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Debating as a classroom tool for adapting learning outcomes to the European higher education area

  • Juan Luis Jiménez

    ()

    (Facultad de Economía, Empresa y Turismo, Universidad de Las Palmas de Gran Canaria)

  • Jordi Perdiguero

    ()

    (Departament de Política Econòmica i Estructura Econòmica Mundial, University of Barcelona.)

  • Ancor Suárez

    ()

    (Facultad de Economía, Empresa y Turismo, Universidad de Las Palmas de Gran Canaria)

The creation of the European Higher Education Area has meant a number of significant changes to the educational structures of the university community. In particular, the new system of European credits has generated the need for innovation in the design of curricula and teaching methods. In this paper, we propose debating as a classroom tool that can help fulfill these objectives by promoting an active student role in learning. To demonstrate the potential of this tool, a classroom experiment was conducted in a bachelor’s degree course in Industrial Economics (Regulation and Competition), involving a case study in competition policy and incorporating the techniques of a conventional debate (presentation of standpoints, turns, right to reply and summing up). The experiment yielded gains in student attainment and positive assessments of the subject. In conclusion, the incorporation of debating activities helps students to acquire the skills, be they general or specific, required to graduate successfully in Economics.

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File URL: http://www.ub.edu/irea/working_papers/2011/201109.pdf
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Paper provided by University of Barcelona, Research Institute of Applied Economics in its series IREA Working Papers with number 201109.

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Length: 23 pages
Date of creation: Jun 2011
Date of revision: Jun 2011
Handle: RePEc:ira:wpaper:201109
Contact details of provider: Postal: Tinent Coronel Valenzuela, Num 1-11 08034 Barcelona
Web page: http://www.ub.edu/irea/

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