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Public policy economics: A survey of current pedagogical practice

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  • Lee S. Friedman

Abstract

This article reports on a survey of economics courses in our graduate program, identifies some of their weaknesses, and presents a number of suggestions for their improvement. The major theme that underlies my suggestions is to increase the active problem-solving roles for students in these courses, not leave the task exclusively to other courses. This can be facilitated by readings that emphasize the different processes of resource allocation, by limited use of case materials, and by development of interactive computer simulation models.

Suggested Citation

  • Lee S. Friedman, 1987. "Public policy economics: A survey of current pedagogical practice," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 6(3), pages 503-520.
    • Handle: RePEc:wly:jpamgt:v:6:y:1987:i:3:p:503-520
    DOI: 10.2307/3324872
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    Cited by:

    1. Richard F. Elmore & Harvey Averch & Milan Dluhy, 1992. "Teaching public administration, public management, and policy analysis: Convergence or divergence in the masters core," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 11(3), pages 541-551.
    2. Richard F. Elmore & Lee S. Friedman, 1991. "Economists and public policy programs," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 10(2), pages 343-359.

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