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Economic orthodoxy has faced multiple challenges over recent years, ranging from the global financial crisis and economic populism to the Covid-19 pandemic and the spectre of stagflation. This has generated significant policy innovations, like quantitative easing and the furlough schemes, while heterodox economic ideas (briefly) gained notoriety. Yet these shifts have frequently been grafted onto pre-existing institutional and discursive templates, anchored by the assumption that they represent a temporary deviation from 'normal' equilibrium conditions. To make sense of these dynamics of crisis, change and continuity, this special section showcases an 'epistemic politics' approach that foregrounds the political life of economic knowledge. It is framed around three questions. What has been the role of economic knowledge and expertise in shaping policy and regulation over the past decade? To what extent have dominant economic ideas, theories and models been impacted by political conflicts and emergent issues? How have policy makers navigated economic crises and uncertainty through cognitive and discursive practices? This introductory paper sets out the ambition for the special section by defining our understanding of epistemic politics, before detailing the threefold contribution it makes to wider scholarship in IPE and CPE. It concludes with an overview of the five papers. [ABSTRACT FROM AUTHOR]

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Objective: The article aims to identify the main determinants affecting the creation of entrepreneurial attitudes among university students in non-economic fields during times of high uncertainty (such as the Covid-19 pandemic). Research Design & Methods: We based the research model on the theory of planned behaviour (TPB) and surveyed university students in non-economic fields in Poland (N=355). Statistical analysis provided an opportunity to confirm the research hypotheses. Findings: Positively confirmed hypotheses: entrepreneurial attitudes are shaped by a number of internal and external factors (H1); entrepreneurial knowledge is related to the formation of entrepreneurial attitudes (H2); formal education can be an important source of entrepreneurial knowledge among university students in non-economic fields (H3); well-established entrepreneurial attitudes influence positive attitudes towards entrepreneurship in times of uncertainty related to Covid-19 (H4). This led to an indirect positive answer to the RQ: Entrepreneurial education among university students in non-economic fields is linked to the intention to establish their businesses. Implications & Recommendations: The survey's conclusions suggest the necessity to intensify efforts at the higher education level to supplement programs with entrepreneurial education for university students in non-economic fields, which scholars seldom analyse in this context, particularly in the Central and Eastern European region. Contribution & Value Added: The study fills the gap in research on the relationship between entrepreneurial education and entrepreneurial attitudes, which are key factors influencing the creation of new business ventures. Existing literature highlights the lack of analysis in Central and Eastern Europe with particular emphasis on Poland. [ABSTRACT FROM AUTHOR]

Objective: The article aims to identify the main determinants affecting the creation of entrepreneurial attitudes among university students in non-economic fields during times of high uncertainty (such as the Covid-19 pandemic). Research Design & Methods: We based the research model on the theory of planned behaviour (TPB) and surveyed university students in non-economic fields in Poland (N=355). Statistical analysis provided an opportunity to confirm the research hypotheses. Findings: Positively confirmed hypotheses: entrepreneurial attitudes are shaped by a number of internal and external factors (H1); entrepreneurial knowledge is related to the formation of entrepreneurial attitudes (H2); formal education can be an important source of entrepreneurial knowledge among university students in non-economic fields (H3); well-established entrepreneurial attitudes influence positive attitudes towards entrepreneurship in times of uncertainty related to Covid-19 (H4). This led to an indirect positive answer to the RQ: Entrepreneurial education among university students in non-economic fields is linked to the intention to establish their businesses. Implications & Recommendations: The survey’s conclusions suggest the necessity to intensify efforts at the higher education level to supplement programs with entrepreneurial education for university students in non-economic fields, which scholars seldom analyse in this context, particularly in the Central and Eastern European region. Contribution & Value Added: The study fills the gap in research on the relationship between entrepreneurial education and entrepreneurial attitudes, which are key factors influencing the creation of new business ventures. Existing literature highlights the lack of analysis in Central and Eastern Europe with particular emphasis on Poland.

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Economic knowledge plays a central role in many theories of political behavior. But empirical studies have found many citizens to be poorly informed about the official state of the economy. Analyzing two waves of the Eurobarometer database, we re-examine the distribution of public knowledge of three macroeconomic indicators in two dozen European countries. Respondents with high income and education give more accurate estimates than others, in line with previous studies. As we show, however, such differences in knowledge do not only reflect varying levels of information. People's estimates are also shaped by affective dynamics, in particular a more pessimistic outlook that leads to overestimation of official unemployment and inflation (but not growth) figures. We find that emotive factors can bias inflation and unemployment estimates of respondents who find themselves in a privileged economic situation in a direction that incidentally also makes them more accurate, even though respondents are not necessarily being better informed. In real-world politics, official economic statistics thus do not function as a shared information backdrop that could buttress the quality of public deliberation. Instead, knowledge of them is itself driven by personal socio-economic circumstances. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 (COVID-19) pandemic has had a severe impact on global socio-economic development and healthcare access. Considering the link between the two, the objective of this study was to investigate to what extent Greece's residents consider that access to healthcare is an important element for the European's Union (EU) socioeconomic development. The study used data from the Eurobarometer 94.2. Interviews were conducted online. Respondents were recruited by telephone via a dual-frame random digit dialing (RDD) sample design. The sample was supplemented with a non-probabilistic sample randomly drawn from Kantar's LifePoints panel. The sample size was n = 1002. A logistic model was fitted using the respondents' opinions regarding the direction the EU is heading in as a dependent variable. As potential predictors, we used respondents' opinions regarding the importance of access to healthcare for the EU's socioeconomic development, the extent to which more (or less) decision-making should take place at the European level for dealing with health issues, the index of political interest and several sociodemographic characteristics. According to the analysis, those that mentioned healthcare access as an important element for the EU's socioeconomic development were more likely to consider that the EU is heading in the wrong direction. The results of this study may indicate feelings of discomfort regarding the decline of society in the European Union due to disruptions to healthcare access and the contraction of national economies caused by the COVID-19 pandemic.

Macroeconomic expectations influence long-term output, investment, and employment through households' behavior. Policymakers and politicians attempt to predict the behavior of citizens and voters. How individuals form expectations and perceive sovereign indebtedness brings into question public finance sustainability and incumbents' credibility. Based on a cross-country survey in Central and Eastern European countries, we estimate several probit regressions to uncover the effects of economic knowledge on sovereign debt expectations. Robustness tests and additional control confirm the initial results. We find that knowledge about public debt increases the chances of forming negative expectations, while higher financial literacy tends to have the opposite effect. More specifically, individuals with higher public debt knowledge are 5.4 percentage points less likely to show positive expectations, while individuals with higher levels of financial literacy (interest rate and inflation knowledge) are approximately 3.5 percentage points more likely to form positive expectations. The results indicate that public debt expectations are driven by negative biases resulting from the lack of economic knowledge together with insufficiency in understanding economic causal mechanisms. Financial literacy programs could benefit from including information about macroeconomics in curricula. Improving individual abilities to understand macroeconomic mechanisms, including public debt, has the potential to influence expectations and shift behaviors towards desired policy outcomes. [ABSTRACT FROM AUTHOR]

Macroeconomic expectations influence long-term output, investment, and employment through households’ behavior. Policymakers and politicians attempt to predict the behavior of citizens and voters. How individuals form expectations and perceive sovereign indebtedness brings into question public finance sustainability and incumbents’ credibility. Based on a cross-country survey in Central and Eastern European countries, we estimate several probit regressions to uncover the effects of economic knowledge on sovereign debt expectations. Robustness tests and additional control confirm the initial results. We find that knowledge about public debt increases the chances of forming negative expectations, while higher financial literacy tends to have the opposite effect. More specifically, individuals with higher public debt knowledge are 5.4 percentage points less likely to show positive expectations, while individuals with higher levels of financial literacy (interest rate and inflation knowledge) are approximately 3.5 percentage points more likely to form positive expectations. The results indicate that public debt expectations are driven by negative biases resulting from the lack of economic knowledge together with insufficiency in understanding economic causal mechanisms. Financial literacy programs could benefit from including information about macroeconomics in curricula. Improving individual abilities to understand macroeconomic mechanisms, including public debt, has the potential to influence expectations and shift behaviors towards desired policy outcomes.

The content of economic education in Germany is based largely on the laws and ideals of the prevailing economic system. While Western concepts such as the competitive market typically are addressed in economic programs in Germany, they may be unfamiliar in Eastern European countries that were part of, or under the influence of, the former Soviet Union, where many youths living in Germany originate. Findings from large-scale quantitative studies of economic and financial literacy in Germany indicate that people who have a migration background (MB) perform worse on tests of economic literacy than those who do not; however, these studies do not provide sufficient insight into the underlying migration-related causes of the deficits in economic literacy. In this study we investigate the influence of family financial socialization on young adults' understanding of economic and financial concepts. We interview eight young adults with a post-Soviet MB living in Germany using a two-part procedure: problem-centered and think-aloud interviews. We found that migrant parents directly and indirectly influenced their children's understanding of economic and financial concepts in numerous ways, and we maintain that the best way to remedy the deficits in their understanding of such concepts is through targeted programs and teacher training. [ABSTRACT FROM AUTHOR]

Economics has become an essential component of secondary school curricula in many countries as a result of the growing awareness that young adults need fundamental economic knowledge to manage their personal finances. Accordingly, an increasing number of comparative studies are being conducted of commonalities and differences in students' economic knowledge and its most decisive influencing factors within and across countries. In this study, we compare the performance of secondary school students in the United States (N = 3517) and Germany (N = 983) on the fourth version of the Test of Economic Literacy. We investigate two personal characteristics that have been found to influence the students' acquisition of economic knowledge: gender and primary language. Although these two characteristics have been considered in numerous studies of economic education in both countries, they have not been investigated together in an international comparison, which would allow more effective pedagogical approaches for economic education to be formulated. We found male students in both countries exhibited greater economic knowledge, and students whose primary language was the same as the national language performed better. We discuss implications for economic education in both countries and cross-nationally. [ABSTRACT FROM AUTHOR]

The everyday economy approach has influenced key members of Labour's economic team, notably Rachel Reeves. One potential benefit of the everyday economy approach is that it advocates changing how voters perceive the economy by making it connect to social and environmental goals. Voters, many of whom feel alienated from the material economy measured by indicators like gross domestic product (GDP) that politicians tend to refer to, might find everyday economic language more appealing. However, analysis of qualitative research on how voters see the economy suggests Labour should be cautious about attempting to replace terms like 'economy' and 'growth' with everyday economy terms like 'liveability'. Instead, the party should fight the Conservatives on economic competence using conventional economic terms. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 (COVID-19) pandemic has had a severe impact on global socio-economic development and healthcare access. Considering the link between the two, the objective of this study was to investigate to what extent Greece's residents consider that access to healthcare is an important element for the European's Union (EU) socioeconomic development. The study used data from the Eurobarometer 94.2. Interviews were conducted online. Respondents were recruited by telephone via a dual-frame random digit dialing (RDD) sample design. The sample was supplemented with a non-probabilistic sample randomly drawn from Kantar's LifePoints panel. The sample size was n = 1002. A logistic model was fitted using the respondents' opinions regarding the direction the EU is heading in as a dependent variable. As potential predictors, we used respondents' opinions regarding the importance of access to healthcare for the EU's socioeconomic development, the extent to which more (or less) decision-making should take place at the European level for dealing with health issues, the index of political interest and several sociodemographic characteristics. According to the analysis, those that mentioned healthcare access as an important element for the EU's socioeconomic development were more likely to consider that the EU is heading in the wrong direction. The results of this study may indicate feelings of discomfort regarding the decline of society in the European Union due to disruptions to healthcare access and the contraction of national economies caused by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This article provides new perspectives on the persistent hierarchy between 'social' and 'economic' goals in European Union's (EU) economic governance. We operationalize insights from feminist economics and political economy to analyse the agenda‐setting documents of the European Semester – the Annual Growth Surveys (AGS) – showing how the much‐debated integration of social goals into the European Semester is fundamentally constrained by mainstream economic epistemologies. These epistemologies misrepresent interrelationships between the productive economy and the reproductive labour needed to maintain it. Using interpretive policy analysis, we show how multiple concepts and measurements used to conceptualize policy goals and impacts within the AGSs, coalesce to systematically misrepresent reproductive labour as a 'social' activity, an irrelevance, or a cost, rather than a macroeconomic input. This restricts the possibilities of enhancing the social dimension of the European Semester, in ways conspicuously ignored by the existing literature, which are of heightened salience in the wake of Covid‐19. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effect of inculcation entrepreneurship values, economic education and economic knowledge on the economic behavior of students at 17 August 1945 University Surabaya.This study used a quantitative approach with a sample size of 210 students.The analysis technique used is multiple linear regression with the help of the IBM SPSS 25 software.The results showed that the inculcation of entrepreneurship values, economic education and economic knowledge both partially and simultaneously had a significant effect on the economic behavior of students at 17 August 1945 University Surabaya.Another result shows that the effect of inculcation entrepreneurship values, economic education and economic knowledge on student economic behavior is 40%.

In the aftermath of the First World War, the Weimar Republic found itself in financial disarray. Originally put forward by the antirepublican right, the idea of a forced loan emerged. The idea triggered harsh controversies regarding the shortfalls in the new state's sovereignty and its lack of fiscal power within the framework of an international order. The conflicting images of the Weimar state effected the decisions finally taken. This article argues that a rhetoric of emergency was combined with notions of the expert as an apolitical figure in order to legitimize compulsory lending. Yet, contrary to contemporary perceptions, the Weimar forced loan was not a result of governmental impotence or an exceptional incident within the history of public finance. As a political tool, it helped to solve conflicts on the national as well as the international level, if only for a short period of time. As an instrument of state finance, it was not an act of failure to still fiscal needs the ‚normal way' but a conscious claim for the autonomy of the Weimar state. But the conviction that compulsory loans might be a legitimate element of fiscal politics under the auspices of a strong and well-informed state emerged only with the Second World War – in Germany as well as on an international level. [ABSTRACT FROM AUTHOR]

How can public policy best deal with infectious disease? In answering this question, scholarship on the optimal control of infectious disease adopts the model of a benevolent social planner who maximizes social welfare. This approach, which treats the social health planner as a unitary "public health brain" standing outside of society, removes the policymaking process from economic analysis. This paper opens the black box of the social health planner by extending the tools of economics to the policymaking process itself. We explore the nature of the economic problem facing policymakers and the epistemic constraints they face in trying to solve that problem. Additionally, we analyze the incentives facing policymakers in their efforts to address infectious diseases and consider how they affect the design and implementation of public health policy. Finally, we consider how unanticipated system effects emerge due to interventions in complex systems, and how these effects can undermine well‐intentioned efforts to improve human welfare. We illustrate the various dynamics of the political economy of state responses to infectious disease by drawing on a range of examples from the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Negotiations over wages have always been a central part of industrial relations in capitalist economies. The unstable value of money in the 19th and 20th centuries has made these negotiations both crucial and complex. Linking contemporary understandings of monetary values to wage bargaining provides an important historical background for a better understanding of real wage developments and the agency of workers. Adopting a comparative perspective, this paper discusses how managers and workers dealt with changing monetary values in Germany and the United States from the 1870s to the immediate aftermath of the First World War. The paper also discusses the extent to which actors understood the instability of their respective currencies' purchasing power and whether their perceptions changed over time. The paper reveals that negotiations were never exclusively shaped and guided by concepts such as inflation or the 'cost of living' in both countries but that the importance of the concepts changed with the level of price fluctuations and institutional setting. Indices could achieve a dominant role only in exceptional circumstances due to their artificial and contestable nature, their neglect of the complexity of workers' job contexts and living environments, and their normative implications concerning wage demands. [ABSTRACT FROM AUTHOR]

The aim of this paper is to assess the readiness of engineering students to enter the labour market and to make proposals for improving their knowledge and skills. Our research is based on the assumption that smart economic growth should be based on interdisciplinary knowledge including ICT, communication in foreign languages and economic knowledge. Results of the study conducted on a sample of 153 final-year engineering students point to the necessity of changing educational needs, and to the knowledge and skills desirable in the labour market, and this is supported by the respondents’ opinion on the conditions for knowledge acquisition at their tertiary education institutions but also by their willingness to acquire the necessary knowledge.

The issue of the security of an individual has many dimensions, including the economic one. The aim of the article is to examine the ways of acquiring economic knowledge and its impact on the human economic security. The article consists of a theoretical and empirical part. In the theoretical part of the article the essence of economic security was discussed, and factors affecting this security were also analyzed. Economic knowledge was also defined and its influence on human economic security was analyzed. The results of research on the level of economic knowledge of Poles presented in the literature indicate that their knowledge is fragmentary and not internally coherent. It mainly includes information from the mass media and information that relates directly to specific individuals. To verify these observations, in the empirical part of the article, the results of a study conducted among students, concerning, inter alia, the methods of acquiring economic knowledge and the impact of economic knowledge possessed on the sense of economic security, are presented. [ABSTRACT FROM AUTHOR]

Economic knowledge is a subdiscipline of knowledge economics. Over the past decade, its importance has increased due to environmental turbulence and its impact on economic processes. The lack or insufficient economic knowledge limits the ability of business entities to make the right decisions, which is why such knowledge is becoming a more and more desirable resource for them. In connection with the above, an attempt was made to examine the level of economic knowledge of persons representing creative professions. The main research objective is to: examine and determine, using scientific procedures and appropriate methodology, the level and role of economic knowledge, which, according to people who represent creative professions, has the greatest impact on making the right economic decisions. In addition, the relationship between the level of economic knowledge and creative life orientations was examined. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify the influence of the management control system (MCS) on intellectual capital through the implementation of Enterprise Resource Planning (ERP) as an intervening variable. A theoretical model is developed that considers two concepts of MCS (the belief system and the boundary system) and the roles they play in enhancing intellectual capital. Data collected via survey from 57 managers of 36 companies in Indonesia that have implemented ERP system. This research used the partial least square to describe relationships between variables. Results suggest that belief system and boundary system has a positive influence towards intellectual capital through the implementation of ERP as an intervening variable on the companies that implement the ERP system in Indonesia. When the users experience that ERP is useful and easy to use, the users will use it well. Finding offer the implication for managers to start paying attention to the factors which can help to improve the users' work performance. As the users' performance improved the company's intellectual capital will also be improved. [ABSTRACT FROM AUTHOR]

Behaviors of consumers and producers become complex and interdependent in accordance with the developments in the world. This development increases the importance of economic knowledge and it becomes more and more important for the individuals and societies to adapt themselves to this development. Economic literacy is of high importance not only for specific social groups but also all the individuals. However; economic knowledge of the public officers who are in a specific level of income, expense and education within Turkish economy as well as their ability of applying this knowledge on their daily lives and their prospective economic planning as being conscious individuals are of high importance. Increase in economic literacy of the individuals not only affects the individuals but also contributes to the society and country. This study aims at determining and evaluating economic literacy levels of the public officers. It includes public officers working in Tokat city center. Research data has been obtained from 397 participants randomly selected as a result of face to face interviews. Factor analysis, independent sample t test and one-way analysis of variance have been applied in the research. It has been determined that averages regarding sub-dimensions of economic literacy of the participants vary depending on gender, age, occupation and income. Economic literacy levels of the public officers have been found high. It is thought the study will be beneficial to politicians, academicians and all decision-makers.

The authors taught financial concepts to students in 12th-grade economics classes, where one treatment was intensive in money management (MM) topics and the other was intensive in financial investment (FI) topics. Two control groups, consisting of 11th-grade students with no exposure to economics and 12th-grade economics students, received no treatment. Both treatment groups showed a 13 percentage point increase in test scores from pretest to posttest, while neither control group showed gains. Neither treatment group outperformed the other in the financial literacy test. [ABSTRACT FROM AUTHOR]

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This paper focuses on essence and relationships between information society (IS) and knowledge economy (KE) concepts. The aim of this article is twofold. The first objective is to denominate the conceptual framework and relationships between IS and KE conceptions. The second is to present dependencies between the indexes of IS and KE development level in selected countries. Firstly, based on the notional relations between information and knowledge, there are characterized the relationships between concepts of information society, knowledge economy and knowledge society (KS). Secondly, using popular composite indexes evaluating the degree of IS and KE development i.e. Networked Readiness Index (NRI), ICT Development Index (IDI), Knowledge Economy Index (KEI) and Summary Innovation Index (SII), there were studied corelations between information society and knowledge economy in 34 selected countries in 2012. The paper concludes by stating limits and implications for further research. This work contributes to systematization and integration of knowledge about the mutually permeable conceptions of information society and knowledge economy

Facchini uses a behavioural approach to analyse the political beliefs of French people, who he believes are 'more or less incompetent' in economics. In this article I focus on his premise that the public are incompetent and that therefore their views, such as being opposed to the market in the case of the French people, should be interpreted as 'perception bias'. Other economists may echo Facchini, claiming that people who voted Leave in the UK and for Trump in the USA did so because their lack of economic knowledge contributed to an 'anti-foreign bias'. However, I argue here that the existing empirical research showing that people lack economic knowledge is flawed. Many economists adopt a questionable approach to the interpretation of public knowledge and the evaluation of what knowledge is important. [ABSTRACT FROM AUTHOR]

This article researches a dialogical form of linguistic communicative practices in the social and economic context that ensures essential interaction of polyphonic approaches to the understanding of the economic and business reality. Technically, a dialogue based on logical forms of thinking creates an operating array of required research methods thus procuring the format of conceptual concurrence of social and economic interests of humans, their motivation, argumentation methods, assessment procedures and criteria. At the same time, such research dialectic is not only aimed at providing a reasoned proof of knowledge but is also directed at the perception of other people’s thoughts, and it offers multiple means for the introduction of newly acquired knowledge along with the corresponding procedures and actions into social and economic reality. In its turn, a dialogical methodology is presented as the logic of complex construction or reconstruction of understanding between people based on the arguments that confirm they were created as a result of gaining new knowledge. The main goal of these dialogical research methods is to lay the basis for reaching an intellectual consensus and for the universalization of scientific economic knowledge, as well as to facilitate the process of distribution and attaching public significance to research results. The dialogical form of modern research takes on the meaning of a prospective social and ideological criterion for the theory of economic knowledge reasoning and serves as a practical way to persuade various strata of the civil society with the aim of protecting social and economic interests. [ABSTRACT FROM AUTHOR]

Laypeople, experts and expectation formation. This article is a critical discussion, under the light of expectation formation, of the relation that interposes between economic science as body of knowledge and its agents.

Problems of economic education are considered in the article. Main principles on which the system of economic education at school should be under construction are defined.

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In this chapter it is argued that when the Austrian revival takes place in the 1970s and 1980s the image of economics as an analytical science which can be methodologically kept clean from value judgments, and the economist as a pure truth-seeker shapes modern Austrian economics at the expense of an idea of a socially involved, embedded scholar with a responsibility toward society which was characteristic of the pre-WWII Austrian school. The neglect of that part of the Austrian heritage is important not only for how we understand the role and responsibility of the social scientist but also because it alters what we consider to be relevant and valid economic knowledge. The chapter demonstrates that insight into economic processes was excluded from what was considered valid economic knowledge and how social relevance of knowledge was no longer a goal in the postwar Austrian School. The chapter identifies alternative currents in the modern Austrian school to this general trend and suggests ways forward to think about the appropriate institutions to promote relevance and the moral conduct of (Austrian) economics. [ABSTRACT FROM AUTHOR]

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In analogy to political sophistication, it is imperative that citizens have a certain level of economic sophistication, especially in times of heated debates about the economy. This study examines the impact of different influences (media, interpersonal communication and personal experiences) on learning effects about the economy. We conducted a national two-wave panel survey and a media content analysis in Denmark. Media effects were examined through integrating the results of the content analysis (in which articles were coded for the presence of the economic consequences frame) with the panel survey. Results showed that exposure to economic consequences frames in the media and interpersonal communication about the economy had a significant positive influence on learning about the economy. Having negative experiences with the economy exerts significant negative influence on learning. Interestingly, extensive interpersonal communication and negative experiences with the economy dampen media effects on learning about the economy. The study contributes to the literature on the cognitive effects of media and of interpersonal communication, as well as in media dependency theory. [ABSTRACT FROM AUTHOR]

The assessment of university students’ economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students’ economic knowledge have been highlighted since long. However, the findings are often only available within countries and focus on students who are at different levels of their studies or graduates. To remedy this research deficit, the goal of our article is to analyze the status of economic knowledge of students at the beginning of their course of studies and compare the effects of prior economic education, gender, and native language between the USA and Germany. Therefore, we used a translated and adapted version of the fourth edition of the Council for Economic Education'sTest of Understanding in College Economics(TUCE). The TUCE is an international measuring instrument that has been validated and widely been used in several countries to assess the economic knowledge of students in higher education. Since the curricular structure as well as higher education studies/programs in both countries is quite comparable, no tremendous general between-country effect has been expected. But as our results show, if micro- and macroeconomics are analyzed separately, divergent effects on the students’ economic knowledge were detected showing that prior education has a positive significant effect merely on micro test scores, while gender and native language are purely significant on macro test scores in both countries. In our conclusion, we discuss several reasons that might have caused these different effects. [ABSTRACT FROM PUBLISHER]

The article discusses some of the results of Regional external assessment of students from vocational schools in professional field "Business Management and Administration". The main objective of the evaluation was to implement and promote contemporary models and mechanisms of evaluation in different professional fields in VET, whilst achieving and monitoring the formation of basic skills and competencies in students in vocational schools, which are the basis for growth and professional development. [ABSTRACT FROM AUTHOR]

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Cognitive ability correlates positively with many financial outcomes but why? One important relationship to understand is the degree to which cognitive ability is associated with greater knowledge of economics, but this has not been tested extensively. Here in two large, pre-registered studies (N = 1356), we tested the relationship between cognitive ability and both economic knowledge and financial literacy. Three predictions were key: i) Cognitive ability would show a large positive association with economic knowledge; ii) Cognitive ability would be associated with better financial literacy and iii) Greater economic knowledge would be positively associated with financial literacy. All three predictions were supported and replicated. Cognitive ability predicted economic knowledge (r = 0.37 to 0.52) independent of and with much larger effects than either educational attainment or economics courses. The findings extend effects of general ability to include greater awareness of economic functions, and improved use of economic information which improves lifetime financial wellbeing. • Tested if cognitive ability drives economic knowledge and financial literacy. • Ability strongly predicted greater economic knowledge. • Ability predicted greater financial literacy. • Effects on financial literacy mediated by economic knowledge. • Associations not influenced by education or economic training. [ABSTRACT FROM AUTHOR]

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Article presents research analyzing level of economic knowledge of adult Poles and their attitudes toward taxation and Tax Office. Economic knowledge consists on understanding of basic economic terms (e.g. inflation, interest rate, tax), laws and relations (e.g. the supply influence on price, the inflation rate and interest rate) as well as knowing the level of actual economic predictors (e.g. unemployment rate, minimum salary). The attitude toward tax system and Tax Office was described with Braithwaite's (2003) typology, which distinguished five postures: commitment, capitulation, resistance, disengagement and game playing. [ABSTRACT FROM AUTHOR]

Laypeople, experts and expectation formation. This article is a critical discussion, under the light of expectation formation, of the relation that interposes between economic science as body of knowledge and its agents. [ABSTRACT FROM AUTHOR]

Human body parts (HBP) are made available to professionals either through market relations or through gift-giving. Market transactions were made legal in Iran during the 1980s; but this solution did not spread to the rest of the world. Nevertheless, the mere existence of a possible alternative to the current policy in favor of gift-giving opens up a political issue: are market relations legitimate and efficient in the domain of organ procurement? Once so stated, the question becomes: are economists able to perform such commerce as just another form of market relations? After a discussion of Michel Callon's theory of performativity, justifying the use of a restricted definition of performativity, the paper examines Alvin Roth's suggestion that a computerized matching market for non-compatible pairs of donor-recipient be created, and explains why this is a consistent example of performativity of gift-giving. [ABSTRACT FROM AUTHOR]

The Sensory Order (1952) is a work on theoretical psychology, which can be understood as an attempt to explain the relationship between cosmos and mind. By addressing these matters, Hayek established a solid basis for his own ideas about economic knowledge and the problem to be solved by economics. The purpose of this essay is to give a plausible account of why The Sensory Order takes a crucial place in the special manner in which Hayek approaches both individualism and economic knowledge. This exercise will help recognize the reasons that led to Hayek's interest in theoretical psychology, and how his ideas on this field permeate his understanding of the subject matter of the social sciences. [ABSTRACT FROM AUTHOR]

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