Rethinking Economics Rethinking Economics Teaching in Higher Teaching in Higher Education Education Fang Woan-Pin 1
Mar 28, 2015
Rethinking Economics Rethinking Economics Teaching in Higher Teaching in Higher
EducationEducationFang Woan-Pin
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BackgroundBackground
Broad-based curriculum 3,000 engineering students per academic
yearPersonal interest versus fulfilling
university’s requirementChallenge for the teaching staffLecture – tutorial delivery mode
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Profile of Engineering StudentsProfile of Engineering Students
Good academic resultsForeign scholars from India and Republic
of ChinaExamination-smart with a sound
technique for studyingSuccessful in a competitive learning
environmentPersonal strategies in overcoming
learning obstacles
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Current Practices (Literature)Current Practices (Literature)
Content determination◦Long & Short list debate
Teaching Practice◦Talk and Chalk
Presentation:◦Complex graphs and mathematical equations
Quality of staff:◦PhDs holders = good teachers◦Staff’s reward system
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IssuesIssues
Students’ perspective:◦High failure rate◦Difficult subject
Lecturers’ perspective◦Unmotivated students◦Lacks reading◦Low status subject◦Lack of ‘flow’ makes learning difficult◦Accelerated program (124 credit units in 3.5
yrs)
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Pilot StudyPilot Study
Research Questions◦Whether there is a mismatch of expectations
between the instructor and the students◦Whether the curriculum design helps the
understanding of the students◦Whether the skills required in learning
economics are too demanding◦Whether the teaching staff play a role in
motivating their learningStudents’ experience in learning left
unanswered
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Research MethodResearch Method
Grounded Theory◦“a qualitative research method that uses a
system set of procedures to develop an inductively derived grounded theory about a phenomenon” – Strauss and Corbin, 1990
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Research Method – Grounded Research Method – Grounded TheoryTheory
Scientific Paradigm Naturalistic Paradigm
Preferred Research Methods
Quantitative Qualitative
Source of Theory A Priori Grounded
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Different TerminologyDifferent Terminology
Aspect Scientific Term Naturalistic Term
Truth value Internal Validity Credibility
Applicability External Validity/ Generalisability
Fittingness
Consistency Reliability Auditability/Dependability
Neutrality Objectivity Conformability
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ProcedureProcedure
Interview◦To gather information
Coding◦To explain a phenomenon
Storyline
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Students’ Theory - DifficultStudents’ Theory - Difficult11
Difficulty
Abstract knowledge that seems irrelevant
to the world
Different from the normal sciences Complex graphs
Grey areas that are unusual with
engineering students
Abstract conceptsAbstract concepts
I have found macro difficult because I am not used to these things, not really aware of those stuff. So I find it very difficult to grasp the basic concepts, they are just too abstract
MB=Demand and MC=Supply; it is difficult to appreciate it because it is really too abstract. Of course I can understand once I am told about it, but it doesn’t come naturally. It is not like the Law of Physics – gravity. It is true and we know it.
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Different from normal sciencesDifferent from normal sciences
All these concepts are all so new to me and I have not found my own method to study this....I need to grasp the basic concepts and need time to read and think because it is very different from my other subjects
There are a lot of readings in this course which is different from others. Not those other subjects do not require reading, it is that the materials are often repeated as we move on, so it sort of reduces the actual time spent. The same theories and laws are used again and again, economics is different.
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Complex Graphs and Grey AreasComplex Graphs and Grey Areas
The hardest in the macro part is the ADAS curve; there are too many curves in one diagram! Year 1, year 2 then LRAS, it got too confusing to have so many curves in one diagram, too hard.
I find that there are so many grey areas in this subject, not like engineering subjects which is clear cut, you have input and output, use variables to substitute and you see a process and one solution
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Students’ theory - InterestStudents’ theory - Interest15
Beliefs:
That the world is interconnected.Becoming a responsible citizen.Engineers do not stay as engineers.
Perceived expectations:
Understanding economics issuesUnderstanding policy optionsA non-technical alternative training – complementary
Concept of ‘interest’
Theory of ‘interesting’ is developed because it helps to:
Explain the world’s issuesExplain policy optionsoffer a complementary subject
Students theory – ‘unsatisfactory’Students theory – ‘unsatisfactory’16
Beliefs:
Learning has no boundaries.Asian perspective is importantInspiring teachers
Perceived Expectations:
Learning to understand the world from the viewpoint of AsiaReal life examples used as illustrationNot too examination- oriented in teaching
Experience
Content overloadToo many western examplesUnstimulating teaching
Concept of ‘unsatisfactory’
Interrelationship Interrelationship 17
DifficultyInterest
Dissatisfaction
Difficult Difficult
Abstract conceptsComplex graphical presentationDislike the discursive approach in learning
economicsStudents’ approach to learning
◦Practical – examination-oriented◦Obtain ‘model’ answers and memorize them◦Devise templates in learning economics
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From ‘Difficult’ to ‘Interesting’ to From ‘Difficult’ to ‘Interesting’ to ‘Unsatisfactory’‘Unsatisfactory’
Understand the issues in the worldIntellectually stimulatingComplemented their professional trainingHowever, the experience is soon
transformed into a feeling of dissatisfaction◦Gap between their expectations and the reality
of how the course was delivered
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Difficult to unsatisfactoryDifficult to unsatisfactory
Need more time to read and reflectUnfavourable external environment to
develop the ‘interest’ factorFelt the content lacks application to the
worldTeaching staff is too concerned about
examination
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ImplicationsImplications
Real-life Application Versus Theoretical exploration
The problem with Abstract ConceptsTeaching methods
◦Avoidance of an overload of facts◦Clarity in explanation◦Illustration with real examples◦Graphs and mathematical equations are tools
for explanation◦Inspiring students to explore beyond the text
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Rethinking Economics TeachingRethinking Economics Teaching
Problem-first approach – ReimannThreshold concepts ‘ ....the conventional practical wisdom of
simplifying concepts in order to render them more accessible seemed to prove dysfunctional....’ - Meyer & Land, 2006
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