Search

Drawing on social role theory (Eagly & Wood, 2016), this paper seeks to understand the nature and causes of gender bias in student evaluations of teaching (SETs) by looking at student evaluations of faculty at two time periods: on the second day of class and on the day after the first exam grade is returned. We seek to understand whether bias exists at the onset of the semester and whether backlash after grading exacerbates any differences. We hypothesized that students would perceive grade feedback more harshly from a female faculty member than a male faculty member due to role congruency expectations of communality in women. The results indicate limited evidence for gender bias at the onset of the semester (the second day of class) and strong evidence for bias against female faculty after the first exam grade is received. This work advances our understanding of when bias develops within the semester and why it may occur. The findings of this study should be of interest to administrators and human resource personnel by ultimately aiding their ability to better manage gender bias in performance evaluations. [ABSTRACT FROM AUTHOR]

In the light of corporate scandals and the recent financial crisis, there has been an increased interest in the impact of business education on the value orientations of graduates. Yet our understanding of how students' values change during their time at business school is limited. In this study, we investigate the effects of variations in the normative orientations of economics programs. We argue that interaction among economics students constitutes a key mechanism of value socialization, the effects of which are likely to vary across more-or-less normatively homogeneous economics programs. In normatively homogeneous programs, students are particularly likely to adopt economics values as a result of peer interaction. We specifically explore changes in power, hedonism, and self-direction values in a 2-year longitudinal study of economics students (N = 197) in a normatively homogeneous and two normatively heterogeneous economics programs. As expected, for students in a normatively homogeneous economics program, interaction with peers was linked with an increase in power and hedonism values, and a decrease in self-direction values. Our findings highlight the interplay between program normative homogeneity and peer interaction as an important factor in value socialization during economics education and have important practical implications for business school leaders. [ABSTRACT FROM AUTHOR]

Copyright of Zeszyty Naukowe Politechniki Poznanskiej. Organizacja & Zarzadzanie is the property of Poznan University of Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studies on the effectiveness of the Project-Based Learning (PBL) method in different local contexts require non-conventional approaches that clarify if the methodology is suitable in other settings compared to the conventional teaching practice. This study examined students' perception of the effectiveness of the PBL method in developing cross-curricular competencies and improving the academic performance of undergraduate students in the Colombian Caribbean coast. A sum of Wilcoxon ranges and Spearman's correlation coefficient were used on two groups of 481 students who were taught using the traditional method and the PBL method from six professors of the Economic Development course. It was observed that the autonomy and problem-solving competencies received a positive impression from the students and that the application of the PBL method was superior to the traditional teaching method in improving academic performance. However, it was found that the characteristics of social communication within the local context limited the reflection of the participants in the PBL group. This study contributes to future studies by using a complementary instrument that provides an analysis of the effectiveness of teaching methods in different geographical contexts. [ABSTRACT FROM AUTHOR]

In this study, we examine the knowledge of students in a master program in business and economics and explore whether migration-specific influences can be determined. We tested the knowledge of 1,451 students from 40 universities in Germany in the content areas of accounting, finance, and microeconomics. Migration background had a significant influence on the knowledge of master degree students in these three areas. Based on our empirical results, the gap in knowledge of accounting and microeconomics is bigger for students with a migration background who do not predominantly speak German at home in their family. Moreover, 16 out of 62 items were solved more successfully by participants with a migration background than by those without a migration background. The results indicate differences in terms of the effect of a migration background on the students' knowledge depending on the content and characteristics of the items. [ABSTRACT FROM AUTHOR]

The list below specifies doctoral degrees conferred by U.S. and Canadian universities during academic year July 2019 to June 2020. Lists of degree recipients and subject classifications are provided by the university. Note: Dissertations without classifications may be found under "Y Miscellaneous Categories." [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education - Sohag University is the property of Journal of Education - Sohag University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents an innovative teaching and learning method based on three different simulations of multi-level governance settings. Public management at the local level is recreated using the SimCity computer game; the decision-making process at the national level is simulated through a national parliament simulation; and the intervention of the public sector at the international level is based on a simulation of the Council of the European Union. The main objective of this study is to assess students' perceptions regarding how useful simulations may be for teaching and learning economics. The implementation of this teaching method demonstrated that the students perceived problem-based and role-play methods as useful learning tools. They also declared that their perception about the complexity of real-world problems has changed and that their political engagement may have increased thanks to their participation. SDGs - Sustainable Development Goals [ABSTRACT FROM AUTHOR]

The list below specifies doctoral degrees conferred by U.S. and Canadian universities during academic year July 2018 to June 2019. Lists of degree recipients and subject classifications are provided by the university. Note: Dissertations without classifications may be found under "Y Miscellaneous Categories." [ABSTRACT FROM AUTHOR]

The article examines the grade point averages (GPA) in economics and other undergraduate courses in the U.S. Topics mentioned include the use of the Baccalaureate and Beyond project data of the National Center for Education Statistics and the Department of Education, the GPA for economics majors and for all majors, and the role of students' age as a predictor of GPA.

We empirically test the hypothesis that a major in economics, management, business administration or accounting (for simplicity referred to as Business/Economics) leads to more-conservative (right-wing) political views. We use a panel dataset of individuals (repeated observations for the same individuals over time) living in the Netherlands, drawing data from the Longitudinal Internet Studies for the Social Sciences from 2008 through 2013. Our results show that when using a simple fixed effects model, which fully controls for individuals' time-invariant traits, any statistically and quantitatively significant effect of a major in Business/Economics on the Political Ideology of these individuals disappears. We posit that, at least in our sample, there is no evidence for a causal effect of a major in Business/Economics on individuals' Political Ideology. [ABSTRACT FROM AUTHOR]

In the current political economic dispensation, it is important to revisit the opportunities for citizenship, cooperative, and public economics and the responsibility of economics teachers. In doing so, it is essential to analyse the nature of the dominant pedagogical philosophy of individualism, probe what alternatives could be embraced, investigate whether citizenship is a superior compass, and ascertain how students respond to alternatives. The case study reported in this paper demonstrates not only that individualism is problematic but also that citizenship, public and cooperative economics have much prospect of success. Students who are enrolled in economics subjects could show substantial awareness of social justice and, based on their own account, that awareness could be increased. Overall, students appreciate the opportunity to challenge the status quo. If so, citizenship and cooperative economics have a place in the study of economics -- contrary to the widely held view that they are irrelevant. It is the responsibility of teachers to expose the ideology of this impossibility view, emphasise the possibilities for cooperative economics and citizenship, and empower students to question and become citizens. [ABSTRACT FROM AUTHOR]

A conference paper is presented that discusses the textbooks used in the basic financial course that is offered at colleges and universities. It is noted that the course content does vary between a macroeconomics and international finance course or a policy course and foreign exchange market course. The author's criticism is that textbooks are not written to capture students' interest but to help finance teachers to cover content that they may want to teach regardless of the students' interests.

A conference paper is presented that discusses the teaching of the basic financial course that is often offered at colleges and universities and the author provides details on his own approach. The author focuses on teaching his students the role of money, micro and macroeconomics, the U.S. Federal Reserve System's monetary policies, economic stabilization policy, and an introduction to international economics.

A conference paper is presented that focuses on the author's opinion of financial markets courses that are taught in colleges and universities. The finance teachers that the author had while an undergraduate included Leland Pritchard and R. S. Howey and he also discusses the textbooks that made an impression on him. It is noted that for a financial course to be successful the theory and practice of the discipline must be blended together.

»Wirtschaftswissenschaftsdiplome an französischen Hochschulen: Heteronomie und Berufsorientierung in den Lehrplänen 1970-2009«. This article analyses the degree-granting economics programs offered in French universities in the period 1970-2009 from a disciplinary socio-historical approach. Archival data was compiled into a database used to map the space of these universities with the help of geometric data analysis (principal component analysis and ascending hierarchical clustering). Interpretation of the resulting space reveals a utilitarian shift in university curricula to the detriment of research, as well as a trend towards modelling studying programs on templates of professional schools. Economics instruction has become increasingly heteronomic, critical economics has been marginalized and professionalized programs are today perceived as the 'gold standard' of teaching. [ABSTRACT FROM AUTHOR]

Mathematical concepts are integrated throughout most undergraduate courses within the economics major. In fact, it is the language of economics. This is true even at the principles level, where students are often expected to use tools such as graphical analysis extensively. This paper investigates the relationship between mathematical ability and academic performance in an introductory economics course. We measure student competency in mathematics using the online course management system, Aplia, which was acquired by Cengage Learning in 2007. The mathematics tutorial and exercises within Aplia assess students' knowledge of graphs, slope, area and units, numeric calculations, and equations. Our paper examines the correlation between students' Aplia math assessment scores and their final grades in the principles of macroeconomics course. Our empirical analysis suggests that competency with basic mathematical concepts such as those captured by the mathematics tutorial and exercises within Aplia are strong predictors of academic performance in principles of macroeconomics. [ABSTRACT FROM AUTHOR]

This article analyses which factors seem to influence the research production of economics academics in Portuguese universities. The availability of the empirical data from the one-off national Portuguese census on degrees' accreditation collected via the curricular files that all university academics had to submit to the national accreditation body (comprising an extensive list of detailed information regarding each academic in every public university) allowed for the opportunity of the study. The methodological procedures involve the analysis of the relationships between variables, an additive ordinal logistic model, a hierarchical cluster analysis and optimal scaling techniques. The results provide detailed information on the factors that influence research output production by academics and the relationship to factors shaping the academic career. This work has, at least, two main advantages: to describe the research performance of the academics by the time the new career statutes replaced the previous ones within a context of enhancing quality and productivity; and to be part of a scholarly reference that can be used (in a comparative perspective) for future studies. [ABSTRACT FROM AUTHOR]

Despite a history of initiatives to strengthen the doctorate pipeline and mentoring programs for graduate students and junior faculty, the economics profession has failed to achieve a representative level of diversity across ethnicity, gender and race. This National Economic Association presidential address looks at the 20-year production, 1996-2015, of economists by ethnicity, gender, race, and residential status with an interest in the production of Black economists. The findings suggest there is cause for alarm as the number of undergraduate economics degrees conferred to Black women was stagnant, and there has been a decrease in the number of doctorates conferred to Blacks men. In addition, the number of undergraduate mathematics degrees conferred to Blacks has decreased, which may have dire consequences for the economics and mathematics doctorate pipeline. Recommendations that promote the professional lives of Black and minority economists are provided. [ABSTRACT FROM AUTHOR]

Studying a sample of recently published papers in the main Economics journals, I find that these American journals mostly publish work on American data, written by members of American universities. I argue that this state of affairs is not essentially because of a language problem, but is explained by the domination of US universities on the international academic market in Economics. This domination has thus direct consequences for the topics of research, and thus for the accumulation of knowledge, in Economics. [ABSTRACT FROM AUTHOR]

Background and purpose: The purpose of the article is to analyse results of entrance exams and of regularly exams for foreign students in the Czech language undergraduate study programs at four faculties of University of Economics, Prague (UEP) with the intention to investigate the dependency between the results of Entrance exams from English and mathematics and (1) results of regularly exams during the study and between (2) completion rate of the study. Design/Methodology/Approach: We have analysed 4.381 records for applicants from foreign countries who applied for studies between years 2009 and 2015. We used standard statistics methods and the method of logistic regression in the form of logit model. Results We identified weak statistical correlation between entrance exam results from mathematics and results of regular exams. The correlation coefficient varies between 0.078 -0.283 for investigated faculties of UEP. The same indicator for English language exams presents better values and it varies between 0.218-0.312. If an entrance exam result is higher by one point, the probability of successful completion of studies is multiplied by values between 1.017-1.042 for individual faculty per one additional point. Conclusion: The results of the research in mathematics and English language show that excellent results in entrance exam cannot not guarantee successful regularly exams. Conclusion for the probability of completing studies is that the acceptable level of points for admission foreign students is between 150 and 170 points, depending on the faculty. [ABSTRACT FROM AUTHOR]

A basic economics course, because it is a foundation for informed citizenship, is a requirement in many liberal arts colleges. Historically, orthodox economic theory has heavily influenced this course. But this narrow and theoretical approach to economics is not particularly useful in addressing the glaring challenges of inequality and global warming or inspiring our students to engage in solutions to social problems. This paper presents some ideas for professors who, after exposing students to the content of mainstream economics, want to challenge students to question the foundational assumptions and the consumer culture they live in by exposing them to an interdisciplinary view of an economy populated by moral actors and embedded in a biosphere with limited resources. [ABSTRACT FROM AUTHOR]

Introducing DSGE modelling into undergraduate macroeconomics would be a mistake. DSGE modelling hasn't served the profession well, and won't enhance an undergraduate curriculum that is overwhelmingly populated by students who don't intend to pursue graduate training in economics. Undergraduate macro would be better served by focusing on basic tools and concepts, and by conveying to students a sense of the economy's complexity and the challenges this presents to good policy making. [ABSTRACT FROM AUTHOR]

Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009-10 through 2012-13, increased rapidly (almost 15 percent) over the two years from 2012-13 through 2014-15, but have again leveled off in 2015-16 and 2016-17. [ABSTRACT FROM AUTHOR]

The article presents questions and answers related to economics education in universities, economic models and microeconomics.

A survey of instructors and data collected from course syllabi and examinations are used to examine how the subject of development economics is taught at the undergraduate and master's levels in developing countries, compared to undergraduate classes in the United States. Topic coverage, teaching approach, and means of assessment all differ from that in leading U.S. economics departments. Development economics is taught largely as a theoretical subject coupled with case studies in developing countries, with few courses emphasizing use of data or empirical methods. Limited financial resources, the educational level of students, and low involvement of instructors in research are considered as explanations for the way the subject is taught in developing countries. The authors conclude with suggestions for improving teaching of development economics. [ABSTRACT FROM AUTHOR]

Those aspiring to law school must first complete the Law School Admissions Test, or LSAT. When ranking undergraduate majors by mean LSAT scores, economics has proven to be near the very top, if not the number-one major, over the last two decades. The goal of this analysis is the search for additional evidence that an economics degree is good preparation for the LSAT beyond mean score comparisons. After controlling for pre-college academic ability, collegiate academic ability, variables related to law school aspirations, institutional characteristics, several collegiate experiences, and demographics, the author finds that an economics degree has a positive and statistically significant association with higher LSAT performance. [ABSTRACT FROM AUTHOR]

Using a panel of 159 institutions over 10 years, we investigate the role model effect of women faculty and quantitative requirements on the female proportion of undergraduate economics majors. We find no evidence that female faculty attract female students. Calculus, however, does matter. A one semester calculus requirement is associated with more female majors at institutions offering business degrees and liberal arts colleges. A second semester calculus requirement deters women from majoring in economics at Ph.D.–granting universities, but is associated with more female majors at liberal arts colleges. Econometrics requirements are unrelated to the gender gap in economics majors. [ABSTRACT FROM AUTHOR]

Between May and June 2017, requests to collect the titles and authors of theses and dissertations were sent to representatives in family and consumer sciences programs at 168 universities and colleges in the United States. A total of 259 theses and 194 dissertations were reported from 35 universities and colleges. The largest numbers of thesis titles were in Nutrition and Dietetics while the largest numbers of titles for dissertations were in Institution, Hotel, and Restaurant Management. Consistent with the body of knowledge in family and consumer sciences, the following topics were key themes in the titles: wellness, sustainability, technology, global perspectives, and community engagement. In addition, 24 universities and colleges reported granting 655 master's degrees to students with nonthesis options. This review continues to be a resource for researchers, practitioners, and students of family and consumer sciences programs as it highlights potential research opportunities for graduate students and early career researchers. [ABSTRACT FROM AUTHOR]

There has been almost no research into what makes an effective chairperson in a university department. This paper constructs a historical longitudinal dataset on economics departments in 58 US research universities. It documents evidence that a department's research output tends to improve substantially when the incoming department Chair is himself or herself an outstanding scholar (in particular, is highly cited). The analysis adjusts for a set of other possible influences, including the standing of the department, university resources, the previous Chair, the trend in the department's productivity, and time-lags. Possible interpretations, and implications for future research, are discussed. [ABSTRACT FROM AUTHOR]

This paper contributes towards a framework for analysing the effect of teaching Economics through a foreign language, in order to discover best practices that foster key content and language skills for Higher Education institutions following language bilingual programmes. The first part of the paper deals with the benefits and problems of implementation of Content and Language Integrated Learning. The central part of the paper outlines a two-year research project in the Faculty of Economics and Business at the University of Oviedo, Spain, giving details about the context and participants, methodology used to ensure learning quality, assessment programme for these methodologies, student perception, real language progression and the impact on academic results in the period 2012–2014. Module results are contrasted with a control group of Spanish-taught students who sit the same exam in their native language. Results show similar grades in both cohorts but a notable gap in higher bands. While attributed to linguistic shortcomings, we make a case for the added value of a second language and highlight how most students quickly progress towards nullifying that difference. The study, which has been applied to first-year modules, is adaptable and applicable to similar Economics-related degrees taught through English. [ABSTRACT FROM PUBLISHER]

Learning analytics refers to improving the educational process by providing feedback and involving all the stakeholders. It is a very useful method with positive effects on both students and teachers. In ASE, the idea of learning analytics is not very well shaped, so development is needed on this side. This article proposes a learning analytics app for better exploitation of SIMUR database content in order to improve the educational processes in the university. [ABSTRACT FROM AUTHOR]

The article is based on the idea that an improvement in the quality of education at Shumen University can be achieved only after surveying the opinions and evaluations of all concerned parties. The present study correlates the standpoints of students and employers regarding the quality of education within the Economics major at Shumen University. This way one of the main European principles for quality of education is observed - its self-evaluation. [ABSTRACT FROM AUTHOR]

This study investigated the likely effects of undergraduate economics on whether a college graduate has opened a retirement account four years after graduation. Economic education is measured by the number of economics credit hours or whether a college graduate had majored in economics. Additional control variables for the logit analyses include occupation differences, employment record, and some demographics. Completing an undergraduate course in economics is significantly associated with having a retirement account, and economics majors are more likely than some other majors to have a retirement account. The analysis uses college transcript data from the Baccalaureate and Beyond study (). [ABSTRACT FROM AUTHOR]

This paper provides a snapshot of undergraduate research at top 30 liberal arts institutions and top 30 national universities (based on U.S. News and World Report rankings, 2017). This description provides a broader perspective than exists in the literature as we identify departmental motivations for providing undergraduate research opportunities despite the lack of mandates. We also document the extent to which a variety of forms of undergraduate research occur (programmatically and by student numbers). Also included are descriptions of innovative approaches to promoting undergraduate research in light of constraints and methods for creating a culture conducive to undergraduate research. [ABSTRACT FROM AUTHOR]

Although economics' share of Bachelor's degrees awarded in the United States has been flat for over a decade, its share of second majors is growing. This paper documents trends and correlations in disciplines' shares of first and second majors for Bachelor's degrees conferred in the United States during 2001-2014. First majors in math, engineering, computer science, and technology and in the life and medical sciences (now the modal major among female students) are complements to second majors in economics. Encouraging double majoring in economics among students in these disciplines could grow and diversify the economics discipline while also benefiting graduates. [ABSTRACT FROM AUTHOR]

The article offers information on two events put on by the Committee on Economic Education of the American Economic Association (AEA). The June 1-3, 2016 Conference on Teaching and Research in Economic Education (CTREE) in Atlanta, Georgia is described. An event by the committee at the 2017 AEA meetings in Chicago, Illinois is described, noting papers on the economics major, evidence-based economics teaching, and undergraduate econometrics curriculum.

Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well. [ABSTRACT FROM AUTHOR]

This study evaluates attitudes of Turkish university students towards markets and the influence on these attitudes of studying in economics. It is found that university students taking economics courses in Turkey have negative opinions about the justice of market relations, and that, unlike in the case of students in other countries, in Turkey, 4 years of study in an economics department does not change this. These results are in contradiction with the findings of other studies on Western students. [ABSTRACT FROM AUTHOR]

The issue of decision-making has been examined based on the preferences of the entire population, when the preferences of a few subpopulations varying significantly in size are known. The purpose of assigning global preferences according to the coefficients proposed here was to avoid marginalising the preferences of the smaller subpopulations. The preference coefficients for the population have been assigned using a weighted arithmetic mean, where the weights are the square roots of the sizes of the subpopulations. This is similar to the voting system known as the "Jagiellonian compromise". The statistical properties of these constants were presented in the context of decision making. These results have been illustrated by way of an example where the subpopulations exhibit significant differences, viz. students' choice of an economics university in Lower Silesia, Poland. [ABSTRACT FROM AUTHOR]

The purpose of the present article is drawing attention upon our economic students' preference for the use of online resources for business English oral presentations and finding the answers which explain such choices. Moreover, students' selection of their presentation topics themselves has an online motivation based on the wide availability of online resources on various business/economic issues. The applied part of our research consists in a questionnaire addressed to our first year economic students within the Bucharest University of Economic Studies. Actually, this questionnaire comes to justify our assumption that the main reason for the choice comes from the multiple advantages of online sources among which availability occupies a top position. If we were to mention a shortcoming of such sources that would be the question of their reliability. Therefore, teachers' role is decisive here, as they are the ones that can guide their students throughout their research for business English oral presentations. We have questioned a number of 160 students and the conclusion is that all of them have used mainly online bibliographical sources and state that they have not even thought about using library paper books. Their answers reveal certain facts. In the selection process of the online sources things like being as recent as possible, offering rich information count a lot. Another interesting fact is that making the presentation plan comes before finding the right online sources, which may seem risky, but fortunately for every topic (no matter how unique or restrictive like "crypto currency") that they chose, they found appropriate and sufficient online sources. [ABSTRACT FROM AUTHOR]

In this article, the authors present the adaptation and validation processes conducted to render the AmericanTest of Financial Literacy(TFL) suitable for use in Germany (TFL-G). First, they outline the translation procedure followed and the various cultural adjustments made in line with international standards. Next, they present results from the validation of the TFL-G's content and relations between test scores and external variables, including test takers' prior economic education and interest in economic topics. Preliminary analyses of data gathered from expert interviews and cognitive labs, and the results of the first administration to first-year higher education students (N= 1,108) indicate that the TFL-G is a valid instrument to assess young adults' understanding of personal finance in Germany. Perspectives for future research are discussed. [ABSTRACT FROM PUBLISHER]

Economic views held by the general public tend to differ significantly from those of economic experts. Would these differences fade away if people were exposed to some economic instruction? In this article, the authors identify college students' preconceptions about economic issues at the beginning of the semester, verify their persistence throughout the semester, and test whether their beliefs are correlated to course performance. The authors conduct a survey at the beginning and end of the semester on a sample of first-year students taking an economic principles course. They find evidence of preconception persistence and reasoning inconsistencies, pointing to some cognitive biases as a plausible cause. Most students do not integrate the newly learned tools into their thinking process, even if they perform well in tests. [ABSTRACT FROM PUBLISHER]

This article estimates peer effects originating from the ability composition of tutorial groups for undergraduate students in economics. We manipulated the composition of groups to achieve a wide range of support, and assigned students-conditional on their prior ability-randomly to these groups. The data support a specification in which the impact of group composition on achievement is captured by the mean and standard deviation of peers' prior ability, their interaction, and interactions with students' own prior ability. When we assess the aggregate implications of these peer effects regressions for group assignment, we find that low- and medium-ability students gain on an average 0.19 SD units of achievement by switching from ability mixing to three-way tracking. Their dropout rate is reduced by 12 percentage points (relative to a mean of 0.6). High-ability students are unaffected. Analysis of survey data indicates that in tracked groups, low-ability students have more positive interactions with other students, and are more involved. We find no evidence that teachers adjust their teaching to the composition of groups. [ABSTRACT FROM AUTHOR]

The article discusses the methodology of teaching of U.S. foreign relations history through focusing on political economy, referencing the author's experience in university teaching. It discusses the teaching of the U.S.'s military history as a superpower, including U.S. intervention and military occupation of Cuba.

Sports economics is a young, growing field in the discipline of economics. An examination of course catalogs at 169 national liberal arts colleges and 254 national universities uncovered undergraduate sports economics classes offered at 17% of the liberal arts colleges and 29.5% of the universities. The characteristics of colleges and universities offering sports economics courses are analyzed. The state of the undergraduate curriculum in economics and barriers to the creation of new elective course offerings are also discussed. [ABSTRACT FROM AUTHOR]

In the present paper, we develop a teaching methodology for economic theory. The main contribution of this paper relies on combining the interactive characteristics of spreadsheet programs such as Excel and Unicode plain-text linear format for mathematical expressions. The advantage of Unicode standard rests on its ease for writing and reading mathematical expressions. In this sense, our proposal allows incorporating an easily readable and writable methodology to cope with math expressions when interactive spreadsheets are used and designed in Economics teaching. The resulting nearly plain text can be used with few or no modifications in other numerical computing programs. [ABSTRACT FROM PUBLISHER]

The article presents changes in the education of economists in Poland, referring in parti cular to the experiences of the Poznań University of Economics and Business and its institutional predecessors in the years 1926-2016. Th e aim of the article is to analyze the contemporary framework of the university as a commercial enterprise versus the classical integrity of the academy, related to Humboldt's conception of a university. Th e analysis includes an approach to the modelling of educational programmes in economics, starting from serving the needs of the immediate business environment in the inter-war period to education according to the standards of the university which conducts research and educational activities within the system in harmony with the Bologna Process. Proposals of an analytical approach were also formulated in connection with dilemmas concerning the organization of a university and its organizational units which diff er in their substance, quality and personnel. Th e concluding part expresses the opinion that although transformations of academic culture are multidirectional and complex, the present times have witnessed a final dismantling of the classical academic culture and which takes on the shape of the corporate culture of businesses operating in the market economy, dominated by economic calculus and the application of competition rules. It is important to ensure that the humanistic values of science and higher education as the mainstays of universitas are not lost in the processes of rationalizing and reforming the structures of universities of economics. [ABSTRACT FROM AUTHOR]