Pub Date : 1999-01-01DOI: 10.1080/00220489909595955
C. Kent, F. W. Rushing
An analysis of the coverage of entrepreneurship contained in principles of economics textbooks in the mid-1980s (Kent 1989) revealed that entrepreneurship was either neglected, improperly presented, or only partially covered. Our purpose is to update that study by analyzing the coverage of entrepreneurship over a decade later in 14 popular introductory texts. Not all of the same textbooks were used as in the earlier study because some are no longer in print. The texts we used are listed in the Appendix. For this study, the same functional definition of entrepreneurship' and the 23 concepts used in the previous study were employed as a means of determining the scope of inclusion of entrepreneurship in current textbooks. These 23 concepts can be grouped into six major categories (Table 1). From this content analysis, it appears that entrepreneurship still has not worked its way into economics principles texts. As a result, students may be left with an incomplete understanding of the economic process.
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Pub Date : 1999-01-01DOI: 10.1080/00220489909595934
J. Wight
One adding machine has been added to the department through the gift of a former student, RB. The use to which it has been put demonstrates the need for at least two other machines . . . Adding machines save time for students and thus make more time available for the mastery of theory. Students become familiar with the uses and practices as found in business offices.... Proficiency along these lines may add much to success in first jobs as well as helping in securing the first job.
{"title":"Using Electronic Data Tools in Writing Assignments","authors":"J. Wight","doi":"10.1080/00220489909595934","DOIUrl":"https://doi.org/10.1080/00220489909595934","url":null,"abstract":"One adding machine has been added to the department through the gift of a former student, RB. The use to which it has been put demonstrates the need for at least two other machines . . . Adding machines save time for students and thus make more time available for the mastery of theory. Students become familiar with the uses and practices as found in business offices.... Proficiency along these lines may add much to success in first jobs as well as helping in securing the first job.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"51 1","pages":"21-27"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79983722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909595950
Gregory A. Trandel
An introduction to game theory is now a standard part of the undergraduate economics curriculum. To the best of my knowledge, all current intermediate microeconomics textbooks contain a discussion of game theory, as do the vast majority of introductory texts. One concept important to basic game theory is that of a dominant strategy. A game player has a dominant strategy when one of the actions available to him or her always leaves the player better off (or at least no worse off) than would any of the other possible actions, no matter what decisions are made by the other player(s) in the game. An informal survey of microeconomics textbooks shows how regularly the concept of a dominant strategy appears. I checked 9 intermediate textbooks (with copyright dates of 1994 or later), and every one of them defines and discusses a dominant strategy. In addition, 20 out of 25 introductory textbooks (with the same copyright dates) either explicitly define the term (14 cases) or clearly describe the characteristics.
{"title":"Using a TV Game Show to Explain the Concept of a Dominant Strategy","authors":"Gregory A. Trandel","doi":"10.1080/00220489909595950","DOIUrl":"https://doi.org/10.1080/00220489909595950","url":null,"abstract":"An introduction to game theory is now a standard part of the undergraduate economics curriculum. To the best of my knowledge, all current intermediate microeconomics textbooks contain a discussion of game theory, as do the vast majority of introductory texts. One concept important to basic game theory is that of a dominant strategy. A game player has a dominant strategy when one of the actions available to him or her always leaves the player better off (or at least no worse off) than would any of the other possible actions, no matter what decisions are made by the other player(s) in the game. An informal survey of microeconomics textbooks shows how regularly the concept of a dominant strategy appears. I checked 9 intermediate textbooks (with copyright dates of 1994 or later), and every one of them defines and discusses a dominant strategy. In addition, 20 out of 25 introductory textbooks (with the same copyright dates) either explicitly define the term (14 cases) or clearly describe the characteristics.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"14 1","pages":"133-140"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84479543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909595948
Pamela E. Lowry
Role playing has begun to achieve recognition as a valuable exercise in economics courses. Role-playing simulations are used to motivate student participation, improve understanding of reading material, and increase students' enthusiasm for learning course material (Rodgers 1996). Examples include the doubleauction experiment used in many principles courses; the Fed Open Market Committee simulation (Bartlett and Amsler 1979); and, in international economics, the Dutch disease simulation (Rodgers 1996). Those simulations are intended to be a small part of the course in which they are used. Morris (1979) suggests that a simulation may be most effective as a learning experience if it is the focal point of the course and serves to integrate previous learning in the course. In this article, I describe a role-playing exercise that I used as the central focus of an international economics seminar. Although the specific topic of this simulation (GATT negotiations) may be of limited interest, the procedural framework could be applied to a variety of topics, particularly in international economics.
在经济学课程中，角色扮演作为一种有价值的练习已经开始得到认可。角色扮演模拟用于激励学生的参与，提高对阅读材料的理解，提高学生学习课程材料的热情(Rodgers 1996)。例子包括许多原理课程中使用的双重拍卖实验;美联储公开市场委员会模拟(Bartlett and Amsler 1979);在国际经济学中，还有荷兰病模拟(Rodgers 1996)。这些模拟只是本课程中用到的一小部分。Morris(1979)认为，如果模拟是课程的焦点，并且能够将之前的学习整合到课程中，那么模拟作为学习经验可能是最有效的。在这篇文章中，我描述了一个角色扮演练习，我把它作为一个国际经济学研讨会的中心焦点。虽然这个模拟的具体题目(关贸总协定谈判)可能是有限的，但程序框架可以适用于各种题目，特别是国际经济学方面的题目。
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Pub Date : 1999-01-01DOI: 10.1080/00220489909596098
J. Mrózek
Many policy debates revolve around the appropriate extent and form of government intervention in specific markets, or, more accurately, government alteration of the incentives or institutional rules in those mar kets, including the provision of certain goods. 1 To make sense of these debates, economics students must understand what “free” markets do well and, in particular, where they fail, and how governments may be able to improve their behavior. Toward this end, authors of principles textbooks generally discuss concepts including gains from trade, efficiency, the invisible hand, and various causes of market failures such as market power, externalities, and public goods. The current pedagogy fails to emphasize fully the common principles under lying the various categories of market failure. The examination of principles text books below demonstrates that each category of market failure is typically dis cussed separately. Furthermore, the textbooks do not always clearly show how an economist identifies the alternati ve, preferred outcome, nor do they emphasize that economists often apply an efficiency criterion in considering alternati ves. I argue instead for a unified consider ation of how markets fail, based on how an ef ficiency rule is violated . All market transactions can be characterized as “ef ficient”or “inefficient,”according to whether they satisfy the ef ficiency rule that marginal benefits to society equal or exceed marginal costs to society. Then, all explanations of individual market failures can refer to this rule and show ho w private-decision rules may sometimes deviate from it. Finally, one can show how government, by making alterations to individual markets (by changing rules or incentives or by providing goods directly), may be a ble to impr ove the efficiency of the economy. This unified consideration does not require rear rangement of topics within the course, other than introduction of the ef ficiency rule at some point before the first type of mar ket failure is taught. A unified treatment of mar ket failures and efficiency has two key benefits. First, consolidation enables reinforcement of the basic concepts through r epetition of the same analytical constructions and may also lessen the class time required to cover market failures. Second , consolidation conveys to students that economists often reference a common normative foundation, based on the con
{"title":"Market Failures and Efficiency in the Principles Course.","authors":"J. Mrózek","doi":"10.1080/00220489909596098","DOIUrl":"https://doi.org/10.1080/00220489909596098","url":null,"abstract":"Many policy debates revolve around the appropriate extent and form of government intervention in specific markets, or, more accurately, government alteration of the incentives or institutional rules in those mar kets, including the provision of certain goods. 1 To make sense of these debates, economics students must understand what “free” markets do well and, in particular, where they fail, and how governments may be able to improve their behavior. Toward this end, authors of principles textbooks generally discuss concepts including gains from trade, efficiency, the invisible hand, and various causes of market failures such as market power, externalities, and public goods. The current pedagogy fails to emphasize fully the common principles under lying the various categories of market failure. The examination of principles text books below demonstrates that each category of market failure is typically dis cussed separately. Furthermore, the textbooks do not always clearly show how an economist identifies the alternati ve, preferred outcome, nor do they emphasize that economists often apply an efficiency criterion in considering alternati ves. I argue instead for a unified consider ation of how markets fail, based on how an ef ficiency rule is violated . All market transactions can be characterized as “ef ficient”or “inefficient,”according to whether they satisfy the ef ficiency rule that marginal benefits to society equal or exceed marginal costs to society. Then, all explanations of individual market failures can refer to this rule and show ho w private-decision rules may sometimes deviate from it. Finally, one can show how government, by making alterations to individual markets (by changing rules or incentives or by providing goods directly), may be a ble to impr ove the efficiency of the economy. This unified consideration does not require rear rangement of topics within the course, other than introduction of the ef ficiency rule at some point before the first type of mar ket failure is taught. A unified treatment of mar ket failures and efficiency has two key benefits. First, consolidation enables reinforcement of the basic concepts through r epetition of the same analytical constructions and may also lessen the class time required to cover market failures. Second , consolidation conveys to students that economists often reference a common normative foundation, based on the con","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"58 1","pages":"411-419"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83949346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909596092
P. Samuelson, H. McGraw, W. Nordhaus, O. Ashenfelter, R. Solow, S. Fischer
{"title":"Samuelson's \"Economics\" at Fifty: Remarks on the Occasion of the Anniversary of Publication.","authors":"P. Samuelson, H. McGraw, W. Nordhaus, O. Ashenfelter, R. Solow, S. Fischer","doi":"10.1080/00220489909596092","DOIUrl":"https://doi.org/10.1080/00220489909596092","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"40 1","pages":"352-363"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78022653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909595943
W. Becker
{"title":"Peter Kennedy, A Guide to Econometrics. 4th ed. Cambridge: MIT Press, 1998. xii + 468 pp","authors":"W. Becker","doi":"10.1080/00220489909595943","DOIUrl":"https://doi.org/10.1080/00220489909595943","url":null,"abstract":"","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"42 1","pages":"89-90"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78694122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/00220489909596093
D. Colander
A lot of discussion lately has been about how to present Keynesian economics in the principles course. Some new principles textbook authors treat Keynesian economics as an historical artifact, no longer relevant to current economic events.' Others, such as McConnell and Brue (1999), continue to make Keynesian economics the core of students' understanding of macro. I am firmly on the side of saving Keynesian economics, or at least something similar to what we now call Keynesian economics. I explain in this article what I mean by that, but first, I present the arguments that have been put forward for dumping Keynesian economics. Four reasons have been generally suggested.
{"title":"Teaching Keynes in the 21st Century","authors":"D. Colander","doi":"10.1080/00220489909596093","DOIUrl":"https://doi.org/10.1080/00220489909596093","url":null,"abstract":"A lot of discussion lately has been about how to present Keynesian economics in the principles course. Some new principles textbook authors treat Keynesian economics as an historical artifact, no longer relevant to current economic events.' Others, such as McConnell and Brue (1999), continue to make Keynesian economics the core of students' understanding of macro. I am firmly on the side of saving Keynesian economics, or at least something similar to what we now call Keynesian economics. I explain in this article what I mean by that, but first, I present the arguments that have been put forward for dumping Keynesian economics. Four reasons have been generally suggested.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"1 1","pages":"364-372"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79851255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Identifying Voucher Plans without Welfare Losses","authors":"R. Jackson","doi":"10.1080/00220489909595954","DOIUrl":"https://doi.org/10.1080/00220489909595954","url":null,"abstract":"(1999). Identifying Voucher Plans without Welfare Losses. The Journal of Economic Education: Vol. 30, No. 2, pp. 175-183.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"45 1","pages":"175-183"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73871735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-04-01DOI: 10.1080/00220489809597944
D. Hennessy
Conventional classroom analysis of technology adoption in a monopoly neglects some important situations. A more comprehensive analysis provides the instructor with opportunities to present some critical economic concepts. By permitting intersecting cost functions, one can show why innovations may be adopted, whether adoption increases welfare, and what relationship exists between quantity, welfare, and adoption. A graph can be used to illustrate the importance of quantity in determining consumer welfare and to illustrate how private and social welfare diverge in a monopoly. A further insight allows comparison of graphical and mathematical approaches to economic analysis.
{"title":"Technology Adoption and Welfare Under a Monopoly: An Illustration of Microeconomic Policy Analysis","authors":"D. Hennessy","doi":"10.1080/00220489809597944","DOIUrl":"https://doi.org/10.1080/00220489809597944","url":null,"abstract":"Conventional classroom analysis of technology adoption in a monopoly neglects some important situations. A more comprehensive analysis provides the instructor with opportunities to present some critical economic concepts. By permitting intersecting cost functions, one can show why innovations may be adopted, whether adoption increases welfare, and what relationship exists between quantity, welfare, and adoption. A graph can be used to illustrate the importance of quantity in determining consumer welfare and to illustrate how private and social welfare diverge in a monopoly. A further insight allows comparison of graphical and mathematical approaches to economic analysis.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"21 1","pages":"111-117"},"PeriodicalIF":0.9,"publicationDate":"1998-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84990301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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