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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