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Book part
Publication date: 8 April 2015

Robert W. Dimand

Although the global economic crisis that began in 2007 has renewed interest in Keynes among the wider educated public, graduate courses in macroeconomics usually teach little…

Abstract

Although the global economic crisis that began in 2007 has renewed interest in Keynes among the wider educated public, graduate courses in macroeconomics usually teach little about Keynes and the issues he analyzed, and what little they teach is often wrong (e.g., that Keynes assumed an arbitrarily fixed money wage rate or that he ignored expectations). Consequently, as macroeconomists turn their attention to the possibility, causes and consequences of financial crises and global depression, they do not have access to the insights into these questions produced by earlier generations of economists. The time and attention constraints of theory courses do not allow simply directing the students to the extensive scholarly literature on the economics of Keynes, so this paper offers a suggested introduction to the economics of Keynes for a graduate course in macroeconomics.

Book part
Publication date: 18 February 2004

Fletcher Baragar

The emergence and maturation of the social sciences is an important component of the expansion of institutions of higher learning in the 20th century. The discipline of Political…

Abstract

The emergence and maturation of the social sciences is an important component of the expansion of institutions of higher learning in the 20th century. The discipline of Political Economy, increasingly institutionalized in various Canadian universities in the early decades of the century, secured a Chair at the University of Manitoba in 1909. After 1914, its title became “Political Economy and Political Science” and the department subsequently served “as the great mother department to which were attached newer social science disciplines until it was deemed appropriate to let them launch out on their own” (Pentland, 1977, p. 3). Political Science became independent in 1948, Geography in 1951, and Sociology and Anthropology in 1962 (p. 4). Agricultural Economics, which was taught in the Manitoba Agricultural College, became its own department when the college joined the university in 1924. In the 1930s, Agricultural Economics was absorbed into Department of Political Economy. However, according to Pentland (pp. 4–5) it was not until the late 1940s that agricultural economics became a significant “sub-department.” It subsequently separated itself from Political Economy and, in 1954, became an independent department in the Faculty of Agriculture (p. 5). The result of these disciplinary developments was that the faculty of the Department of Political Economy had, from time to time, members whose expertise lay outside the increasingly well-defined terrain of economics. Despite this, however, they did not seem to have any long-lasting direct impact on shaping and defining the curricula in Economics. Since these other disciplines left and became independent when they had reached a certain size or degree of influence, Economics was left to define and pursue its own agenda unencumbered by the needs of these former associates.

Details

Wisconsin "Government and Business" and the History of Heterodox Economic Thought
Type: Book
ISBN: 978-0-76231-090-6

Book part
Publication date: 22 July 2021

Eric S. Lin, Yu-Lung Lu, Ming-Chia Lin and Hui-Chen Wang

This study takes advantage of abundant data from the Economics Department at National Tsing Hua University to empirically evaluate whether there exist academic performance…

Abstract

This study takes advantage of abundant data from the Economics Department at National Tsing Hua University to empirically evaluate whether there exist academic performance differentials between undergraduate students from two entrance channels (exam-based and application-based methods) across courses and grades. We first evaluate the academic performance between the students based on two entrance channels, and then incorporate the General Scholastic Ability Test (GSAT) score (including five subjects of Chinese Literature, Mathematics, English, Science, and Society) into the independent variables to control for the students' ability. Our empirical results exhibit the students recruited through the application-based method outperform those admitted from the exam-based method in required courses after controlling for the students' individual characteristics. Nevertheless, we found that the advantage disappears for the elective courses. Furthermore, the academic gaps between the two groups of students tend to decline or disappear when students are seniors. The findings indicate that entrance exam scores (e.g., the Scholastic Assessment Test (SAT) scores in the United States) are good indicators for predict college academic performance, making the potential function of entrance exam in Taiwan relatively comparable to that in the United States. The findings also detail that individual GSAT scores on English, Math, and Society are positively and significantly associated with his/her performance on the core courses in Economics, supporting a significant learning progression from the curricula of senior high school to the undergraduate college education.

Details

Advances in Pacific Basin Business, Economics and Finance
Type: Book
ISBN: 978-1-80043-870-5

Keywords

Article
Publication date: 1 August 1997

Brian Snowdon and Howard R. Vane

An interview with Milton Friedman in 1996 ‐ presents his reflections on some of the important issues surrounding the evolution of, and currrent debates within, modern…

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Abstract

An interview with Milton Friedman in 1996 ‐ presents his reflections on some of the important issues surrounding the evolution of, and currrent debates within, modern macroeconomics. A world‐renowned economist and prolific author since the 1930s, Milton Friedman has had a considerable impact on macroeconomic theory and policy making. Associated mostly with monetarism and the efficacy of free markets, his work has ranged over a broader area ‐ microeconomics, methodology, consumption function, applied statistics, international economics, monetary theory, history and policy, business cycles and inflation. In the interview discusses Keynes’s General Theory, monetarism, new classical macroeconomics, methodology, economic policy, European union and the monetarist counter‐revolution.

Details

Journal of Economic Studies, vol. 24 no. 4
Type: Research Article
ISSN: 0144-3585

Keywords

Article
Publication date: 9 October 2018

John Marangos

The purpose of this paper is to determine how including the Greek financial crisis in teaching introductory macroeconomics benefits students.

Abstract

Purpose

The purpose of this paper is to determine how including the Greek financial crisis in teaching introductory macroeconomics benefits students.

Design/methodology/approach

The methodology is based on the responses of a recent survey administered to students at a university in Greece.

Findings

An eclectic approach that distinguishes various economic theories and methodologies, mainly neoclassical and Keynesian, can provide a pedagogical way of teaching introductory macroeconomics, allowing students to use their everyday personal experiences in determining the most “suitable” theory in explaining the crisis.

Originality/value

To the author’s knowledge, such an exercise of discovering students’ perceptions of teaching an introductory macroeconomics Substitute with course during the global financial crisis has not yet been attempted.

Details

International Journal of Social Economics, vol. 46 no. 8
Type: Research Article
ISSN: 0306-8293

Keywords

Book part
Publication date: 18 February 2004

A.Allan Schmid

The first Wisconsin Ph.D.s who came to MSU with an institutional bent were agricultural economists and included Henry Larzalere (Ph.D. 1938) whose major professor was Asher…

Abstract

The first Wisconsin Ph.D.s who came to MSU with an institutional bent were agricultural economists and included Henry Larzalere (Ph.D. 1938) whose major professor was Asher Hobson. Larzalere recalls the influence of Commons who retired in 1933. Upon graduation, Larzalere worked a short time for Wisconsin Governor Phillip Fox LaFollette who won passage of the nation’s first unemployment compensation act. Commons had earlier helped LaFollette’s father, Robert, to a number of institutional innovations.4 Larzalere continued the Commons’ tradition of contributing to the development of new institutions rather than being content to provide an efficiency apologia for existing private governance structures. He helped Michigan farmers form cooperatives. He taught land economics prior to Barlowe’s arrival in 1948, but primarily taught agricultural marketing. One of his Master’s degree students was Glenn Johnson (see below). Larzalere retired in 1977.

Details

Wisconsin "Government and Business" and the History of Heterodox Economic Thought
Type: Book
ISBN: 978-0-76231-090-6

Book part
Publication date: 1 March 2021

Hugo Chu

This chapter provides an alternative interpretation of the emergence of the “Ramsey-Cass-Koopmans” growth model, a framework which, alongside the overlapping generation model, is

Abstract

This chapter provides an alternative interpretation of the emergence of the “Ramsey-Cass-Koopmans” growth model, a framework which, alongside the overlapping generation model, is the dominant approach in today’s macroeconomics. By focusing on the role Paul Samuelson played through the works he developed in the turnpike literature, the author’s goal is to provide a more accurate history of growth theory of the 1940–1960s, one which started before Solow (1956) but never had him as a central reference. Inspired by John von Neumann’s famous 1945 article, Samuelson wrote his first turnpike paper by trying to conjecture an alternative optimal growth path (Samuelson, 1949 [1966]). In the 1960s, after reformulating the intertemporal utility model presented in Ramsey (1928), Samuelson began to propound it as a representative agent model. Through Samuelson’s interactions with colleagues and PhD students at the Massachusetts Institute of Technology (MIT), and given his standing in the profession, he encouraged a broader use of that device in macroeconomics, particularly, in growth theory. With the publication of Samuelson (1965), Tjalling Koopmans and Lionel McKenzie rewrote their own articles in order to account for the new approach. This work complements a recently written account on growth theory by Assaf and Duarte (2018).

Details

Research in the History of Economic Thought and Methodology: Including a Selection of Papers Presented at the 2019 ALAHPE Conference
Type: Book
ISBN: 978-1-80071-140-2

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Article
Publication date: 14 June 2018

Leiv Opstad

The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many…

Abstract

Purpose

The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics.

Design/methodology/approach

A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014).

Findings

Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students.

Research limitations/implications

There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses.

Originality/value

By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

Details

Journal of Applied Research in Higher Education, vol. 10 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 9 January 2020

Ismail Ojetunde, Abass Iyanda Sule, Olurotimi Adebowale Kemiki and Isaac Ayodele Olatunji

The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper…

Abstract

Purpose

The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students.

Design/methodology/approach

The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students.

Findings

The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university.

Research limitations/implications

This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization.

Originality/value

This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

Details

Property Management, vol. 38 no. 2
Type: Research Article
ISSN: 0263-7472

Keywords

Article
Publication date: 29 April 2021

Prateek Basavaraj, Ivan Garibay and Ozlem Ozmen Garibay

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in

Abstract

Purpose

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.

Design/methodology/approach

This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.

Findings

The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.

Originality/value

This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

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