Alexander J. McGlothlin, Darshak Patel, Justin Roush
Students choose how much to study based on their expected ability. Past studies indicate students exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of courses in Economics. Other studies have examined the role of expected ability on graduation or dropout. This study focuses on the link between students’ general expected ability relative to their peers and their class performance. After measuring the evolution of students’ self-perceptions of relative ability across a semester, we investigate how these expectations influence learning habits and outcomes in an introductory economics classroom at a large public university.
{"title":"The Impact of the Evolution of Expected Peer Ability on Learning Behaviors and Performance in Introductory Economics Courses","authors":"Alexander J. McGlothlin, Darshak Patel, Justin Roush","doi":"10.2139/ssrn.3462003","DOIUrl":"https://doi.org/10.2139/ssrn.3462003","url":null,"abstract":"Students choose how much to study based on their expected ability. Past studies indicate students exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of courses in Economics. Other studies have examined the role of expected ability on graduation or dropout. This study focuses on the link between students’ general expected ability relative to their peers and their class performance. After measuring the evolution of students’ self-perceptions of relative ability across a semester, we investigate how these expectations influence learning habits and outcomes in an introductory economics classroom at a large public university.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115771095","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}
Macroeconomics essentially discusses macroeconomic phenomena from the perspectives of various schools of economic thought, each of which takes different views on how macroeconomic agents make decisions and how the corresponding markets operate. Therefore, developing a clear, comprehensive understanding of how and in what ways these schools of economic thought differ is a key and a prerequisite for economics students to prosper academically and professionally in the discipline. This becomes even more crucial as economics students pursue their studies toward higher levels of education and graduate school, during which students are expected to attain higher levels of Bloom’s taxonomy, including analysis, synthesis, evaluation, and creation. Teaching the distinctions and similarities of these two schools has never been an easy task to undertake in the classroom. Although the reason for such a hardship can be multi-fold, one reason has undoubtedly been students’ lack of a holistic view on how the two mainstream economic schools of thought differ. There is strong evidence that students make smoother transition to higher levels of education after building up such groundwork, on which they can build further later on (e.g. Didia and Hasnat, 1998; Marcal and Roberts, 2001; Islam, et al., 2008; Green, et al., 2009; White, 2016). The paper starts with a visual spectrum of various schools of economic thought, and then narrows down the scope to the classical and Keynesian schools, i.e. the backbone of modern macroeconomics. Afterwards, a holistic table contrasts the two schools in terms of 50 aspects. Not only does this table help economics students enhance their comprehension, retention, and critical-thinking capability, it also benefits macroeconomic instructors to gain a holistic view and deliver such a view more easily in their classrooms. The pedagogical aspects of this approach are discussed throughout the paper with reference to the economics education literature.
宏观经济学本质上是从不同经济思想流派的角度讨论宏观经济现象，每个学派对宏观经济主体如何做出决策以及相应的市场如何运作持不同的观点。因此，对这些经济思想流派之间的差异以及差异的方式有一个清晰、全面的理解，是经济学专业学生在学术和专业领域取得成功的关键和先决条件。随着经济学专业的学生继续向更高层次的教育和研究生院学习，这一点变得更加重要，在此期间，学生们被期望达到布鲁姆分类法的更高水平，包括分析、综合、评估和创造。在课堂上讲授这两所学校的区别和相似之处从来都不是一件容易的事。尽管造成这种困难的原因可能是多方面的，但毫无疑问，其中一个原因是学生们对两种主流经济学派的不同之处缺乏整体的认识。有强有力的证据表明，学生在打下这样的基础后，可以更顺利地过渡到更高的教育水平，在此基础上，他们可以在以后进一步发展(例如Didia和Hasnat, 1998;Marcal and Roberts, 2001;Islam等，2008;Green等，2009;白,2016)。本文从各种经济思想流派的视觉光谱开始，然后将范围缩小到古典学派和凯恩斯学派，即现代宏观经济学的支柱。随后，一个整体表格从50个方面对比了两个学派。这个表格不仅可以帮助经济学学生提高他们的理解能力、记忆力和批判性思维能力，也有利于宏观经济教师获得一个整体的观点，并在课堂上更容易地传递这样的观点。这一方法的教学方面的讨论贯穿全文，参考经济学教育文献。
{"title":"Classicals versus Keynesians: A Comprehensive Table to Teach 50 Distinctions between Two Major Schools of Economic Thought","authors":"Seyyed Ali Zeytoon Nejad Moosavian","doi":"10.2139/ssrn.3217731","DOIUrl":"https://doi.org/10.2139/ssrn.3217731","url":null,"abstract":"Macroeconomics essentially discusses macroeconomic phenomena from the perspectives of various schools of economic thought, each of which takes different views on how macroeconomic agents make decisions and how the corresponding markets operate. Therefore, developing a clear, comprehensive understanding of how and in what ways these schools of economic thought differ is a key and a prerequisite for economics students to prosper academically and professionally in the discipline. This becomes even more crucial as economics students pursue their studies toward higher levels of education and graduate school, during which students are expected to attain higher levels of Bloom’s taxonomy, including analysis, synthesis, evaluation, and creation. Teaching the distinctions and similarities of these two schools has never been an easy task to undertake in the classroom. Although the reason for such a hardship can be multi-fold, one reason has undoubtedly been students’ lack of a holistic view on how the two mainstream economic schools of thought differ. There is strong evidence that students make smoother transition to higher levels of education after building up such groundwork, on which they can build further later on (e.g. Didia and Hasnat, 1998; Marcal and Roberts, 2001; Islam, et al., 2008; Green, et al., 2009; White, 2016). The paper starts with a visual spectrum of various schools of economic thought, and then narrows down the scope to the classical and Keynesian schools, i.e. the backbone of modern macroeconomics. Afterwards, a holistic table contrasts the two schools in terms of 50 aspects. Not only does this table help economics students enhance their comprehension, retention, and critical-thinking capability, it also benefits macroeconomic instructors to gain a holistic view and deliver such a view more easily in their classrooms. The pedagogical aspects of this approach are discussed throughout the paper with reference to the economics education literature.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115622572","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}
Electronic sales suppression (ESS) is a fraud that has been a (prominent) feature of the North American retail business since at least 1996. The first EES case in the US dates from 1981. ESS is a global problem. Depending on the jurisdiction, and the research study consulted, ESS is estimated to be present in 34% (of Canadian), 50% (of German – two studies), and 70% (of Swedish and Slovenian) businesses. It may be the case today, that “you cannot leave home without” encountering (or participating in) ESS. The most common types of sales suppression technology are Zappers and Phantomware programming. In some instances, sales suppression is a personal (hands-on) service offered by installers or ECR/POS sales representatives. This is Sales Suppression as a Service or SSaaS. Recently suppression has entered the Dark Cloud, a fully automated manipulation of sales data that (physically) takes place off shore and uses internet-based data transfers. The common solution in all cases is digital security, or fighting technology with technology. In the US, ESS has funded common criminals, organized crime syndicates, foreign and domestic terrorist organizations. US suppression cases have involved celebrity chefs, sitting members of Congress, the funding arm of Hezbollah, popular grocery store chains, restaurants, bars/ strip clubs, and small owner-operated pizza parlors. The technological response in the US has been weak. For some reason, the US has been very slow in taking up the technology-with-technology fight. Given that the State of Washington collects 47.3% of its revenue (not including local government taxes) from the retail sales tax, and that technology has been the backbone of the State’s economy for years, it is only natural that Washington would take a US leadership position in this effort. Washington still trails by a wide margin the international efforts. The US has a lot to learn from jurisdictions like Belgium, Brazil, Canada (notably the provinces of Quebec and Ontario), China, Croatia, Italy, Russia, Rwanda, Sweden, and by January 1, 2 each of the members of the Gulf Cooperation Council (the United Arab Emirates, Bahrain, Saudi Arabia, Oman, Qatar and Kuwait).
{"title":"Zappers, Phantomware and Other Sales Suppression Software in the State of Washington","authors":"R. T. Ainsworth, Robert Chicoine","doi":"10.2139/SSRN.3212292","DOIUrl":"https://doi.org/10.2139/SSRN.3212292","url":null,"abstract":"Electronic sales suppression (ESS) is a fraud that has been a (prominent) feature of the North American retail business since at least 1996. The first EES case in the US dates from 1981. ESS is a global problem. Depending on the jurisdiction, and the research study consulted, ESS is estimated to be present in 34% (of Canadian), 50% (of German – two studies), and 70% (of Swedish and Slovenian) businesses. It may be the case today, that “you cannot leave home without” encountering (or participating in) ESS. \u0000The most common types of sales suppression technology are Zappers and Phantomware programming. In some instances, sales suppression is a personal (hands-on) service offered by installers or ECR/POS sales representatives. This is Sales Suppression as a Service or SSaaS. Recently suppression has entered the Dark Cloud, a fully automated manipulation of sales data that (physically) takes place off shore and uses internet-based data transfers. \u0000The common solution in all cases is digital security, or fighting technology with technology. In the US, ESS has funded common criminals, organized crime syndicates, foreign and domestic terrorist organizations. US suppression cases have involved celebrity chefs, sitting members of Congress, the funding arm of Hezbollah, popular grocery store chains, restaurants, bars/ strip clubs, and small owner-operated pizza parlors. The technological response in the US has been weak. For some reason, the US has been very slow in taking up the technology-with-technology fight. \u0000Given that the State of Washington collects 47.3% of its revenue (not including local government taxes) from the retail sales tax, and that technology has been the backbone of the State’s economy for years, it is only natural that Washington would take a US leadership position in this effort. Washington still trails by a wide margin the international efforts. The US has a lot to learn from jurisdictions like Belgium, Brazil, Canada (notably the provinces of Quebec and Ontario), China, Croatia, Italy, Russia, Rwanda, Sweden, and by January 1, 2 each of the members of the Gulf Cooperation Council (the United Arab Emirates, Bahrain, Saudi Arabia, Oman, Qatar and Kuwait).","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129050358","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}
F. Bertoni, L. Smales, Bill Trent, Gerhard van de Venter
We conduct a randomized experiment using a series of three finance exams sat by over 1,000 students at an Australian university, to determine the extent to which multiple-choice questions (MCQs) are improved by item writing best practices. We identify deviations from best practices (i.e. “flaws”) in MCQs, correct these flaws in a random sample of MCQs and re-administer the exams. Regardless of question difficulty, editing the MCQs according to best practices provides greater clarity for students and increases the proportion of correct responses. We also observe a substantial improvement in MCQ performance related to the effective removal of non-performing distractors. The effect of MCQ editing is larger on those items that students find more difficult. The discriminatory power of MCQs edited according to best practices declines on average, but it increases among students with the lowest scores.
{"title":"Do Item Writing Best Practices Improve Multiple Choice Questions for University Students?","authors":"F. Bertoni, L. Smales, Bill Trent, Gerhard van de Venter","doi":"10.2139/ssrn.3177765","DOIUrl":"https://doi.org/10.2139/ssrn.3177765","url":null,"abstract":"We conduct a randomized experiment using a series of three finance exams sat by over 1,000 students at an Australian university, to determine the extent to which multiple-choice questions (MCQs) are improved by item writing best practices. We identify deviations from best practices (i.e. “flaws”) in MCQs, correct these flaws in a random sample of MCQs and re-administer the exams. Regardless of question difficulty, editing the MCQs according to best practices provides greater clarity for students and increases the proportion of correct responses. We also observe a substantial improvement in MCQ performance related to the effective removal of non-performing distractors. The effect of MCQ editing is larger on those items that students find more difficult. The discriminatory power of MCQs edited according to best practices declines on average, but it increases among students with the lowest scores.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133526534","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 is a short introduction to the use of Bloomberg Terminal for beginners. This primer is aimed at undergraduate and master level students with little or no previous experience with Bloomberg.
{"title":"A Bloomberg Terminal Primer","authors":"Nicola Borri","doi":"10.2139/ssrn.2916895","DOIUrl":"https://doi.org/10.2139/ssrn.2916895","url":null,"abstract":"This is a short introduction to the use of Bloomberg Terminal for beginners. This primer is aimed at undergraduate and master level students with little or no previous experience with Bloomberg.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115335069","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}
Emerson Abraham Jackson, Abdulai Sillah, Edmond Tamuke
In this empirical work, cognisance has been given to providing a review of literature on the seasonal Box-Jenkins modelling, particularly with reference to a univariate model. Seasonal pattern of Headline Consumer Price Index (HCPI) has been produced for Sierra Leone and with EVIEWS making use of best model selection of (6,0)(0,0). Data were seasonally adjusted with iteration and sufficient diagnostic test outcomes showing that forecast using Static method yielded best outcome, with Year-on-Year inflation over the three monthly period forecasted outcomes. The correlogram of the resultant series revealed very stable outcome of the results, while MAPE for the forecast evaluation revealing marginal error for the outcome, indicating that the model is quite adequate with the chosen methodology.
{"title":"Modelling Monthly Headline Consumer Price Index (HCPI) through Seasonal Box-Jenkins Methodology","authors":"Emerson Abraham Jackson, Abdulai Sillah, Edmond Tamuke","doi":"10.18483/IJSCI.1507","DOIUrl":"https://doi.org/10.18483/IJSCI.1507","url":null,"abstract":"In this empirical work, cognisance has been given to providing a review of literature on the seasonal Box-Jenkins modelling, particularly with reference to a univariate model. Seasonal pattern of Headline Consumer Price Index (HCPI) has been produced for Sierra Leone and with EVIEWS making use of best model selection of (6,0)(0,0). Data were seasonally adjusted with iteration and sufficient diagnostic test outcomes showing that forecast using Static method yielded best outcome, with Year-on-Year inflation over the three monthly period forecasted outcomes. The correlogram of the resultant series revealed very stable outcome of the results, while MAPE for the forecast evaluation revealing marginal error for the outcome, indicating that the model is quite adequate with the chosen methodology.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116744791","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}
A few upscale restaurants in the United States recently have ended the practice of tipping their wait staff, preferring a fixed labor cost method of compensation. This attempt to change this long-standing cultural practice presents a fascinating opportunity to explore a variety of economic concepts including principal-agent problems, gains-from-trade, price discrimination, and cultural institutions designed to build trust. I argue that tipping remains an economically efficient means of providing quality service wherein restaurant owners, wait staff, and customers all benefit in what can be a win-win-win situation. The norm of tipping also provides an excellent example to teach basic economic principles and foster classroom discussion.
{"title":"An Economic and Pedagogical Defense of Gratuities","authors":"A. Gill","doi":"10.2139/ssrn.3070338","DOIUrl":"https://doi.org/10.2139/ssrn.3070338","url":null,"abstract":"A few upscale restaurants in the United States recently have ended the practice of tipping their wait staff, preferring a fixed labor cost method of compensation. This attempt to change this long-standing cultural practice presents a fascinating opportunity to explore a variety of economic concepts including principal-agent problems, gains-from-trade, price discrimination, and cultural institutions designed to build trust. I argue that tipping remains an economically efficient means of providing quality service wherein restaurant owners, wait staff, and customers all benefit in what can be a win-win-win situation. The norm of tipping also provides an excellent example to teach basic economic principles and foster classroom discussion.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134585309","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}
In the economic literature one often encounters the reference to the real economy. The term is used to distinguish from the financial side of the economy, also known as the financial sector. Except mentioning this distinction, rarely attempts are made to explain the dynamics of the real economy and its interaction with the financial sector. There is also scanty pedagogical resources on the subject of the real economy, and it is not even mentioned in most of the introductory economics texts. Understanding and appreciating this dynamics has become vitally important with the increasing dominance of the financialization of the economy. 2008 economic crisis is a stark example of the impact of growing financialization, at the expense of the real economy. At the simplest level, the real economy can be conceptualized in terms of the dynamics of production, consumption, trade, technology, institution and human capital. In this conceptual paper, the dynamics of the real economy is explained and the implications of the dynamics are identified. In addition, conventional discourse about the real economy generally embraces the traditional categorization of the factors of production, where labor is reduced to just a factor of production. The real economy ultimately should be a human-centred enterprise and the pertinent discourse should acknowledge and reflect it. This paper places the dynamics of real economy in a human centered context. Also, from pedagogical perspective, it is important to embed the term real economy and financialization in IE texts and weave the concepts appropriately. This paper identifies relevant contexts where the real economy theme can be pertinently covered and illuminated during teaching IE courses.
{"title":"The Real Economy: Conceptualization and Dynamics","authors":"M. Farooq","doi":"10.2139/ssrn.3036035","DOIUrl":"https://doi.org/10.2139/ssrn.3036035","url":null,"abstract":"In the economic literature one often encounters the reference to the real economy. The term is used to distinguish from the financial side of the economy, also known as the financial sector. Except mentioning this distinction, rarely attempts are made to explain the dynamics of the real economy and its interaction with the financial sector. There is also scanty pedagogical resources on the subject of the real economy, and it is not even mentioned in most of the introductory economics texts. Understanding and appreciating this dynamics has become vitally important with the increasing dominance of the financialization of the economy. 2008 economic crisis is a stark example of the impact of growing financialization, at the expense of the real economy. At the simplest level, the real economy can be conceptualized in terms of the dynamics of production, consumption, trade, technology, institution and human capital. In this conceptual paper, the dynamics of the real economy is explained and the implications of the dynamics are identified. In addition, conventional discourse about the real economy generally embraces the traditional categorization of the factors of production, where labor is reduced to just a factor of production. The real economy ultimately should be a human-centred enterprise and the pertinent discourse should acknowledge and reflect it. This paper places the dynamics of real economy in a human centered context. Also, from pedagogical perspective, it is important to embed the term real economy and financialization in IE texts and weave the concepts appropriately. This paper identifies relevant contexts where the real economy theme can be pertinently covered and illuminated during teaching IE courses.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114637342","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}
Leamer first pointed out that a regression model is valid only if all of the assumptions under which it is constructed are valid. In particular, this means that all of relevant regressors which are determinants must be included. In practice, applied econometricians assume that whatever model they put is valid, when there can only be one valid model. If any relevant regressor is omitted, then the equation is mis-specified and conclusions drawn from the regression can be seriously misleading. Even though this mis-specification analysis is included in textbooks, it is routinely ignored in applications, where researcher interpret their equations as if they have correctly specified all regressors, without testing to see if this may be the cases. Hendry’s encompassing methodology provides a remedy for this problem, but seems to be unfamiliar to many. The purpose of this pedagogical note is to provide an introduction to an elementary but important aspect of this methodology
{"title":"Lessons in Econometric Methodology: The Axiom of Correct Specification","authors":"A. Zaman","doi":"10.33818/IER.337657","DOIUrl":"https://doi.org/10.33818/IER.337657","url":null,"abstract":"Leamer first pointed out that a regression model is valid only if all of the assumptions under which it is constructed are valid. In particular, this means that all of relevant regressors which are determinants must be included. In practice, applied econometricians assume that whatever model they put is valid, when there can only be one valid model. If any relevant regressor is omitted, then the equation is mis-specified and conclusions drawn from the regression can be seriously misleading. Even though this mis-specification analysis is included in textbooks, it is routinely ignored in applications, where researcher interpret their equations as if they have correctly specified all regressors, without testing to see if this may be the cases. Hendry’s encompassing methodology provides a remedy for this problem, but seems to be unfamiliar to many. The purpose of this pedagogical note is to provide an introduction to an elementary but important aspect of this methodology","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130900347","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}
India has been a huge market for GMAC, and the country has the potential to grow bigger market for the GMAC. In the testing year 2001-02, 12963, Indian citizens took the GMAT exam while by 2015-16, it has gone to up to 33123 with a growth of 155%. Statistics reveal that compared with a decade ago, the GMAC market in India has become a big boon for Indian and international business schools to tap the potential candidates for their business programs. Most of the Indian MBA aspirants apply for MBA programs global, mainly to the US based programs. We do not see any top business school in the world without admitting any Indian citizen, and that is the popularity of Indian students worldwide. Asians, mainly the Chinese and Indian MBA aspirants make a beeline to the top business schools such as Harvard, Stanford, Wharton, Insead... etc. Indian citizens per cent was 5.2% in the testing year 2001-02, 6.0% in the testing year 2002-03, 5.9% in the testing year 2003-04, 6.7% in the testing year 2004-05, 8.0% in the testing year 2005-06, 9.8% in the testing year 2006-07, 11.6% in the testing year 2007-08, 11.5% in the testing year 2008-09, 10.2% in the testing year 2009-10, 9.8% in the testing year 2010-11, 10.5% in the testing year 2011-12, 10.6% in the testing year 2012-13, 11.6% in 2013-14, 11.7% in the testing year 2014-15, and 12.6% in the testing year 2015-2016. It is good to see there was a double-digit growth eight times in the fifteen years. The present article analysis the GMAC examination trends in India for the last 15 years.
{"title":"Trends Analysis of GMAT(GMAC) Market in India for Fifteen Years (2001-02 to 2015-16)","authors":"Ramesh Kotnana","doi":"10.2139/ssrn.2996198","DOIUrl":"https://doi.org/10.2139/ssrn.2996198","url":null,"abstract":"India has been a huge market for GMAC, and the country has the potential to grow bigger market for the GMAC. In the testing year 2001-02, 12963, Indian citizens took the GMAT exam while by 2015-16, it has gone to up to 33123 with a growth of 155%. Statistics reveal that compared with a decade ago, the GMAC market in India has become a big boon for Indian and international business schools to tap the potential candidates for their business programs. Most of the Indian MBA aspirants apply for MBA programs global, mainly to the US based programs. We do not see any top business school in the world without admitting any Indian citizen, and that is the popularity of Indian students worldwide. Asians, mainly the Chinese and Indian MBA aspirants make a beeline to the top business schools such as Harvard, Stanford, Wharton, Insead... etc. Indian citizens per cent was 5.2% in the testing year 2001-02, 6.0% in the testing year 2002-03, 5.9% in the testing year 2003-04, 6.7% in the testing year 2004-05, 8.0% in the testing year 2005-06, 9.8% in the testing year 2006-07, 11.6% in the testing year 2007-08, 11.5% in the testing year 2008-09, 10.2% in the testing year 2009-10, 9.8% in the testing year 2010-11, 10.5% in the testing year 2011-12, 10.6% in the testing year 2012-13, 11.6% in 2013-14, 11.7% in the testing year 2014-15, and 12.6% in the testing year 2015-2016. It is good to see there was a double-digit growth eight times in the fifteen years. The present article analysis the GMAC examination trends in India for the last 15 years.","PeriodicalId":409545,"journal":{"name":"EduRN: Economics Education (ERN) (Topic)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130551275","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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