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The Effects of Curriculum Reform on Economics Education in A Spanish College

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  • Meredecons Garcia-Diez
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    Abstract

    The aim of this study is to analyze the effects of changes in curricula brought about as a consequence of the reform carried out in university education in Spain during the first half of the 1990s. The study concentrates on first-cycle undergraduate economics students and is based on the estimation of education production functions. This estimation has the feature that two dimensions of education output are considered: the affective part and the cognitive part. Our results show that there have not been significant differences in education/training as a consequence of the reform of the curriculum.The estimates obtained highlight the importance of peer-group effects in the educative process.

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    File URL: http://www.tandfonline.com/10.1080/096452900110274
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    Bibliographic Info

    Article provided by Taylor and Francis Journals in its journal Education Economics.

    Volume (Year): 8 (2000)
    Issue (Month): 1 ()
    Pages: 5-15

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    Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:5-15

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    1. Siegfried, John J & Fels, Rendigs, 1979. "Research on Teaching College Economics: A Survey," Journal of Economic Literature, American Economic Association, vol. 17(3), pages 923-69, September.
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    Cited by:
    1. Michael Fertig, 2002. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence From the PISA 2000 Study," RWI Discussion Papers 0002, Rheinisch-Westfälisches Institut für Wirtschaftsforschung.
    2. Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition - Evidence from the PISA 2000 Study," Royal Economic Society Annual Conference 2003 76, Royal Economic Society.
    3. Marisa Hidalgo, 2005. "Peer Group Effects And Optimal Education System," Working Papers. Serie AD 2005-12, Instituto Valenciano de Investigaciones Económicas, S.A. (Ivie).

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