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What economics education is missing: the real world

Author

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  • Stephan Pühringer
  • Lukas Bäuerle
Abstract
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.

Suggested Citation

  • Stephan Pühringer & Lukas Bäuerle, 2018. "What economics education is missing: the real world," International Journal of Social Economics, Emerald Group Publishing Limited, vol. 46(8), pages 977-991, September.
    • Handle: RePEc:eme:ijsepp:ijse-04-2018-0221
    DOI: 10.1108/IJSE-04-2018-0221
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    References listed on IDEAS

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    1. Nihel Chabrak & Russell Craig, 2013. "Student imaginings, cognitive dissonance and critical thinking," Post-Print hal-02402316, HAL.
    2. Rabin, Matthew, 1994. "Cognitive dissonance and social change," Journal of Economic Behavior & Organization, Elsevier, vol. 23(2), pages 177-194, March.
    3. Bauman, Yoram & Rose, Elaina, 2011. "Selection or indoctrination: Why do economics students donate less than the rest?," Journal of Economic Behavior & Organization, Elsevier, vol. 79(3), pages 318-327, August.
    4. Bruno Frey & Stephan Meier, 2005. "Selfish and Indoctrinated Economists?," European Journal of Law and Economics, Springer, vol. 19(2), pages 165-171, April.
    5. Akerlof, George A & Dickens, William T, 1982. "The Economic Consequences of Cognitive Dissonance," American Economic Review, American Economic Association, vol. 72(3), pages 307-319, June.
    6. Boulding, Kenneth E, 1969. "Economics as a Moral Science," American Economic Review, American Economic Association, vol. 59(1), pages 1-12, March.
    7. Beker, Victor A., 2010. "On the economic crisis and the crisis of economics," Economics Discussion Papers 2010-18, Kiel Institute for the World Economy (IfW Kiel).
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    9. Marion Fourcade & Etienne Ollion & Yann Algan, 2015. "La superioridad de los economistas," Revista de Economía Institucional, Universidad Externado de Colombia - Facultad de Economía, vol. 17(33), pages 13-43, July-Dece.
    10. M. Fourcade & E. Ollion & Y. Algan, 2015. "The Superiority of Economists," Voprosy Ekonomiki, NP Voprosy Ekonomiki, issue 7.
    11. Schlicht, Ekkehart, . "Cognitive Dissonance in Economics," Chapters in Economics,, University of Munich, Department of Economics.
    12. Chabrak, Nihel & Craig, Russell, 2013. "Student imaginings, cognitive dissonance and critical thinking," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 91-104.
    13. Marion Fourcade & Etienne Ollion & Yann Algan, 2015. "The Superiority of Economists," Journal of Economic Perspectives, American Economic Association, vol. 29(1), pages 89-114, Winter.
    14. Ariel Rubinstein, 2006. "A Sceptic's Comment on the Study of Economics," Economic Journal, Royal Economic Society, vol. 116(510), pages 1-9, March.
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    1. Sara Gundersen & Allison Shwachman Kaminaga, 2022. "Presentations To The President: A Role-Play Assignment For A Macroeconomics Principles Class," Journal of Economics Teaching, Journal of Economics Teaching, vol. 7(3), pages 185-199, October.

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    More about this item

    Keywords

    Cognitive dissonance; Global financial crisis; Documentary method; Economic education; Qualitative social research; Real-world orientation;
    All these keywords.

    JEL classification:

    • A10 - General Economics and Teaching - - General Economics - - - General
    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists
    • A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • B49 - Schools of Economic Thought and Methodology - - Economic Methodology - - - Other

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