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Journal articles on the topic 'Economics of education'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

Watts, Mike, and Ross Guest. "Experimental Economics and Economic Education." International Review of Economics Education 9, no. 2 (2010): 6–9. http://dx.doi.org/10.1016/s1477-3880(15)30045-1.

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2

Lugachev, Mihail. "Information Revolutions, Economics and Economic Education." Moscow University Economics Bulletin 2017, no. 4 (August 31, 2017): 142–60. http://dx.doi.org/10.38050/01300105201747.

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The concept of permanent revolution was formulated in the XIX century became a subject of constant debate in humanities circle. In contrast-scientific and technological revolutions are natural components at all steps of human development. Their permanence is commonly recognized imperative, followed by numerous confirmations with a convincing inevitability. Information and industrial revolutions taking place now in the world are such evidences. Experts declare today the fourth industrial revolution. Peter Drucker fairly predicted the fourth information revolution. It is interesting that the most important trait of both revolutions is the artificial intelligence which functions in the sphere of Big Data and Internet of Things. The application field (not the only) is the economy-its structure and content. Experts state the emergence of information capitalism and the information economy — innovations obtaining special and revolutional traits. The article is devoted to analysis of main components of the innovations and offers the ways how they should be reflected in the curriculum for modern economists and managers.
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3

Amirov, Rasul A. "Education in the economy and education economics." Economic Revival of Russia, no. 4 (66) (2020): 142–51. http://dx.doi.org/10.37930/1990-9780-2020-4-66-142-151.

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The article defines the role and importance of education in the economic development of modern states. The article presents and analyzes the theoretical approaches of prominent foreign and domestic scientists and economists in determining the value of knowledge and education. The aim of the article is to develop the theoretical foundations of one of the youngest and fastest growing areas in economic theory - the economics of education. The author’s interpretation is given, the economics of education is defined as an applied science that studies the relations associated with the production, distribution, exchange and consumption of goods created in the industry – educational services, identifies and analyzes the features of the action of economic laws and categories in education, the essence of the processes occurring in it and phenomena, exploring and revealing their driving productive forces that affect economic development, the welfareof society and the individual. The levels of economic relations and processes arising in the field of education are determined.
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4

Cohn, Elchanan. "The economic value of education: Studies in the economics of education." Economics of Education Review 12, no. 4 (December 1993): 370. http://dx.doi.org/10.1016/0272-7757(93)90075-r.

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5

Lin, Justin Yifu. "New structural economics: the third generation of development economics." Asian Education and Development Studies 9, no. 3 (December 2, 2019): 279–86. http://dx.doi.org/10.1108/aeds-02-2019-0039.

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Purpose Development economics is a new sub-discipline in modern economics. The first generation of development economics is structuralism. The second generation of development economics is neoliberalism. Most developing countries followed the above two generations of development economics and failed to achieve industrialization and modernization. The purpose of this paper is to introduce the third generation of development economics, called new structural economics, which advises governments in developing countries to play a facilitating role in the development of industries in a market economy according to the country’s comparative advantages. The paper also discusses how the government may use industrial policies to play this facilitating role and some new theoretical insights from new structural economics. Design/methodology/approach The paper draws on the experiences of success and failure in developing countries to generate new understanding about the nature and causes of economic development in developing countries. Findings The structuralism failed because it ignored the endogeneity of economic structure in a country. The neoliberalism failed because it neglected the endogeneity of distortions in the transition economies. Originality/value The paper proposes new policy and theoretical framework for developing countries.
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6

Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.
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7

Blaug, M. "Economics of education." International Journal of Educational Development 7, no. 2 (January 1987): 141–42. http://dx.doi.org/10.1016/0738-0593(87)90050-2.

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8

Titova, E. "Economics of Education." Journal of economic studies 2, no. 2 (April 25, 2016): 1. http://dx.doi.org/10.12737/20416.

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9

Baumol, William. "Economic Education and the Critics of Mainstream Economics." Journal of Economic Education 19, no. 4 (1988): 323. http://dx.doi.org/10.2307/1182343.

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10

Baumol, William. "Economic Education and the Critics of Mainstream Economics." Journal of Economic Education 19, no. 4 (September 1988): 323–30. http://dx.doi.org/10.1080/00220485.1988.10845280.

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11

Park, Youngserk, Kyungdong Hahn, Jaegeun Kim, and Kyungmo Kim. "Exploration of Economic Competencies for School Economics Education." Korean Journal of Economic Education 27, no. 3 (December 31, 2020): 27–50. http://dx.doi.org/10.37060/kjee.27.3.2.

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12

Chung, SoonHwa. "Parent Education in Home Economics Education." Korean Home Economics Education Association 29, no. 4 (December 31, 2017): 15–30. http://dx.doi.org/10.19031/jkheea.2017.12.29.4.15.

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13

Jabbar, Huriya. "The Behavioral Economics of Education." Educational Researcher 40, no. 9 (December 2011): 446–53. http://dx.doi.org/10.3102/0013189x11426351.

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Over the past several decades, researchers have used economics to understand a number of issues in education policy. This article argues that some education researchers have defined economics too narrowly, neglecting several areas of economics research that cut across disciplinary boundaries. One subdiscipline of economics that might be of use in education, but which has not been applied much to it, is behavioral economics, which incorporates psychological knowledge about human behavior to enhance and extend economic models of decision making. This article reviews some of the behavioral concepts in economics that are most likely to inform education research and policy—prospect theory, framing effects, status quo bias, paradox of choice, and intrinsic motivation—and suggests directions for further research.
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14

Abdelhamid, Mariam. "Innovations in economic education." Journal of Interdisciplinary Studies in Education 8, no. 1 (April 7, 2019): 175–78. http://dx.doi.org/10.32674/jise.v8i1.678.

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Economic integration in the K-16 space is one facet of the American education system that depicts inadequacy yet potential. Mary Beth Henning alongside several educational specialists and economists illustrate how economics can be taught in a multidisciplinary manner through the mandated disciplines, such as math, reading, and history. The authors of this book demonstrate the need for students to develop an economic way of thinking through three majors themes focusing on: interdisciplinary integration of economics, blended learning, and economic educator preparation. I would highly recommend this book to K-16 educators looking to integrate economics into core academic subjects through age-appropriate and relevant examples intending to promote economic ways of thinking among students.
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15

Krotenko, T. Yu. "Engineering economics and engineering economics education strategy." Vestnik Universiteta 1, no. 1 (March 4, 2023): 152–60. http://dx.doi.org/10.26425/1816-4277-2023-1-152-160.

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Acceleration of scientific and technological progress requires a new approach to the training and retraining of talent engaged in the real sector of the economy, which is particularly true of the economy’s elite – engineering personnel. Globalization imposes new requirements with regard to the quality of modern engineers’ education. Russian engineers are confronted with the task of carrying out technological modernisation of the industry and entering new markets with new high-tech products. This necessitates a conceptualization of the cultural traditions, philosophical and historical foundations of modern engineering education, which makes the need to create a new type of educational environment extremely obvious. The article substantiates the creation and implementation of a new strategy for continuous engineering education based on transdisciplinarity and the combination of engineering education with economic and linguistic knowledge as well as knowledge in the field of information technology.
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16

Blinder, Alan S. "Research in Economic Education and the Teaching of Economics." Journal of Economic Education 22, no. 3 (June 1991): 251–54. http://dx.doi.org/10.1080/00220485.1991.10844715.

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17

Robinson, William, and James E. Davis. "Technology, the Economics Profession, and Pre-College Economic Education." Journal of Education 181, no. 3 (October 1999): 77–90. http://dx.doi.org/10.1177/002205749918100306.

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18

Bowen, William G. "Book Review: Labor Economics: Economic Challenges in Higher Education." ILR Review 46, no. 3 (April 1993): 588–90. http://dx.doi.org/10.1177/001979399304600319.

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19

Siegfried, John J. "Book Review: Labor Economics: Higher Education and Economic Growth." ILR Review 47, no. 3 (April 1994): 523–25. http://dx.doi.org/10.1177/001979399404700322.

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20

Blinder, Alan S. "Research in Economic Education and the Teaching of Economics." Journal of Economic Education 22, no. 3 (1991): 251. http://dx.doi.org/10.2307/1183111.

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21

Marginson, Simon. "Positive economics and negative effects: Economic rationalism and education." Journal of Australian Studies 16, no. 33 (June 1992): 1–7. http://dx.doi.org/10.1080/14443059209387093.

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22

Inagamova, Nargiza A. "Teaching economics and the evolution of modern economic education in higher education institutions." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 9 (2021): 503–6. http://dx.doi.org/10.5958/2249-7137.2021.01946.7.

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23

Kerr, David, and Geraint Johnes. "The Economics of Education." British Journal of Educational Studies 42, no. 2 (June 1994): 209. http://dx.doi.org/10.2307/3122347.

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24

Abidin, E. Zainal. "Economics and American Education." Unisia 13, no. 17 (January 20, 1993): 91–95. http://dx.doi.org/10.20885/unisia.vol13.iss17.art11.

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25

Cave, Martin, and Geraint Johnes. "The Economics of Education." Economica 62, no. 247 (August 1995): 415. http://dx.doi.org/10.2307/2554879.

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26

Wang, Long, Deepak Malhotra, and J. Keith Murnighan. "Economics Education and Greed." Academy of Management Learning & Education 10, no. 4 (December 2011): 643–60. http://dx.doi.org/10.5465/amle.2009.0185.

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27

Yopp, Martha C. "Essential Effective Economics Education." Journal of Education for Business 67, no. 6 (August 1992): 325–29. http://dx.doi.org/10.1080/08832323.1992.10117567.

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28

EVANS, D. B. "Medical education and economics." Medical Education 23, no. 1 (January 1989): 48–54. http://dx.doi.org/10.1111/j.1365-2923.1989.tb00811.x.

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29

Worsowicz, G. M., A. O??Callaghan, S. J. Garrison, J. W. Williams, and M. Grabois. "RESIDENT EDUCATION: MEDICAL ECONOMICS." American Journal of Physical Medicine & Rehabilitation 69, no. 4 (August 1990): 225. http://dx.doi.org/10.1097/00002060-199008000-00021.

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30

Orivel, Francois. "The Economics of Education." Oxford Review of Education 22, no. 4 (December 1996): 501–5. http://dx.doi.org/10.1080/0305498960220410.

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31

Emami, Zohreh, and John Davis. "Democracy, education and economics." International Journal of Pluralism and Economics Education 1, no. 1/2 (2009): 37. http://dx.doi.org/10.1504/ijpee.2009.028963.

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32

Zhao, Haiyun. "Economics education in China." International Journal of Pluralism and Economics Education 1, no. 4 (2010): 303. http://dx.doi.org/10.1504/ijpee.2010.037970.

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33

Baer, Oliver Simon. "Language in economics education." International Journal of Pluralism and Economics Education 3, no. 3 (2012): 252. http://dx.doi.org/10.1504/ijpee.2012.051136.

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34

Koch, Alexander, Julia Nafziger, and Helena Skyt Nielsen. "Behavioral economics of education." Journal of Economic Behavior & Organization 115 (July 2015): 3–17. http://dx.doi.org/10.1016/j.jebo.2014.09.005.

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35

FUKUDA, Shuichi. "Design Education and Economics." Proceedings of Design & Systems Conference 2003.13 (2003): 452–53. http://dx.doi.org/10.1299/jsmedsd.2003.13.452.

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36

Prinz, Richard A. "Education, Economics, and Excellence." Archives of Surgery 139, no. 5 (May 5, 2004): 469. http://dx.doi.org/10.1001/archsurg.139.5.469.

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37

侯, 龙龙. "Education Economics as Clinical Economics—A Case of Incentive Issue in Education." Creative Education Studies 12, no. 01 (2024): 195–201. http://dx.doi.org/10.12677/ces.2024.121030.

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38

Hapieieva, О. "EDUCATIONAL MEASURES OF NATIONAL ECONOMICS’ ECONOMIC SECURITY ENSURING." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu Serìâ Ekonomìka 13, no. 25 (2023): 108–16. http://dx.doi.org/10.34079/2226-2822-2023-13-25-108-116.

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The article is devoted to the research of educational indicators in the system of ensuring economic security at the national level. The author proposed the methodical approach to assessing the level of the educational component in the system of economic security, which involves the following steps: the educational indicators systematization; justification of the nature of their impact on the level of economic security; calculation of the indicators system's limit values, that will allow identifying the security grades (critical, dangerous, unsatisfactory, satisfactory, safe, optimal); construction of the integral security index and calculation of its limit values; carrying out empirical calculations and analyzing the obtained results. To the system of educational indicators as measures of the economic security level, the author proposed to attribute the following: the government expenditures on education to GDP, the government expenditures on education to the total government expenditures; gross enrollment ratio in tertiary education; the Education Index as a component of the Human Development Sndex, the education development index in the structure of the Global Innovation Index, Education as a sub-pillar the Global Prosperity Index; the access to knowledge index as a component of the Social Progress Index; The Global Knowledge Index. Practical testing of the proposed approach based on a sample of EU countries and Ukraine made it possible to calculate the indices of the educational component of security and to rank countries according to its values. The highest integral ratings for the level of education development in the system of ensuring economic security were obtained for such countries as Estonia, Sweden, Latvia, Cyprus, Malta, Ukraine, Denmark, Belgium, Slovenia, and the Netherlands. It has been proven that 89 % of the EU countries can be classified according to the educational component as countries that are safe compared the rest of the world for the stability and security of economic development. Key words: education, educational indicators, economic security, index of the educational component of security, limit values of security indicators
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39

Gapsalamov, Almaz R. "Economics education in Russia at the present stage." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 297–303. http://dx.doi.org/10.18844/prosoc.v4i1.2269.

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40

Naik, Ajay. "Tracing Trends: A Bibliometric Study of Education Economics." International Journal of Research Publication and Reviews 5, no. 4 (April 11, 2024): 3948–52. http://dx.doi.org/10.55248/gengpi.5.0424.1040.

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41

Woodroffe, Neil P. "Geographical economics or economic geography?" Journal of Geography in Higher Education 18, no. 1 (January 1994): 98–105. http://dx.doi.org/10.1080/03098269408709243.

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42

Lochner, Lance, and Alexander Monge-Naranjo. "Credit Constraints in Education." Annual Review of Economics 4, no. 1 (September 2012): 225–56. http://dx.doi.org/10.1146/annurev-economics-080511-110920.

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43

Aplonia Lau, Elfreda. "The Use Of The Arisan Card Method In Economics Learning." JTP - Jurnal Teknologi Pendidikan 25, no. 1 (April 30, 2023): 154–58. http://dx.doi.org/10.21009/jtp.v25i1.36779.

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Education is a conscious effort to realize something of cultural inheritance from one generation to another. Thus the importance of education in an effort to eradicate ignorance and fight poverty. Through intense economic education in the family environment, one can form economic human beings (homo economicus) who are productive and economical in the use of money and other resources. One of the important subjects in school is economics. The learning method uses the social gathering card. The social gathering card is one of cooperative learning, where students work together in groups to discuss the suitability of the answers to each question that comes out of a glass that has been shaken by the teacher. The type of research used is a quantitative descriptive approach which aims to find out how active students are using the social gathering card method in economics learning. The results of the analysis in this study indicate that there are positive results for the use of the arisan type card method for student learning in economics subjects. The average student learning activity is 79.78 in the "active" criteria. For a teacher must admit and strengthen that what they do is in accordance with the rules and continue to provide motivation so that students are able to develop.
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44

Lawless, Sheila. "Primary Priorities and Economics Education." Citizenship, Social and Economics Education 1, no. 2 (June 1996): 152–61. http://dx.doi.org/10.2304/csee.1996.1.2.152.

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The attitudes towards economic and industrial understanding of 58 primary student-teachers who had taken a business placement in their final year of training is explored through questionnaires, interviews and assignments. An analysis showed that economic and industrial understanding did not rank highly in their priorities for Primary pupils, confirming the findings of Ross, Ahier & Hutchings (1991). They were, however, interested in business links and industrial simulations as a context for their priorities in teaching of active learning, co-operation and other personal and social skills. Another of their priorities, linked particularly to environmental protection and conservation, was a sense of responsibility and social conscience. A way forward may be to provide teachers with a conceptual framework for economic concepts which is consonant with those priorities and to take advantage of the current interest in moral education and citizenship to re-focus economics education on using economic concepts as a tool to extend children's thinking on a wide variety of issues in those areas.
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45

Iida, Yoshio, and Sobei H. Oda. "Does Economics Education Make Bad Citizens? The Effect of Economics Education in Japan." Journal of Education for Business 86, no. 4 (April 22, 2011): 234–39. http://dx.doi.org/10.1080/08832323.2010.511303.

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46

Walstad, William B. "Economic Education in U.S. High Schools." Journal of Economic Perspectives 15, no. 3 (August 1, 2001): 195–210. http://dx.doi.org/10.1257/jep.15.3.195.

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The teaching of economics at the high school level is vital for increasing basic economic literacy. This assessment of high school economics in the United States covers seven topics: enrollments in courses; course content; the testing of students; achievement in economics courses; economics instruction in related courses; teacher preparation for economics instruction; and the contributions from organizations and economists. Significant improvements are found in the teaching, content, and testing of high school economics over the past two decades, but more work is needed because a formal course in economics is taken by less than half of high school graduates.
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47

Rutherford, M. "On the Economic Frontier: Walton Hamilton, Institutional Economics, and Education." History of Political Economy 35, no. 4 (December 1, 2003): 611–53. http://dx.doi.org/10.1215/00182702-35-4-611.

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48

Greninger, Sue Alexander, Vickie L. Hampton, Karrol A. Kitt, and Mary Ellen Durrett. "Higher Education Home Economics Programs In A Changing Economic Environment." Home Economics Research Journal 14, no. 3 (March 1986): 271–79. http://dx.doi.org/10.1177/1077727x8601400301.

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49

Pühringer, Stephan, and Lukas Bäuerle. "What economics education is missing: the real world." International Journal of Social Economics 46, no. 8 (August 12, 2019): 977–91. http://dx.doi.org/10.1108/ijse-04-2018-0221.

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Purpose 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. Design/methodology/approach 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. Findings 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. Social implications 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. Originality/value 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.
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50

Auzan, A. A., A. A. Maltsev, and A. A. Kurdin. "Russian economic education: Image of the near future." Voprosy Ekonomiki, no. 10 (October 10, 2023): 5–26. http://dx.doi.org/10.32609/0042-8736-2023-10-5-26.

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The article considers the main changes taking place in modern economics and economics education. Authors believe that the most important of them are: (1) strengthening of the applied nature of economic research work; (2) declining popularity of purely theoretical economics. Our analysis revealed a dual trend. On the one hand, the notion that neoclassical economics still prevails the academic dis­course seems to be less and less justified. On the other hand, economic education is still based on neoclassical foundations. This adds more urgency to the debate on the state of economic education. In particular, on how to train students to view big socio-economic issues from different theoretical perspectives and to strengthen the practical component of economic education. The authors prove the idea that up-to-date Russian economic education should be based on three main principles: (1) teaching students in a wide range of empirical methods; (2) development of pluralism of economic thinking manifested in the acquaintance of students with various currents of modern economic thought as well as the views of their representatives on solving topical economic and social challenges; (3) delivering to students the most comprehensive picture of the performance of the Russian economy. The potential for incorporating of these principles in the educational process is considered on the example of the bachelor’s of economics curriculum of the Faculty of Economics of Lomonosov Moscow State University.
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