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Students’ perceptions of economics: identifying demand for further study

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  • Don J. Webber
  • Andrew Mearman

Abstract

Most university departments aspire to increase their quantity of students. The objective of this empirical study is to ascertain whether it is possible to identify students who would demand more economics study. Using data on student perceptions of economics and the application of logistic regression, two step autoclustering, K means clustering, analysis of variance and Tukey's honestly significant difference statistical techniques, we reveal distinct clusters of students, including a small cluster of students who appear to be more open to further study.

Suggested Citation

  • 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.
    • Handle: RePEc:taf:applec:44:y:2012:i:9:p:1121-1132
    DOI: 10.1080/00036846.2010.537640
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    Cited by:

    1. Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2011. "Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 50-62.
    2. Andrew Mearman & Aspasia Papa & Don Webber, 2014. "Why do Students Study Economics?," Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
      • Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    3. Klarizze Anne Martin Puzon, 2023. "Democracy clusters and patterns of inequality: A k-means approach," WIDER Working Paper Series wp-2023-72, World Institute for Development Economic Research (UNU-WIDER).
    4. Robert Hoffmann & Swee Hoon Chuah & Jason Potts, 2017. "Behavioral policy and its stakeholders," Journal of Behavioral Economics for Policy, Society for the Advancement of Behavioral Economics (SABE), vol. 1(S), pages 5-8, November.

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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other

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