has grown substantially. We survey the literature of active teaching techniques and resources as well as provide sources for aspiring educators wishing to enhance the relevance of their coursework.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116796225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper documents the daily COVID-19 case-growth rates in the low fiscal flexibility countries are significantly higher than those in the high-flexibility countries by 49.1% averagely, given other conditions under the same. Moreover, the impact of fiscal-budget flexibility only functions when the expansion of COVID-19 is not out of hand, e.g., is still in a moderate speed.
{"title":"The Fiscal-Budget Flexibility and the Expansion of COVID-19","authors":"Kebin Deng, Feng Lin, Puman Ouyang","doi":"10.2139/ssrn.3570436","DOIUrl":"https://doi.org/10.2139/ssrn.3570436","url":null,"abstract":"This paper documents the daily COVID-19 case-growth rates in the low fiscal flexibility countries are significantly higher than those in the high-flexibility countries by 49.1% averagely, given other conditions under the same. Moreover, the impact of fiscal-budget flexibility only functions when the expansion of COVID-19 is not out of hand, e.g., is still in a moderate speed.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Breaking Bad is currently ranked fifth by the Internet Movie Database’s (IMDB) Top 250 television shows based on user rankings and second among 100 shows reviewed by The Hollywood Reporter. Despise the series ending in 2013, Al-Bahrani et al. (2016) find that current students still rank the show among their favorites. Building on the work of Duncan et al. (2020), this paper introduces five lesson plans associated with clips from Breaking Bad. The lesson plans also include clips from outside sources and classroom activities.
《绝命毒师》目前在互联网电影数据库(IMDB)基于用户排名的250部电视剧中排名第五，在《好莱坞报道》(the Hollywood Reporter)评论的100部电视剧中排名第二。al - bahrani等人(2016)发现，尽管这部剧在2013年结束，但现在的学生仍然把这部剧列为他们最喜欢的剧集之一。在Duncan等人(2020)的工作基础上，本文介绍了与《绝命毒师》片段相关的五个课程计划。课程计划还包括来自外部资源和课堂活动的剪辑。
{"title":"Teaching Economics with Breaking Bad","authors":"Steve Muchiri, M. Paraschiv, Jadrian Wooten","doi":"10.2139/ssrn.3525829","DOIUrl":"https://doi.org/10.2139/ssrn.3525829","url":null,"abstract":"Breaking Bad is currently ranked fifth by the Internet Movie Database’s (IMDB) Top 250 television shows based on user rankings and second among 100 shows reviewed by The Hollywood Reporter. Despise the series ending in 2013, Al-Bahrani et al. (2016) find that current students still rank the show among their favorites. Building on the work of Duncan et al. (2020), this paper introduces five lesson plans associated with clips from Breaking Bad. The lesson plans also include clips from outside sources and classroom activities.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129498004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The economy of impressions in which the new level of interaction is formed between brands and target audiences gaining particular importance in new market reality. The company in a service sector, including higher education institutions, becomes the provider of “impressions” under these conditions. Impression economy includes art collaboration methods and tools in which different brands take an active part. Currently, cooperation between educational institutions and the art and cultural industries is becoming one of the effective mechanisms for promoting educational brands, increasing consumer loyalty, creating competitive market superiority. The article considers cooperation in the context of the Virtual Museum project between brands such as the Russian State Hydrometeorological University (RSHU) and the Russian Museum.
{"title":"Experience Economy in the System of Culture and Education","authors":"L. Pushkareva","doi":"10.2139/ssrn.3500376","DOIUrl":"https://doi.org/10.2139/ssrn.3500376","url":null,"abstract":"The economy of impressions in which the new level of interaction is formed between brands and target audiences gaining particular importance in new market reality. The company in a service sector, including higher education institutions, becomes the provider of “impressions” under these conditions. Impression economy includes art collaboration methods and tools in which different brands take an active part. Currently, cooperation between educational institutions and the art and cultural industries is becoming one of the effective mechanisms for promoting educational brands, increasing consumer loyalty, creating competitive market superiority. The article considers cooperation in the context of the Virtual Museum project between brands such as the Russian State Hydrometeorological University (RSHU) and the Russian Museum.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133001360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To the best of our knowledge, this is the first study that provides robust empirical support to the claim that exposure to economics training improves students' analytical skills and problem-solving abilities. We rely on Frederick's (2005) Cognitive Reflection Test (CRT) to measure these skills and abilities. The original CRT served as a pre-test, and a CRT-clone was administered as a post-test in a number of classes across various majors at a comprehensive, medium-sized university. Difference-in-difference estimation is used to assess the difference in CRT score improvements between economics and non-economics classes. Our main result shows that students in economics classes improve their analytical skills during the semester by between 7 and 11 percentage points more than those in non-economics classes. We also find that most of this effect is attributable to the economics principles courses. The results remain robust as we vary the number of control variables, the size of the sample and the estimation method, and are nearly always statistically significant at either 1% or 5% level.
{"title":"Do Economics Courses Improve Students' Analytical Skills? A Difference-in-Difference Estimation","authors":"Seife Dendir, A. Orlov, John Roufagalas","doi":"10.2139/ssrn.3440442","DOIUrl":"https://doi.org/10.2139/ssrn.3440442","url":null,"abstract":"To the best of our knowledge, this is the first study that provides robust empirical support to the claim that exposure to economics training improves students' analytical skills and problem-solving abilities. We rely on Frederick's (2005) Cognitive Reflection Test (CRT) to measure these skills and abilities. The original CRT served as a pre-test, and a CRT-clone was administered as a post-test in a number of classes across various majors at a comprehensive, medium-sized university. Difference-in-difference estimation is used to assess the difference in CRT score improvements between economics and non-economics classes. Our main result shows that students in economics classes improve their analytical skills during the semester by between 7 and 11 percentage points more than those in non-economics classes. We also find that most of this effect is attributable to the economics principles courses. The results remain robust as we vary the number of control variables, the size of the sample and the estimation method, and are nearly always statistically significant at either 1% or 5% level.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114796169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Is natural resource abundance a blessing or a curse for a country? An important concern is the possibility that resource booms reduce human capital accumulation. These booms favor low-skill jobs, which increases the opportunity cost of education making it optimal for some cohorts to interrupt their education. If these individuals do not resume their education, they may lose pecuniary and non-pecuniary benefits of education in their lifetime. For a country, lower human capital may constrain its long-term growth. I use proprietary individual-level data to study the long-term effects of exposure to the 1970s oil boom on human capital accumulation in the context of a developing country. I exploit variation in the timing of the shock and geographic differences in the cost of college attendance and find that exposure to the boom decreased college completion and increased low-skill occupation among affected individuals. I show evidence consistent with the hypothesis that individuals shift into highly remunerative low skilled employment and away from college because the boom decreased the returns of a college education. In line with this, despite the reduction in educational attainment, I find no effects on wealth accumulation.
{"title":"A Blessing or a Curse? The Long-Term Effect of Resource Booms on Human Capital","authors":"Roberto Mosquera","doi":"10.2139/ssrn.3364717","DOIUrl":"https://doi.org/10.2139/ssrn.3364717","url":null,"abstract":"Is natural resource abundance a blessing or a curse for a country? An important concern is the possibility that resource booms reduce human capital accumulation. These booms favor low-skill jobs, which increases the opportunity cost of education making it optimal for some cohorts to interrupt their education. If these individuals do not resume their education, they may lose pecuniary and non-pecuniary benefits of education in their lifetime. For a country, lower human capital may constrain its long-term growth. I use proprietary individual-level data to study the long-term effects of exposure to the 1970s oil boom on human capital accumulation in the context of a developing country. I exploit variation in the timing of the shock and geographic differences in the cost of college attendance and find that exposure to the boom decreased college completion and increased low-skill occupation among affected individuals. I show evidence consistent with the hypothesis that individuals shift into highly remunerative low skilled employment and away from college because the boom decreased the returns of a college education. In line with this, despite the reduction in educational attainment, I find no effects on wealth accumulation.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"48 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114006805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the most recent financial crisis highlighted a myriad of problems within mainstream economics, the call for reform has been widespread, long-standing, and deep-seated. This paper reaffirms this call from an historical perspective, with accelerating climate change adding a sense of urgency. Unfortunately, mainstream economics is not capable of self-reformation; instead, it has erected formidable barriers. Not surprisingly, as this paper highlights, little substantive reform has occurred within mainstream economics, while the outside urge to reform continues unabated. This paper calls for pluralism as a compelling and necessary (but not sufficient) intellectual foundation for reform, and concludes by logically pointing to the wisdom of Islamic economics.
{"title":"Dialogue on Reform in Mainstream Economics and its Implications for the Islamic Economics Discipline","authors":"J. Reardon","doi":"10.4197/islec.32-2.4","DOIUrl":"https://doi.org/10.4197/islec.32-2.4","url":null,"abstract":"While the most recent financial crisis highlighted a myriad of problems\u0000within mainstream economics, the call for reform has been widespread, long-standing,\u0000and deep-seated. This paper reaffirms this call from an historical perspective, with accelerating climate change adding a sense of urgency. Unfortunately, mainstream economics is not capable of self-reformation; instead, it has erected formidable barriers.\u0000Not surprisingly, as this paper highlights, little substantive reform has occurred within\u0000mainstream economics, while the outside urge to reform continues unabated. This paper calls for pluralism as a compelling and necessary (but not sufficient) intellectual\u0000foundation for reform, and concludes by logically pointing to the wisdom of Islamic\u0000economics.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132693328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniel Halbheer, G. Fruchter, Eitan Gerstner, Thomas Reutterer
This paper develops an analytical model to investigate the impact of governmental funding of higher education on educational outcomes including tuition, graduation rates, and enrollment. Assuming that students make an enrollment decision based on tuition, graduation rate, and labor market prospects, we show that push and pull funding strategies are equally effective in lowering net tuition and in increasing enrollment, the expected graduation rate, and social welfare without compromising the academic standards. We also show that a policy change from enrollment-based funding to performance-based funding raises graduation rates but does not necessarily improve the performance of the education system.
{"title":"Funding Mechanisms for Higher Education: A Marketing Perspective","authors":"Daniel Halbheer, G. Fruchter, Eitan Gerstner, Thomas Reutterer","doi":"10.2139/ssrn.3377734","DOIUrl":"https://doi.org/10.2139/ssrn.3377734","url":null,"abstract":"This paper develops an analytical model to investigate the impact of governmental funding of higher education on educational outcomes including tuition, graduation rates, and enrollment. Assuming that students make an enrollment decision based on tuition, graduation rate, and labor market prospects, we show that push and pull funding strategies are equally effective in lowering net tuition and in increasing enrollment, the expected graduation rate, and social welfare without compromising the academic standards. We also show that a policy change from enrollment-based funding to performance-based funding raises graduation rates but does not necessarily improve the performance of the education system.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125733267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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