How should economics curricula be evaluated?
AbstractThis paper explores the evaluation of economics curricula. It argues that the dominant approach in economics education, experimentalism, has serious limitations which render it an unsuitable evaluation method in some cases. The arguments against experimentalism are practical, ethical and also rest on a view of the world as a complex, open system in which contexts are unique and generalised regularities are unlikely. In such an environment, as often found in educational contexts, alternative methods are advisable, at least as part of a suite of approaches in a realistic, case-based, mixed-methods approach to evaluation. Thus, economics curricula should be evaluated using a method or set of methods most appropriate to the particular object case. As such, there is no single answer to the question posed.
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Bibliographic InfoPaper provided by Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol in its series Working Papers with number 20131306.
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Find related papers by JEL classification:
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- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- B4 - Schools of Economic Thought and Methodology - - Economic Methodology
- B5 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches
- C80 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - General
- C9 - Mathematical and Quantitative Methods - - Design of Experiments
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-10-02 (All new papers)
- NEP-EDU-2013-10-02 (Education)
- NEP-HME-2013-10-02 (Heterodox Microeconomics)
- NEP-HPE-2013-10-02 (History & Philosophy of Economics)
- NEP-PKE-2013-10-02 (Post Keynesian Economics)
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