The impact of studying economics, and other disciplines, on the belief that voluntary exchange makes everyone better off
AbstractUsing a survey of a large group of first and final-year students of different disciplines, to study their belief in the existence of mutual benefits of voluntary transactions, we observe significant differences between economics and business students on the one hand, and students of other disciplines on the other hand. Those differences increase over time, due to economics students increasingly supporting that belief, and other students increasingly disagreeing with it. Beliefs of students specializing in the same topic also become more homogeneous over time. We therefore report evidence of both a selection and a learning effect of studying different disciplines.
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Bibliographic InfoPaper provided by ULB -- Universite Libre de Bruxelles in its series Working Papers CEB with number 10-012.RS.
Length: 30 p.
Date of creation: 2010
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Higher education; learning; self-selection; beliefs; fairness of the market.;
Find related papers by JEL classification:
- A13 - General Economics and Teaching - - General Economics - - - Relation of Economics to Social Values
- A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
- B40 - Schools of Economic Thought and Methodology - - Economic Methodology - - - General
- D01 - Microeconomics - - General - - - Microeconomic Behavior: Underlying Principles
- D63 - Microeconomics - - Welfare Economics - - - Equity, Justice, Inequality, and Other Normative Criteria and Measurement
This paper has been announced in the following NEP Reports:
- NEP-ALL-2010-02-27 (All new papers)
- NEP-CBE-2010-02-27 (Cognitive & Behavioural Economics)
- NEP-EDU-2010-02-27 (Education)
- NEP-HPE-2010-02-27 (History & Philosophy of Economics)
- NEP-LAB-2010-02-27 (Labour Economics)
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