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Modelling Curriculum Choice at A-level: Why is Business Studies More Popular than Economics?

Author

Listed:
  • Ray Bachan

    (University of Brighton)

  • Michael Barrow

    (University of Sussex)

Abstract

This paper uses A-level Information System (ALIS) data to quantify the determinants of the choice between Economics and Business Studies at A-level. These subjects are often perceived as close curriculum options and possible substitutes in the UK. Subject choice is modelled using an underlying latent variable approach. On the basis of a series of counterfactual exercises an overall average grade differential, a measure of their comparative difficulty, is estimated to be 1.3 (old) UCAS points, equivalent to approximately two-thirds of a letter grade, in favour of Business Studies. The estimating equation suggests that a unit increase in the grade differential increases the probability of selecting Business Studies over Economics by approximately 12 percentage points. There is evidence that females are less likely to choose Economics over Business Studies and the more able students, in terms of their average GCSE score and mathematical ability, are more likely to select Economics. There is also some evidence of parental background characteristics and ethnicity exerting significant effects on the choice between these two subjects.

Suggested Citation

  • Ray Bachan & Michael Barrow, 2006. "Modelling Curriculum Choice at A-level: Why is Business Studies More Popular than Economics?," International Review of Economic Education, Economics Network, University of Bristol, vol. 5(2), pages 58-80.
    • Handle: RePEc:che:ireepp:v:5:y:2006:i:2:p:58-80
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    File URL: https://www.economicsnetwork.ac.uk/iree/v5n2/bachan.pdf
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    References listed on IDEAS

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    1. Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-361, May.
    2. Barry Reilly & Ray Bachan, 2005. "A comparison of A-level performance in economics and business studies: How much more difficult is economics?," Education Economics, Taylor & Francis Journals, vol. 13(1), pages 85-108.
    3. Ann L. Owen & Elizabeth J. Jensen, 2000. "Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges," American Economic Review, American Economic Association, vol. 90(2), pages 466-470, May.
    4. Benjamin Greene, 1997. "Verbal Abilities, Gender, and the Introductory Economics Course: A New Look at an Old Assumption," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(1), pages 13-30, March.
    5. Nancy J. Burnett, 1997. "Gender Economics Courses in Liberal Arts Colleges," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(4), pages 369-376, December.
    6. John Ashworth & J. Lynne Evans, 2001. "Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 311-320, January.
    7. Ray Bachan & Barry Reilly, 2003. "A Comparison of Academic Performance in A-Level Economics between Two Years," International Review of Economic Education, Economics Network, University of Bristol, vol. 2(1), pages 8-24.
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    Cited by:

    1. Don J. Webber & Andrew Mearman, 2012. "Students’ perceptions of economics: identifying demand for further study," Applied Economics, Taylor & Francis Journals, vol. 44(9), pages 1121-1132, March.
    2. Arnold, Ivo J.M., 2020. "Gender and major choice within economics: Evidence from Europe," International Review of Economics Education, Elsevier, vol. 35(C).
    3. Stephen Agnew, 2015. "Current trends in economics enrolments at secondary and tertiary level," New Zealand Economic Papers, Taylor & Francis Journals, vol. 49(1), pages 33-43, April.

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