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Do Great Economists Make Great Teachers? George Stigler as a Dissertation Supervisor


  • Craig Freedman


An examination of George Stigler's teaching career clarifies the requirements for an effective teacher of graduate economics and especially sheds light on the nature of the supervision of doctoral candidates. The heterogeneous composition of graduate students in aggregate means that quite distinct approaches can prove to be equally successful.

Suggested Citation

  • Craig Freedman, 2003. "Do Great Economists Make Great Teachers? George Stigler as a Dissertation Supervisor," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(3), pages 282-290, January.
  • Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:282-290 DOI: 10.1080/00220480309595221

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    References listed on IDEAS

    1. Charles A. Holt & Monica Capra, 2000. "Classroom Games: A Prisoner's Dilemma," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(3), pages 229-236, September.
    2. Reinhard Selten, 1973. "A Simple Model of Imperfect Competition, where 4 are Few and 6 are Many," Center for Mathematical Economics Working Papers 008, Center for Mathematical Economics, Bielefeld University.
    3. Nagel, Rosemarie, 1995. "Unraveling in Guessing Games: An Experimental Study," American Economic Review, American Economic Association, vol. 85(5), pages 1313-1326, December.
    4. Brauer, Jurgen & Delemeester, Greg, 2001. " Games Economists Play: A Survey of Non-computerized Classroom-Games for College Economics," Journal of Economic Surveys, Wiley Blackwell, vol. 15(2), pages 221-236, April.
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