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How do university students value economics courses? A hedonic approach


  • Omer Gokcekus


This paper adopts a hedonic approach and uses a multinomial logit model to assess students' valuation of courses based on their characteristics, e.g. presentation, organization, knowledge, accessibility, responsiveness, enthusiasm of the instructor (i.e. instructor), student's amount and type of thinking (i.e. intellectual stimulation), and how demanding a course is (i.e. demand level). Students applied the same quality standards consistently across courses regardless of the class size and the title, degree and position of the instructor. However, elective courses valued more favourably. The most important course attribute is the instructor, intellectual stimulation is the close second, and demand level has a negative impact on the value of a course. Yet, having found that intellectual stimulation's positive contribution is much bigger than the negative impact of demand level, the following emerges as an important yard stick for increasing the value of a course: as long as intellectual stimulation level gets higher, students are willing to put more time into a course.

Suggested Citation

  • Omer Gokcekus, 2000. "How do university students value economics courses? A hedonic approach," Applied Economics Letters, Taylor & Francis Journals, vol. 7(8), pages 493-496.
  • Handle: RePEc:taf:apeclt:v:7:y:2000:i:8:p:493-496
    DOI: 10.1080/13504850050033238

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    Cited by:

    1. Martin Davies & Joe Hirschberg & Jenny Lye & Carol Johnston & Ian Mcdonald, 2007. "Systematic Influences On Teaching Evaluations: The Case For Caution ," Australian Economic Papers, Wiley Blackwell, vol. 46(1), pages 18-38, March.
    2. Joe Hirschberg & Jenny Lye & Martin Davies & Carol Johnston, 2011. "Measuring Student Experience: Relationships between Teaching Quality Instruments (TQI) and Course Experience Questionnaire (CEQ)," Department of Economics - Working Papers Series 1134, The University of Melbourne.

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