Search results

This paper aims to provide information about the structure of collaborative work among Argentinian economics. The study provides specific applied research of social network analysis focus on this profession in this specific country.

The contribution opted for applying social network analysis tools to papers presented in a congress and published in its proceedings. The authors focus in detecting main actors, groups of co-authorship, professionals acting as bridges between groups and differences between genders.

The paper provides empirical insights about how co-authorship has evolved between Argentine economists. The authors find that structural properties of the network, main actors, both male and female, main universities or center that affiliates them, a gender gap that might be closing out.

The paper focuses on the network for the period 1964-2014 without a more detailed dynamic. It also does not explain main topics worked by the authors.

The work provides knowledge about how groups are created in Economics in Argentina, how cooperation has evolved and what has been the role of women in this development. It also shows how different departments and entities collaborate with diverse success in the creation of new knowledge in Economics in Argentina.

The paper works with data from a source of information non-previously studied and contributes in explaining a particular type of collaborative work in a profession in Argentina.

The global financial crisis led to increasing distrust in economic research and the economics profession, in the process of which the current state of economics and economic education in particular were heavily criticized. Against this background, the purpose of this paper is to conduct a study with undergraduate students of economics in order to capture their view of economic education.

The paper is based on the documentary method, a qualitative empirical method, which combines maximum openness with regard to the collection of empirical material coupled with maximum rigor in analysis.

The empirical findings show that students enter economics curricula with epistemic, practical or moral/political motivations for understanding and dealing with real-world problems but end up remarkably disappointed after going through the mathematical and methods-orientated introductory courses. The findings further indicate that students develop strategies to cope with their disappointment – all of them relating to their original motivation. The theoretical contextualization of the empirical findings is based on the psychological concept of cognitive dissonance.

A socially and politically responsible economic education, however, should provide students guidance in understanding current and prospective economic challenges, thereby enabling them to become informed and engaged citizens. Therefore, it is essential that the students’ criticism of the current state of economic education be taken seriously and BA programs reformed accordingly.

The originality of this paper lies in the application of a qualitative methodology and explicit focus on the student perspective on economics education. The study provides empirical evidence for a lack of real-world orientation in economics education.

The paper provides a detailed historical account of Douglass C. North's early intellectual contributions and analytical developments in pursuing a Grand Theory for why some countries are rich and others poor.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The systematic, continuous and profound attempt to answer the Smithian social coordination problem shaped North's journey from being a young serious Marxist to becoming one of the founders of New Institutional Economics. In the process, he was converted in the early 1950s into a rigid neoclassical economist, being one of the leaders in promoting New Economic History. The success of the cliometric revolution exposed the frailties of the movement itself, namely, the limitations of neoclassical economic theory to explain economic growth and social change. Incorporating transaction costs, the institutional framework in which property rights and contracts are measured, defined and enforced assumes a prominent role in explaining economic performance.

In the early 1970s, North adopted a naive theory of institutions and property rights still grounded in neoclassical assumptions. Institutional and organizational analysis is modeled as a social maximizing efficient equilibrium outcome. However, the increasing tension between the neoclassical theoretical apparatus and its failure to account for contrasting political and institutional structures, diverging economic paths and social change propelled the modification of its assumptions and progressive conceptual innovation. In the later 1970s and early 1980s, North abandoned the efficiency view and gradually became more critical of the objective rationality postulate. In this intellectual movement, North's avant-garde research program contributed significantly to the creation of New Institutional Economics.