Students’ Experiences of Undergraduate Economics Curriculum in Ontario, Canada
Inbal Marcovitch April 6, 2013 Research Objective
Explore the experiences of students enrolled in the Honours Bachelor of Arts Economics program at York University with respect to the economics curriculum in light of the mission of the university
Sub-questions: 1. What are the practices in economics undergraduate education, internationally, provincially and locally 2. Does the teaching of various economic theories have in luence over the ful illment of liberal education objectives? What do students know about various economics theories? How were they taught about them? 3. How do student’s experiences of the economics curriculum correspond with the mission of the university? Motivation
The greater critique of the analytic and methodological tools that are used in mainstream economics, and the ways in which these are taught to future generations of economists.
In addition, many have critiqued economists for not being able to predict the future of economics development and avoid market failures (e.g. crises of 1930s, 1990s, and 2009).
In light of these crises and critiques of the mainstream: What are the foundations of academic and professional economists? What are the theories and ideas that they are exposed to in their early years of post-secondary education? How do these experiences and the curriculum correspond to the mission of the university? Contribution
1. This study hopes to inform economics educators about the ways in which their education in luences and is interpreted by their students
2. This study highlights the link between policy and economics education in Ontario, Canada
3. This study inform us about what are the foundations of academic and professional economists in educated in Ontario, Canada.
4. Draw links between the mission of the university and the economics curriculum Theoretical/ Conceptual Framework
This research is informed by critical theory’s idea of exploration of “social institutions and their transformations through interpreting the meanings of social life” (Cresswell, 1998, p.80).
Economics knowledge as located within a social context
Following this logic, the approach to economics within the institution should be consistent with the institution’s missions, goals and objectives. Research Methodology
This research takes a qualitative approach complemented by quantitative tools
Three Phases
Phase I: Snap Shot of Current Economics Programs in Ontario Universities.
Phase II: The Evolution of Economics Undergraduate Program at York University.
Phase III: Students’ Experiences of Undergraduate Economics Curriculum.
Phase I: Snap shot of Current Economics Programs in Ontario Universities
¨ Mainstream Economics Courses: the average number of courses: 45 On average these courses comprise 93.89% of total courses (median of 91.4% ) 4 universities offered 100% mainstream economics courses
¨ Heterodox Economics: 0 - 4 courses (median of 0.5) shares of the total courses: 0% to 10% (median of 0.54%) * The amount of courses offered on this topic is not dependant on the size of the university, or on how many overall courses are offered.
¨ Economic History & History of Economic Thought: 16 universities 1-2 courses on the history of economic thought 12 universities offered 0-2 economic history courses Type of Courses Offered in Ontario Universities Location of the Economics Department Type of courses offered in universities where the Economics Department is located in a Faculty of Arts Type of courses offered in universities where the Economics Department is located in a Business School
Phase III: Students’ Experiences of Undergraduate Economics Curriculum
Goals and Objectives of University education ◦ “No idea, graduate and get a job” (James, paragraph 77) ◦ Asha explains: “no matter what, economics can still be relevant in the world; even if the world isn't doing so well, you need economists” Critical Thinking ◦ “I was never challenged to come up with, to study a theory and give my own opinion about it of what works what does not work, or compare it with something, another theory…It was always like, this is macro, this micro, this is international trade, this is the model... this is how it works, we're here learning go get the exam and forget about it.” (Amani, paragraph 60)
Phase III: Students’ Experiences of Undergraduate Economics Curriculum Democratic Values “Interviewer: When you hear democratic values, what do you think it means? James: This is like a political science question, it has nothing to do with Economics.”
“Democracy… basically give[s] the power to decide to the people; everyone has an equal vote” (David, paragraph 121).
“Democratic values are engrained in your thought… you know, you have a certain right and a responsibility... you have a certain voice, and that needs to be heard.” (Adan, paragraphs 112). Conclusions
Students showed a variety of answers and re lections on their economics studies. Two students who took alternative courses in which different economic theories were compared were able to better articulate and identify the limitations, advantages and uses of mainstream economics.
While one cannot conclude that the exclusion of alternative economics theories prevents students from developing critical thinking skills, it does show that students who were exposed to various theoretical perspectives were able to better communicate about differences, theoretical limitations and appropriateness of use of a theory.
There needs to be a more conscious effort in linking the economics curriculum with the mission of the university, particularly with regards to liberal arts education and objectives related to democratic skills.