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Students’ perceptions of economics: identifying demand for further study

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  • Don J. Webber
  • Andrew Mearman

Abstract

Most university departments aspire to increase their quantity of students. The objective of this empirical study is to ascertain whether it is possible to identify students who would demand more economics study. Using data on student perceptions of economics and the application of logistic regression, two step autoclustering, K means clustering, analysis of variance and Tukey's honestly significant difference statistical techniques, we reveal distinct clusters of students, including a small cluster of students who appear to be more open to further study.

Suggested Citation

  • Don J. Webber & Andrew Mearman, 2012. "Students’ perceptions of economics: identifying demand for further study," Applied Economics, Taylor & Francis Journals, vol. 44(9), pages 1121-1132, March.
  • Handle: RePEc:taf:applec:44:y:2012:i:9:p:1121-1132
    DOI: 10.1080/00036846.2010.537640
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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. Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2011. "Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 50-62.
    3. repec:beh:jbepv1:v:1:y:2017:i:s:p:5-8 is not listed on IDEAS

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