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Teaching Macroeconomics After the Crisis: A Survey Among Undergraduate Instructors in Europe and the United States


  • Manfred Gärtner
  • Björn Griesbach
  • Florian Jung


The Great Recession raised questions of what and how macroeconomists teach at academic institutions around the globe, and what changes in the macroeconomics curriculum should be made. The authors conducted a survey of undergraduate macroeconomics instructors affiliated with colleges and universities in Europe and the United States at the end of 2010. The results show that courses feature very much the same lineups of models as they did before the crisis. A notable exception concerns public debt dynamics, which receives considerably more emphasis. The finer fabric of undergraduate macroeconomics teaching, however, shows substantial shifts: A host of topics related to financial markets has entered the curriculum, and there is more interest in economic history, the history of economic thought, and case studies.

Suggested Citation

  • Manfred Gärtner & Björn Griesbach & Florian Jung, 2013. "Teaching Macroeconomics After the Crisis: A Survey Among Undergraduate Instructors in Europe and the United States," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 406-416, October.
  • Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:406-416
    DOI: 10.1080/00220485.2013.827050

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    Cited by:

    1. Bofinger, Peter & Ries, Mathias, 2017. "Excess saving and low interest rates: Theory and empirical evidence," CEPR Discussion Papers 12111, C.E.P.R. Discussion Papers.
    2. Manfred G�rtner & Bj�rn Griesbach & Florian Jung, 2014. "Is there a transatlantic divide in undergraduate macroeconomics teaching?," Applied Economics Letters, Taylor & Francis Journals, vol. 21(5), pages 297-303, March.

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