How Do Median Graduate Economic Programs Differ from Top-ranked Programs?
This paper reports the results of a survey of median economics graduate programs and compares it with the results of a survey of top economics graduate programs done by Colander. Overall it finds that while there are some differences in the programs, there are large areas of similarity. Some of the particular finding are that there are more US respondents in median programs than in top programs, median students have more interest in econometrics, history of thought and economic literature than do students at top programs, although after the fifth year, their interest in any field drops significantly. It also finds that students at top schools are much more likely to be involved in writing scholarly papers, and that students at top schools give far less emphasis to excellence in mathematics as a path to the fast track than do students at median schools.
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- David Colander & Jessica Holmes, 2007.
"Gender and graduate economics education in the US,"
Taylor & Francis Journals, vol. 13(2), pages 93-116.
- David Colander & Jessica Holmes, 2007. "Gender And Graduate Economics Education In The Us," Middlebury College Working Paper Series 0725, Middlebury College, Department of Economics.
- Jerry G. Thursby, 2000. "What Do We Say about Ourselves and What Does It Mean? Yet Another Look at Economics Department Research," Journal of Economic Literature, American Economic Association, vol. 38(2), pages 383-404, June.
- Therese C. Grijalva & Clifford Nowell, 2008. "A Guide to Graduate Study in Economics: Ranking Economics Departments by Fields of Expertise," Southern Economic Journal, Southern Economic Association, vol. 74(4), pages 971-996, April.
- Krueger, Anne O, et al, 1991. "Report of the Commission on Graduate Education in Economics," Journal of Economic Literature, American Economic Association, vol. 29(3), pages 1035-1053, September.
- Colander, David, 2003. "The Aging of an Economist," Journal of the History of Economic Thought, Cambridge University Press, vol. 25(02), pages 157-176, June.
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