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The Australian Undergraduate Economics Degree: Results from a Survey of Students

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  • JOHN J. SIEGFRIED
  • DAVID K. ROUND

Abstract

This article reports the results of a large survey of Australian undergraduate economics students. The students were queried about their socio‐demographic characteristics, reasons for selecting a university economics degree, university experience in learning economics, assessment of their university economics programs, and future education and career plans. They also assigned themselves expected grades on hypothetical examination questions in microeconomics, macroeconomics, and economic statistics. The students rated their lectures and the rigour of their curriculum as the strengths of their degree. They were most disappointed about their training in writing essays, the course advising they received, and their instruction in problem solving.

Suggested Citation

  • John J. Siegfried & David K. Round, 1994. "The Australian Undergraduate Economics Degree: Results from a Survey of Students," The Economic Record, The Economic Society of Australia, vol. 70(209), pages 192-203, June.
    • Handle: RePEc:bla:ecorec:v:70:y:1994:i:209:p:192-203
    DOI: 10.1111/j.1475-4932.1994.tb01838.x
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    References listed on IDEAS

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    1. Clotfelter, Charles T. & Ehrenberg, Ronald G. & Getz, Malcolm & Siegfried, John J., 1992. "Economic Challenges in Higher Education," National Bureau of Economic Research Books, University of Chicago Press, edition 1, number 9780226110509.
    2. Siegfried, John J & Wilkinson, James T, 1982. "The Economics Curriculum in the United States: 1980," American Economic Review, American Economic Association, vol. 72(2), pages 125-138, May.
    3. P. W. Abelson & T. J. Valentine, 1985. "The Market For Economists In Australia," Economic Papers, The Economic Society of Australia, vol. 4(4), pages 1-16, December.
    4. Charles T. Clotfelter & Ronald G. Ehrenberg & Malcolm Getz & John J. Siegfried, 1991. "Introduction to "Economic Challenges in Higher Education"," NBER Chapters, in: Economic Challenges in Higher Education, pages 1-16, National Bureau of Economic Research, Inc.
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    Cited by:

    1. 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.
    2. Elias Katsikas, 2009. "Elements and Symptoms of a Poor Higher Education system: Evidence from a Greek University," Discussion Paper Series 2009_17, Department of Economics, University of Macedonia, revised Dec 2009.
    3. Alauddin, Mohammad & Valadkhani, Abbas, 2003. "Causes and Implications of Declining Economics Major: A Focus on Australia," MPRA Paper 50393, University Library of Munich, Germany.
    4. Tang, Tommy, 2023. "Approach to learning for assessment in economics," Economic Analysis and Policy, Elsevier, vol. 78(C), pages 571-584.
    5. Cheah, L.L. & Stokes, A.R. & Wilson, E.J., 1999. "WinEcon Fiscal Pathways: A Computer Based Learning Module for the Subject Macroeconomic Theory and Policy," Economics Working Papers WP99-14, School of Economics, University of Wollongong, NSW, Australia.

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