web viewqualified university entrants from china often have no better than 3000 english word...

Your Name: Ramzi Sourour

Contact email: [email protected]

Names of any co-authors:

Type of session: Paper

Title of session: Assessement of efficiency in basic and secondary education in Tunisia: A regional analysis

Conference themes addressed: Assessment and feedback

Abstract:

We evaluate the efficiency of basic and secondary education in 24 governorates of Tunisia during the period 1999-2008 using a non-parametric approach, DEA model (Data Envelopment Analysis). We use in this analysis, four input variables constructed from the number of teacher per students, number of classes per 100 students, number of schools per inhabitants and education spending per students while the output measures include success rate of baccalaureate exam and the rate of non-doubling in the 9th year. We assess the effect of school resources on student’s achievement and performance by nine different specifications of inputs and outputs. Using frontier analysis allows us to separate governorates considered efficient from those who need some improvement to figure in the efficiency frontier

The results of this submission may be viewed at:

http://www.economicsnetwork.ac.uk/node/2249/submission/31


Your Name: Taptuk Emre Erkoc




Title of session: Economics of Public Higher Education in the Contemporary Age: Public Universities vs. Non-Profit Universities in Turkey

Conference themes addressed: Recent changes in higher education and the impact on economics education

Abstract:

At the course of the last decade of previous millennium, Sorbonne and Bologna Declarations (1998, 1999 respectively) as well as Lisbon Strategy (2000) had a tremendous impact on policy-making of higher education in terms of standardisation of quality of education across EU member and candidate states. Therefore, governments have supported new initiatives that have capabilities to provide cutting-edge research and education facilities to the academics and students.

Turkey -as a candidate country to join EU- is one of the leading countries to encourage non-profit entrepreneurs for opening up state-of-art universities through financial contributions and tax exemption. Eventually, more than 50 non-profit (NP) universities are operating in Turkish Higher Education alongside with public universities contemporarily. NP universities have gained huge importance in Turkish higher education sector owing to their less bureaucratic structures as well as lack of profit motive that is legally compatible for opening up a university in Turkey.

This paper investigates the challenges and obstacles faced by public higher education institutions in the 21st century. Secondly, it examines the contemporary outlook of Turkish higher education regarding to their administrative structures, financing and academic success. And eventually, the role of non-profit universities is discussed to pose the question whether they can be put forward as good substitutes for public universities in the areas where government is confronting difficulties to provide decent quality services.




Your Name: Murali Vallapureddy




Title of session: Educational Facilities and School Dropout

Conference themes addressed:

- Assessment and feedback

- Problem-based learning and case studies

Abstract: The present paper is an analysis of school drop-out in Tribal Areas in Andhra Pradesh based on both primary and secondary data at district level. Developing a very good infrastructure is a prerequisite of a good schooling system which will be make more attractive to students and help in increasing the enrolment in schools as well as improving the quality of education. The improvement in the economic status of poor families is the pre-condition far stopping dropouts in school. In the short run, the government may consider the policy option of enrolling all the children of poor families in the residential schools compulsorily. These residential schools should be run on professional excellence.




Your Name: Christopher Lawton


Names of any co-authors: Dr Dean Garratt


Title of session: Employability for Economics Students: Using Evidence of Employer Skills Needs to Inform Teaching


- Developing student skills and employability


- Linking research and teaching

Abstract: This paper will critically reflect on the authors' experiences of designing and delivering an employability module for third year economics students at Nottingham Trent University. Economic techniques and survey evidence were used to identify 'employer skills needs', which informed the learning outcomes for a group consultancy assessment. This required students to select and then apply economic theory and approaches from across their degree course to a 'real-world' problem - presented as a client's specification. This paper will also discuss definitions and applications of the term 'employability' and whether the associated skills are more usefully seen as core outcomes of an economics degree, as opposed to being taught as non-subject specific transferable skills. This discussion will be informed by student and peer feedback, given the 2012-13 delivery of this module included discipline specific economics content within an institution-wide parent module focussed on ‘transferable’ employability skills aimed at third years in all courses.




Your Name: Felipe Lozano




Title of session: Higher Education Financial Instruments Compared


Abstract:

After the introduction of the Higher Education Contribution Scheme in Australia in 1989, income contingency has become an important topic when addressing student support financing instruments, as fixed payments might be prohibitive for low income graduates or dropouts who have to carry the whole burden of their HE investment.

However, Income Contingent Loans as conceived by Chapman (2006) are not the only feasible income contingent instrument. Human Capital Contracts, as presented by Palacios (2004), and more recently the Graduated Payment or Cuota Escalonada system introduced in Colombia since 2012, offer different instances and degrees of income contingency.

Under an established set of assumptions this article aims to compare these different financial instruments efficiency where the underlying asset is graduate income, either collectively or individually, on financial and social variables as collection graduates and income share.




Your Name: Felipe Lozano




Title of session: Human Capital Contracts in Colombia and Chile: Exercises based on HE Graduates’ Income


Abstract:

Human Capital Contracts (HCC) are an option for higher education financing for students facing financial constraints, students that do not have access to other financing mechanisms, but who could use their expected future income flows as a collateral.

In this article we analyze the feasibility of its implementation in Colombia and Chile, and we explore the ability for financing different majors, using valuation model proposed by Palacios (2004) adjusted in order to include the dropout risk. In this experiment we use data on graduate income, and academic and labor market performance from Colombian and Chilean graduates.

Among the variables analyzed, those affecting most severely the contract pricing are initial after graduation wage level and graduation rates.




Your Name: Ralf Becker



Type of session: Interactive Workshop

Title of session: What is class contact for?


- Recent changes in higher education and the impact on economics education

- Engaging and motivating students

- Teaching mathematics

- eLearning

Abstract:

What part of our teaching should happen in the classroom? The rise of MOOCS and the consideration of flipped classrooms are but two recent developments that make us question what class contact is actually good for. Or in other words, what should we do in classes that cannot be delivered in a better and more flexible way through online platforms.

The answer to these questions may well depend on the particular discipline you are teaching. My perspective is that of an econometrician. Be careful! Thinking about the above question may lead to a radical re-evaluation of your teaching practices.

In my personal practice I have radically changed what I do in tutorial/exercise classes and I and students are reasonably happy that the practice of flipped classrooms (carefully implemented) works well. The story is somewhat different though with big classes (in my case up to 300 students).

I would like to encourage participants of this workshop to think quite radically about whether we need big classes at all (for say Statistics and Econometrics course units) and if we do, what we should do in them.




Your Name: Wayne Geerling


Names of any co-authors: G. Dirk Mateer


Title of session: The Ultimate Guide to Teaching Economics



- Games, experiments and simulations

Abstract:

The presenters are currently writing a book for principles-level instructors, 1001 Tips: The Ultimate Guide to Teaching Economics, which draws on our experience teaching 30,000 students over the past decade and across two continents. It features a series of tips based on multimedia, real world examples, clicker questions, think-pair-share activities, classroom experiments and demonstrations.

This interactive workshop will draw on some of our favourite tips and is useful for graduate students (who often teach principles-level classes), young lecturers, and those who wish to master their classroom. We will demonstrate how to implement think-pair-share activities, when to use clicker questions in conjunction with content, and how media can be deployed to enhance learning. Our objective is to provide attendees with a small sample of the tools we use to transform a classroom with the hope that they will utilize many of these methods on their own.




Your Name: Andrew Mearman


Names of any co-authors: D Webber, A Ivlevs, T Rahman, G Pacheco


Title of session: Understanding student attendance in Business Schools: an exploratory study



- Curriculum structure and content

Abstract: University teachers are often baffled that students often choose not to attend classes, as there is a sizeable literature that indicates attendance is a significant determinant of academic performance. With the use of a survey of first year students, this paper focuses specifically on the factors that affect class attendance, as measured by self-reported estimates. We find that a wide range of factors affect attendance: some of these are more immediate, such as the quality of individual teaching sessions or staff; others are less proximate and reflect underlying attitudinal or socio-economic effects. We also find that values, attitudes, and reasons for less than full attendance vary across students depending on whether they are good, average or poor attenders and that lower confidence levels may adversely affect interest and motivation, and hence attendance. This exploratory study culminates with an ordered logistic model that points to effort and accessing the virtual learning environment prior to class as the most significant drivers of increasing attendance rates.




Your Name: G. Dirk Mateer



Marie Briguglio (University of Malta)

[email protected]


Title of session: Setting the Scene: Using Film to Teach Behavioural Economics





Abstract:

The growing application of psychological principles to economics has created an expanding literature in behavioural economics that explores how humans decide and behave in economic situations. A key theme in much of the literature is that while neo-classical assumptions of decision-making may be what is ideally required for optimal allocation of resources, these assumptions almost certainly do an imperfect job of describing actual human decision-making and behaviour. In Richard Thaler’s words, the protagonist in economic literature to date has been the “econ” agent who is narrowly self-interested, fully rational and possesses the ability to make complex decisions at the margin. The antagonist - born of behavioural economics - is a “human” agent who is somewhat challenged in its assessment of probability, myopic in decisions with delayed effects, and driven, inter-alia, by norms and emotions.

Behavioral economics, which is increasingly sophisticated and applied, has provided policy makers and businesses with a much richer toolkit to understand, and influence, humans. But even as these tools are being applied far and wide (from the UK’s Behavioural Insights Team, to Barack Obama’s electoral “Dream Team”, from the EU’s DG Sanco to marketing multinationals), ironically the very discipline that brought them to the fore is still attached to the assumption that its readers - and students - are econs! Not only is the protagonist in A-level Economics homo economicus, but the manner in which the discipline is taught assumes that the subjects belong to that same (elusive) species. And, despite some evidence that suggests that economists may be more rational than others (whether due to training or selection effects), there is no indication that they – and especially young students - are devoid of bias. We therefore propose to teach A-level economics to students as though both students and the subjects they study were “human”.

In particular, we argue that, like other humans, students recall economic content better when that content is presented as a narrative (or story) than when it is couched in abstract models. Arguably, the most evolved form of story-telling is the film. We therefore propose to teach behavioural

economics through film (and other short media) sequences. In our session we hope to inspire attendees to seriously consider making behavioral economics part of A-level economics and to do so by using film clips. We will use our time to showcase some of our favorite film clips so that the audience can experience the same “aha” moments our students do when they learn this material.




Your Name: Dr Paul Middleditch


Names of any co-authors: Will Moindrot


Title of session: Interaction in Lectures with Mobile Devices







- eLearning

Abstract: Will Moindrot and Paul Middleditch demonstrate the use of mobile devices to allow in class interaction delivered by ‘over web’ classroom voting technology. The talk will present evidence collected from students on how they felt the technology enhanced their learning and overall satisfaction of the taught courses in Macroeconomics at the University of Manchester. The session will also demonstrate a live interaction session for participants through their mobile phones or web enabled devices to show how the technology works in practice. We sum up with some open comments from the students on the use of ‘in lecture’ interaction and discuss how we can imbed teaching innovations such as peer interaction looking ahead. Participants will be given details and advice on how to adopt this technology themselves.




Your Name: Philip Hedges


Names of any co-authors: Professor Peter Urwin


Title of session: Student Choices of Topic Areas: What Can We Learn?





- Internationalisation

Abstract:

We intend to assemble and present the incidence of particular topics chosen by Economics Masters students since 2009 for their viva voce exams to understand what topics are likely to appeal to students and to suggest reasons for why these topics are popular and why some topics are never chosen by students. This information can be used to develop curriculum content.

Our Masters students are mostly international and we see their proactive choice of topic as an effective means of reflecting their particular needs and as a way of engaging/motivating them to develop their own curricula. The benefits of "self-ownership" will be explored to evaluate whether students achieve better results on average in self-chosen assessments versus more traditional prescribed assessments.




Your Name: Dorien Doornebos-Klarenbeek



Type of session: Poster

Title of session: research on teacher education

Conference themes addressed: Linking research and teaching

Abstract:

Research on teacher education

Aim of teacher education is to train students to become economics teacher. In order to continue to develop, learn the students to do practice research. Practical research would be something ' natural ' to be what suits professorship (Van der Linden, 2012). This would be reflected in a competent teacher (De Groof et al, 2012). It's a challenge to train teachers to become competent in practice research. Until to today remains the development of the research competence ' work in progress. ' Perhaps because there is little elaborated approaches can be found in the literature. In an ideal situation would be the research competence foreseen in all parts of the curriculum: the content, didactic method and the review. Therefore, from the first year students should be familiarized with research skills (Geerdink, 2010).

From this thought is the training economy started an experiment. In the first half year, students will receive a research assignment. For is assignment students search sources, judge the reliability of sources and make a summary of the sources. Here are the skills of resources search, evaluate and summarize offered in a separate compartment and then were also practiced in other subjects. The effect of this is that students have become more effective in looking for sources, evaluating sources and refer according to APA. Also has that economic knowledge been increased. On the basis of reflections of students is made visible how students that describe their own words.




Your Name: Dr Chris Jones


Names of any co-authors: Matt Olczak


Title of session: The Impact of Lecture Capture on Student Performance




Abstract: The goal of this session is to analyse the impact of Lecture Capture on student performance. Our paper provides evidence that lecture recordings can improve student performance even if lectures are watched online during the revision period only. Nevertheless, the impact is small and their might be evidence of self-selection bias. We hope our paper will generate an interesting discussion surrounding the recording of lectures. It will allow practitioners to share their experience and an important element of the session is to discuss the impact of recordings on attendance and engagement more generally.




Your Name: Andrew Williams


Names of any co-authors: Elisa Birch


Title of session: Who Goes to Lectures? (and Does it Matter?)

Conference themes addressed: eLearning

Abstract: Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process Questionnaire (SPQ) on ‘deep' versus ‘surface' learning methods, which we use to see how these different learning approaches may be related to attendance at lectures and/or online lectures. The econometric evidence presented here suggests that lecture attendance is positively affected by whether or not the student employs a 'deep' approach to learning. Furthermore, our results also show that attendance at lectures falls significantly the more hours a student works - more than 13 hours of work per week results in lower mean attendance - and that females attend more lectures in person than males. Finally, there is strong evidence that students treat face-to-face lectures and viewing these lectures online as substitutes, rather than complements, to learning. We end with some tentative evidence on whether the chosen mode of lecture delivery ultimately makes a difference to a student's final mark in the unit.




Your Name: Mary Hedges



Professor Don Webber

Associate Professor Gail Pacheco


Title of session: What determines students’ choices of elective modules?





Abstract: Prior literature emphasises supply side issues concerning the modularisation of university programmes such as curricula issues and enhanced learning opportunities. Comparatively little is known about the demand side, such as why students choose specific modules. This article presents an investigation that was specifically designed to improve understanding of the factors that contribute to student module choices and draws on a large primary dataset comprised of students following a wide range of majors at a new university business school




Your Name: Niaz Hussain Ghumro




Title of session: short note on First order linear difference equations

Conference themes addressed: Teaching mathematics

Abstract:

A Short Note on Simple First Order Linear Difference Equations

Abstract: This paper is entirely devoted to the analysis of linear nonhomogeneous difference equations of dimension one (n = 1) and order p ≥ 1 with constant coefficients:

Xt = φ1Xt−1 + φ2Xt−2 + ・・・ + φpXt−p + Ut, φp ≠ 0,

where φ1, . . . , φp are given constant real numbers. The variable Ut represents the non-autonomous part of the equation and usually denotes some exogenous or independent variable which influences the evolution of Xt over time. Here In this note only discussion would be limited to the linear first difference equations (p=1) and their solutions applied in different fields using computer software.




Your Name: Babak Jahanshahi




Title of session: Gender Peer Effect or Social Multiplier




Abstract:

I employ Manski's linear-in-means model to show that gender peer effect`s coefficient estimated in education function so far by empirical scholars is actually the function of 3 parameters: social multiplier, gender differences in outcome and exogenous gender peer effect. I apply Graham's variance restriction method to determine social multiplier for primary graders in two countries: US, Italy. After identifying social multiplier and accounting for gender differences in outcome, I, then, identify the exogenous part of gender peer effect. Results suggest that social interaction is playing a crucial role in learning process for both Italian and US primary students, however, gender peer effect is not as important as previously thought.




Your Name: PRADEEP KUMAR CHOUDHURY




Title of session: Determinants of Household Expenditure on Engineering Education? Findings from Delhi, India


Abstract: The paper examines the patterns and determinants of household expenditure on engineering education in Delhi using the data collected from a survey of 1178 fourth year students from 11 degree level engineering institutions in the academic year 2009-10. Survey covers the students from different departments of study (broadly categorized as traditional and IT related courses) and type of institutions (government and private). The patterns of household expenditure on engineering education is analysed with the help of analytical tables on different socioeconomic aspects of students such as: gender, religion, income of the household, location (rural-urban). Factors determining household expenditure on engineering education is estimated using multiple regression analysis which includes both continuous and categorical variables. The paper finds that households have spent a significant portion of their annual income per children to provide an engineering degree. Further, the larger household expenditure on engineering education in Delhi is not only because of high tuition and other fees charged by the institutions, but also due to higher expenditure incurred on non-fee and additional heads of expenditure.




Your Name: Ralf Becker




Title of session: Dos and Don'ts of Classroom Inversion



- eLearning

Abstract:

Inspired by the technical possibilities of uploading online teaching videos I have been implementing Classroom Inversion for my quantitative course units (Statistics and Econometrics). Students are given a question set and worked online solution videos a few days prior to the actual tutorial/exercise class meeting. This offering will to a large extend already replace the "traditional" tutorial in which students merely copy solutions to questions. In the actual tutorial meetings students will be given unseen questions which they are to solve in small groups. The teaching assistant will merely check on students progress, confirm the correctness of their solutions or attempt to set them on the right path in case they get stuck.

My experience with this setup is overwhelmingly good. Student questionnaires confirm that students believe that this new setup contributes positively to their learning. However, there are also a number of important lessons I have learned. Small differences in the setup can be crucial for the success of the scheme.




Your Name: kherbouche asma




Title of session: Contribution Of Knowledge Management In Higher Education Performance. The Case Study Of The Faculty Of Technology, Tlemcen, Alge




Abstract:

Summary

The Algerian higher education system have undergone significant changes under the influence of a series of national and international developments, such as rapid and substantial increase in number of students, the important increase in the research and the innovation in the global economy of knowledge, increased competition between higher education institutions, the need to address these profound changes makes vital the implementation of a new university governance. To achieve this, universities must develop and implement a strategy for continuous improvement of quality. They should also commit themselves explicitly to the development of a culture which recognizes the importance of quality. For this, the knowledge management seems to be the method having a set of strategies and practices that improve the performance of our university.

In this study, we focus on the link between knowledge management (KM) and the systemic approach for evaluating the performance of quality assurance in the Algerian university. The objective of the study is to show the performance of our university which should play an important role for the economic, social and cultural development of our country, while providing a quality training for our students and produce knowledge that meets the socio-economic sector needs (research).

Once the system is defined, the results found showed that there are still actions to undertake for the success of the development of our universities.

Keyword: Knowledge management, performance, university, systemic approach.




Your Name: Iain Wyder




Title of session: An effective approach to teaching Economics to second language learners



- Pedagogical research in economics

Abstract: Every year a growing number of Chinese Middle and High School students decide to complete their higher education at either a UK or a North American university. Economics as a subject has been on many students wish list but learning results by Chinese students have, in the past, been rather poor. Qualified university entrants from China often have no better than 3000 English word vocabularies. This has made it very difficult for students to be able to understand or be able to process the basic information required for the A level Cambridge International Economics qualification. Often intellectually superior students have been rejected for acceptance by western universities because of poor A level results in Economics. Good marks generally indicate that a student has most of the characteristics universities seek in fresher year applicants. The teaching challenge in China has been how to prepare students. This paper explains some new ideas in bilingual teaching as it applies to introductory Economics. Students graded A in the Cambridge A 2 level papers have all demonstrated excellent analytical and Economic essay writing skills. Almost invariably students with A and A* scores in Cambridge International A levels have developed excellent university study habits. The methodology is not only useful for preparing students for university level courses but for broadening students general economics knowledge by generating interest in Economics reading. “Bilingual training” has many definitions in the literature. This paper offers one answer that based on academic results, appears to be most successful.




Your Name: Vanessa Mertins




Title of session: The impact of reference norms in assessment and grading on students‘ motivation: experimental evidence


Abstract:

When evaluating their students‘ achievements, teachers usually have a large degree of freedom in assessment and grading. Consequently, different background frameworks against which professional judgments are made are in use, such as criteria-based, norm-based and self-referenced approaches. The coexistence of various frameworks early raised the question which one, if any, is correct or at least preferable from a scientific point of view and should therefore find its way into official grading policies of universities and colleges. Today, there is strong in-principle support in the educational literature for criteria-based assessment and grading, although the impact different reference norms on motivation is still poorly understood.

To shed new light on this question, we conducted a tightly controlled incentivized laboratory experiment with 160 participants. We ran four experimental treatments under identical conditions - except for the fact that the variable of interest, the ex-post announcement of the applied grading scheme, is varied, making ceteris paribus comparisons and clear-cut interpretations of causality possible.

Data analysis is on-going. Preliminary results show that norm-based grading is superior to other approaches with regard to students‘ effort increase, and this finding holds for low, medium and high-performing students. Thus, all subgroups of students seem to benefit from an assessment and grading framework which makes social comparison explicit. From these observations, we draw the conclusion that people seem to have a natural tendency to compare their own achievements with others, thus, social norm orientation should not be demonized as often observed.




Your Name: Andrew Mearman




Title of session: How should economics curricula be evaluated?





Abstract:

Abstract: This paper explores the evaluation of economics curricula. It argues that the dominant approach in economics education, experimentalism, has serious limitations which render it an unsuitable evaluation method in some cases. The arguments against experimentalism are practical, ethical and also rest on a view of the world as a complex, open system in which contexts are unique and generalised regularities are unlikely. In such an environment, as often found in educational contexts, alternative methods are advisable, at least as part of a suite of approaches in a realistic, case-based, mixed-methods approach to evaluation. Thus, economics curricula should be evaluated using a method or set of methods most appropriate to the particular object case. As such, there is no single answer to the question posed.




Your Name: Luis Pedauga


Names of any co-authors: Ana I. Moro-Egido


Title of session: Encoding economic expressions in Excel through Unicode: Simulating growth models in Advanced Macroeconomics




Abstract:

Modern economy is embedded on a framework of sound theories that together make possible that complex individual behaviors are analytically tractable. The connection between theory and reality is in fact possible by the development of computer-based economic modeling, that make feasible to carry out a wide set of complex arithmetic and logical operations. However, there is a language that even being a common language in economics tends to be neglected by students: mathematics.

In this paper we develop a teaching methodology that makes the results of simulation models in macroeconomics lectures more familiar and understandable through learning by doing activities. As a novelty, we combine the interactive characteristics of a spreadsheet program as Excel, but using economic notation based in the Unicode plain-text linear format for mathematical expressions (Sargent, 2010).

The reason to use Unicode standard is based in the fact that this have been designed to be easy to write, and, even more importantly, easy to read. Also, with Unicode, one can represent mathematical expressions more legible, and the resulting nearly plain-text can often be used with few or no modifications for such calculations in other numerical computing environment as Matlab, Mathematica or Maple. Also, with this capabilities students learn how display and edit mathematics expressions in a built-up form in Word or [La]Tex. This experience has been implemented with Advanced Macroeconomics students at Granada University during the period 2012-2013, and describes the heuristics to simulate and calibrate a variety of Neoclassical Growth Model in the computer lab.




Your Name: Caroline Elliott


Names of any co-authors: David Neal


Title of session: Evaluating the Benefits of Lecture Capture using a Revealed Preference Approach




- eLearning

Abstract: The use of lecture capture technology to record lectures and seminars has become increasingly common in recent years. This paper discusses its introduction on a very large first year undergraduate Economics module. Lectures were recorded using a software based lecture capture system, with the recordings available to students on their virtual learning environment, typically within a day of the lecture being given. The paper discusses student feedback on the technology as gleaned from survey responses. This feedback includes student evaluations that were solicited on the virtual learning environment, but also unsolicited and offered without prompt by students completing lecture feedback questionnaires. This avoids the concern that survey respondents may overstate their demand for a product or service when asked to value it. However, the principal contribution of the paper is to evaluate the lecture capture technology using a revealed preference approach that has not been used in the academic literature to date. Data indicates the number of distinct students on the module who have watched the lecture recordings, but also indicates the frequency with which they have watched the recordings, and the average length of viewings. Further, we have monitored the viewings of the recordings over the academic year, and can identify ‘spikes’ in the number of viewings in the days before module tests. Consequently, we can analyse the data to assess accurately the extent to which students use the lecture recordings, and also how and when they watch the recordings.




Your Name: Iain Wyder




Title of session: Breaking the L2 learning barrier




Abstract: Every year a growing number of Chinese Middle and High School students decide to complete their higher education in either a UK or a North American university. Economics as a subject has been on many students wish list but learning results by Chinese students have, in the past, been rather poor. Qualified university entrants from China often have no better than 3000 English word vocabularies. This has made it very difficult for students to be able to understand or be able to process the basic information required to for the A level Economics qualification. Often intellectually superior students have been rejected for acceptance because of poor marks in Economics. Good marks in the Cambridge International Examinations A levels generally indicate that a student has most of the characteristics universities seek in fresher year applicants. The teaching challenge is how to prepare students. This paper explains some new ideas in bilingual teaching as it applies to introductory Economics. Students graded A in the Cambridge A 2 level papers have all demonstrated excellent analytical and Economic essay writing skills. The methodology is not only useful for preparing students for university level courses but also for broadening students general economics knowledge by generating interest in Economics reading. “Bilingual training” has many definitions in the literature. This paper offers one answer that appears to be most successful




Your Name: Celeste Varum



Irina Silva (University of Aveiro) and

Vera Afreixo (University of Aveiro)


Title of session: Assessment and feedback


Abstract: It seems consensual that the recent crisis has reinforced the importance of being economically literate and of the need of having a solid understanding of the functioning of the economic activity (Haskell and Jenkins 2002; Stern 2002). Economic literacy can be viewed as the type of knowledge required to control a set of tasks related to economic issues that everyone who is economically literate might know. It becomes clear tough that to improve economic literacy, economic education is the right path to shift in. It has been argued that the best way to promote a society of financially and economically literate adults is to educate children. There are however doubts about children interest and capacity to understand economic principles. Against this background, a few authors argue that children are indeed able to understand economics, providing evidences about the efficacy of educational programs on economics and finance to children (Kourilsky 1977; Laney 1988; Hawthorne, Rodgers, and Wheeler 2003). Along with Hawthorne et al. (2003) for example, several authors defend that early instruction in economic principles and financial skills on the primary grade-level adapted to students' needs might provide children with a solid understanding of economics, by exposing them to economic conceptions and moreover by providing them the skills to apply the knowledge acquired in the economic lessons. This paper contributes to improve knowledge on this field of research. This paper addresses two research issues: the efficiency of economic programs applied to children, and which factors affect children's test scores in economics. In this regard, a questionnaire was developed and the level and difference of economic knowledge were compared, using a control group of children who received economic instruction and other group who did not. The results confirm the efficiency of the economic program, and the role of socioeconomic variables.




Your Name: Celeste Varum


Names of any co-authors: Irina Silva and Vera Afreixo


Title of session: Games, experiments and simulations

Conference themes addressed: Games, experiments and simulations

Abstract: Economic literacy can be viewed as the type of knowledge required to control a set of tasks related to economic issues that everyone who is economically literate might know. It becomes clear tough that to improve economic literacy, economic education is the right path to shift in. It has been argued that the best way to promote a society of financially and economically literate adults is to educate children. There are however doubts about children interest and capacity to understand economic principles. Against this background, a few authors argue that children are indeed able to understand economics, providing evidences about the efficacy of educational programs on economics and finance to children (Kourilsky 1977; Laney 1988; Hawthorne, Rodgers, and Wheeler 2003). This paper contributes to improve knowledge on this field of research, presenting six activities which can be used to teach economics to children, of 8-12, and discussed the developments of the programme, advantages and shortcomings.




Your Name: Solomon Alemu




Title of session: Productivity, Profitability and Firm Size on Export Markets: Evidence from Italian Firms

Conference themes addressed: Pedagogical research in economics

Abstract:

Following the growing literature on international trade the study adds empirical evidence on the relationship among productivity, profitability and firm size on export markets. Using a rich database on Italian manufacturing firms, the study test self-selection and the post-entry effects hypothesis with respect to various firms’ characteristics; and how firm size affects firm performance. The study used panel data regression with pooled and fixed effects as a method of analysis. Moreover, Kernel density estimation and Kolmogorov-Smirnov tests have been used to test how firm size is related to firm productivity and profitability conditionally and unconditionally to export status. The study finds that large size firms are more productive and profitable than medium and small firms. Firms serving foreign markets have higher productivity, profitability than domestic markets. Exporters are more productive and profitable and they do self-select. Exporters show short lived performance improvement in terms of productivity and profitability—evidence for learning-by-exporting. Irrespective of their size and export status, more productive firms are profitable.




Your Name: Christian Spielmann


Names of any co-authors: Parama Chaudhury ([email protected])


Title of session: Developing Students' Research, Writing and Collaborative Skills Using Wikis




- eLearning


Abstract: In this paper, we describe the outcome of introducing wikis as a part of required coursework in an undergraduate setting. The wiki project had three main objectives: it gave students an opportunity to do a literature survey or other research, it required them to write analytical prose and it encouraged them to work in groups. Since our modules tend to be large in number and our students quite diverse in their previous experience, they don't often get a chance to write extensively, research or collaborate. The wiki represented an attempt to address this issue. We introduced wikis in two modules in undergraduate economics in the autumn term of 2012-13. One module was an economics course for non-economists and the other one was an advanced applied economics course restricted to economics students. Our study therefore highlights the role of wikis among both expert students and novices. We present data on time patterns of participation and overall student activity on the wiki as well as student evaluations of the wiki project. A major point of interest is the extent to which individual characteristics and group composition (in terms of gender, year of study, country of origin etc.) determined the level of participation and student perception of the wiki project. Finally, we present a comparative study of wikis in the two modules. As the modules were different in size and scope, each had slightly different instructions for students, tasks lists and expected outcomes. We study how these differences affected student contribution and activity and conclude with suggestions on group composition, wiki structure and expected outcomes that optimize the use of wikis as a form of interactive group activity.




Your Name: Erik J. Balder




Title of session: Using Economic Contexts to Advance in Mathematics


Abstract:

The mathematical skills that many graduate schools in Economics require go beyond what is on offer at the undergraduate level in Economics. Therefore it makes sense for motivated undergraduates to start filling this gap in their senior year.

The paper to be presented (a companion book is in the making) explains how, within the context of one coherent course on topics in Economics, a variety of skills, as required in linear algebra, advanced and vector calculus, convex analysis and optimization, can be taught to such students.

These skills are both conceptual and computational, and are developed within the contexts of fitting data (least squares method), arbitrage pricing of financial derivatives (for a discrete probability space) and microeconomics. The

course leaves optional room for some training in mathematical reason and proof.

Next to the well-known advantages that contextual learning of mathematics can offer, such a single course achieves considerable economy of means for the motivated undergraduate student.




Your Name: Prof. Dr. Andreas Liening


Names of any co-authors: Roland Kriedel, research assistant


Title of session: The Entrepreneurship School – A New Approach in Fostering Students’ Employability – A Case Study



- eLearning



Abstract:

In modern society, basically all aspects of life require economic thinking. Exactly for this reason Entrepreneurship can be seen as a core competence which provides a high degree of flexibility and therefore, employability in our fast changing world. Nevertheless, we observe substantial deficits regarding economic thinking and acting. In order to develop this core competence and foster the Employability of students, Prof. Liening and his team founded the Entrepreneurship School.

The current scientific discussion offers an interesting and very promising alternative to traditional concepts of enhancing employability. The new developed approach is grounded on the Theories of Complex Systems, especially self-organisation (Synergetic) and the new emerging theoretical perspectives of entrepreneurial thinking - like effectuation.

The newly designed methods are based on the following didactical design:

“Obtaining Knowledge”: The participants acquire the theoretical foundations of entrepreneurship through case studies and interactive multimedia learning materials in lectures and seminars.

“Carry out a Conversation”: Experienced experts and founders are invited in order to give the students a first-hand insight of practical processes in Entrepreneurship.

“Self-Experiences”: An internet-based business game gives students the opportunity to assume the role of an Entrepreneur in a realistic and complex, but simulated environment.

This case study demonstrates that our newly developed concept of the Entrepreneurship School is appropriate to foster the employability through Entrepreneurship education.




Your Name: CHERMITTI NADJAT


Names of any co-authors: Abdellatif magnounif


Title of session: Employability, a key factor for better synergy between universities and enterprises

Conference themes addressed: Developing student skills and employability

Abstract:

For sustainable development, the establishment of a University-enterprise relationship is very important. It is clear that the idea is not a new concept, many programs; actually, use it to be very competitive in the training system. What interests us in this relationship is the support of employability problem and its principal role in the success.

To address this, a “UNIVENT” (Employability – university and enterprise) system has been selected and developed using the systemic approach to allow a real immersion and in-depth analysis of the problem in higher education.

The case study chosen for this problem is the University of Tlemcen, Algeria where the purpose is to develop graduate employability quantitatively (increase the percentage of professional insertion at least 50% of the number of graduates ) and qualitatively (providing competent, qualifying, expertise, creativity and innovations) by the adapting of the different functions of most organisms involved : public institutions (ANEM, ANSEJ), enterprises and of course higher education considered as a major player in the employability of young generations, and where the university provides organizational mission training attested by a diploma, open to the world of work and leading to an occupation.

Once the system is designed and implemented, we note that there are still actions to be taken to strengthen university-enterprise relationship and where everyone is in a win-win approach.

Keywords

Employability, Enterprise, lifecycle, System, University.




Your Name: Prof. Dr. Andreas Liening




Title of session: The Junior Business School: Application of Games, Experiments and Simulations




- eLearning



Abstract:

We observe substantial deficits regarding economic thinking and acting, as well as economic cultural techniques and skills, within our society. Since pupils of grammar and comprehensive schools do not have the urge to make decisions on whether to start professional training, respectively an apprenticeship or to go to university, they represent a special target group. But school curricula are overfilled and only few teachers are trained to implement business education.

One solution is to implement additional, respectively further education. This takes place through a blended learning approach which arranges for learning at school, learning at home, learning in small groups at school or via the internet, and individual learning. Here, the processes of self-organization which underlie the market-based concepts are acquired methodically and in a self-organized way via incentive-compatible learning scenarios. Here, the incentive-compatible learning methods ensure a “homomorphy” between method and topic. In particular, methods as for example “anchored instruction”, “cognitive apprenticeship”, and “communities of practice” are used for this purpose.

Thus, method and topic go hand in hand. On the basis of the results of complexity research, self-organizing learning methods are developed and evaluated in order to enhance entrepreneurial thinking and to incorporate economic basic competencies.

The practical result of these suggestions is the ‘Junior Business School’ (JBS). It uses a variety of didactical materials based on new media and practical workshops. That way, young people are enabled to handle business questions and develop entrepreneurial thinking. University students are involved in the JBS and have the opportunity to learn for instance, new teaching methods, the usage of games, how to implement online-tutoring, experiments, and simulations.




Your Name: Lawrence Leger




Title of session: Training for Literature Review







Abstract: This paper motivates and describes a taught postgraduate (MSc/MA) credit-bearing module for training non-quantitative research and transferable skills in literature review, broadly conceived. The literature review skills include online database literature search, analysis of individual papers and annotated bibliography, thematic literature review by critical constructive synthesis, citation and referencing, understanding and avoidance of plagiarism, and formulation of proposals for new research. Training is based on three sets of readings that form the basis of tutorial tasks: two sets of non-specialist readings, intended to be interesting and accessible to students of any discipline, and a choice of a third set of specialist readings that form the basis for the summer research element of the MSc/MA. Transferable skills are acquired through oral tutorial presentations on the tutorial tasks. Dedicated English language support is provided for all non-native speakers of English in language classes that develop linguistic skills on the themes of the module. Feedback on the style and content of these presentations is delivered both verbally and by online video recordings. Student evaluations of the module are analysed.




Your Name: Ellie Clement


Names of any co-authors: Adelina Lees ([email protected])


Title of session: Plagiarism Avoidance for New Students : an Economics case study at the University of Bradford

Conference themes addressed: Engaging and motivating students

Abstract:

Background: Rigorous processes were introduced at University of Bradford in 2008 to reduce the number of reported plagiarism cases. It became apparent that a significant number of cases were due to ignorance of what plagiarism was rather than deliberate cheating. An interactive resource The Plagiarism Avoidance for New Students (PANS) was created for roll out 2011-12 academic year following recommendation from the Senate Learning and Teaching Committee to address this knowledge gap.

Approach: The PANS activities, hosted in the Study Skills module in the VLE constituted 5 learning objects and a 10 question multiple choice test. This was embedded into year 1 economics courses, introduced in taught sessions and completed in directed study. The PANS includes information on plagiarism and how to avoid it, as well as citing and referencing sources.

Results: Since students started completing the PANS before their first assessment the incidents of suspected plagiarism were reduced to around 1/5 of their previous levels. It has also been possible to better identify and track students who were in danger of failing to meet the required academic standards.

Conclusions/ Future work: Current available evidence confirms that the early intervention has succeeded in improving knowledge of plagiarism and referencing. Future work includes increasing support throughout the first year, and developing more formative learning objects which further develop study skills to build learner autonomy.




Your Name: Serena Patel


Names of any co-authors: Dimitra Petropoulou - Lecturer in Economics at the University of Sussex


Title of session: An introduction to EconoFun: an Economics Board game






Abstract:

I am a 2nd year Economics student at the University of Sussex and have developed an educational economics board game called “EconoFun”.

EconoFun’s target audience is economics students at A-level and first year undergraduate, with questions based largely on the current A-level syllabus. The game is to be played by 6-8 students and administered by a teacher/lecturer/seminar tutor. The objective of the game is to progress as many spaces as possible, as quickly as possible. The winner is the first players to reach the center of the board, with each player progressing by correctly answering a series of questions, which can involve answering specific questions, defining economics terms or analysing diagrams. The game serves to reinforce students' knowledge of core micro- and macroeconomics and to the development of key skills.

The interactive session would comprise a ten minute presentation, in which I would provide a brief overview of the game and its aims, as well as explain how it is played. This would be followed by twenty minutes of game play, which would be an invaluable opportunity to get feedback on the game and its value as a learning tool. The final fifteen minutes would involve an open discussion, where I can addres any questions and identify the most and least effective features of the game.

The game primarily aims to encourages interaction and engagement between players and this workshop would be an effective way of testing its potential.




Your Name: Steven Proud


Names of any co-authors: Edmund Cannon


Title of session: Evaluating the effects of changes of educational delivery: a new perspective


Abstract:

Changes in technology and funding per student have made it increasingly important to assess the effect of changes in teaching methods. Traditional empirical studies of educational changes attempt to measure these effects using exam results of students exposed to the new educational production technology. Many identification issues can be addressed by appropriate experimental design (eg controlled trials) or using econometric techniques (eg difference-in-difference or regression discontinuities).

In this paper we show that using exam results may give naïve impressions as to the effectiveness of educational reforms since students’ objective functions do not depend upon exam results alone. Unobserved desiderata include leisure, part-time work to fund studies and accumulating other forms of human capital. If there are diminishing marginal returns to time spent on learning, then the budget constraint will be non-linear between other activities and exam grade. Furthermore, since maximum exam grade and maximum time spent in other activities are fixed for any one individual, the effect of an improvement in technology is likely to lead to an increase in the concavity of the budget constraint. This increase in concavity will lead to students experiencing both an income and substitution effect: for students at the lower end of the mark distribution there will be an unambiguous increase in exam grade, but under certain conditions, it is possible that students at the upper end of the mark distribution may suffer a decrease in grades due to the increase in the relative ‘price’ of effort.




Your Name: Desnitskaya Valentina




Title of session: Using multiple choice tests in students’ self studies


Abstract:

Nowadays the role of students’ independent/self studies is constantly increasing. There are many reasons for that. To name just a few, one can mention the following ones.

- The heterogeneity of students has increased due to the growth of the number of foreign students in the universities and introduction of the Bachelor-Master structure. That brings to the situation when students with different backgrounds attend the same courses and some of them have to do some extra learning to keep up with their more advanced mates.

- The dissemination of distance learning that is based on student’ self studies.

- Self-studies are very useful for forming abilities for research work.

For these reasons, I have developed a series of interactive tests in the educational computer-based platform Dokeos for the course “Mathematical Models in Finance” in the joint Russian-French Master program “Corporate Finance, Control and Risks”.

Typical question of the test is a problem with multiple answers. Among them, there is the right one. There are also the answers that are the results of typical mistakes often made by the students. The answer “I don’t know” is also provided. If a student chooses the wrong answer, the program offers him some auxiliary (more easy) problems to solve and/or to review some topics in theory. If he fails to solve auxiliary problems, the program offers him the problems that are still easier and so on.

These tests are intended to help students to get ready for exams. I believe this approach is helpful especially combined with opportunity for students to discuss the material with their tutors.




Your Name: David Wheat


Names of any co-authors: Iryna Lukianenko

Type of session: Paper (or poster, see email)

Title of session: Learning Economics with Dynamic Modeling: An International Collaboration







Abstract:

Using system dynamics modeling in the economics classroom has been on the DEE agenda for three consecutive conferences: "MacroLab: Using Simulation to Teach Macroeconomics" (2007), "Enabling Students to Compare Theories in Media Stories about the Economy" (2009), and "Getting Started with Simulation Software" (2011). The tradition continues this year with a presentation by colleagues who are collaborating on an international project using system dynamics (SD) to enhance economics education.

Professor Lukianenko chairs the macroeconomics-oriented Finance Department at National University of Kiev-Mohyla Academy (NaUKMA) in Ukraine. Professor Wheat is in the System Dynamics Group at the University of Bergen (UiB) in Norway. We are co-coordinators of "Learning Economics with Dynamic Modeling," a three-year project approved by the Norwegian Centre for International Cooperation in Education and funded by the Norwegian Ministry of Foreign Affairs. The project goal is to integrate SD modeling in the economics curriculum at NaUKMA. The teaching component of the project includes training ten NaUKMA graduate students in courses at UiB, training NaUKMA professors and students in workshops in Kiev, and developing online training. The research component includes developing an SD-based macroeconomic model of Ukraine.

The project began this year, with NaUKMA students taking courses at UiB, developing three sub-models of MacroLab Ukraine, and returning to teach their colleagues in workshops in Kiev. More student and faculty exchanges will occur in 2013-14, and we will develop an online training system to sustain the project. We are prepared to describe the project in a paper or poster.




Your Name: ahmed mesbah mohammed


Names of any co-authors: no


Title of session: Recent changes in higher education and the impact on economics education









- eLearning




Abstract:

1. Engaging and motivating students :-

Students Became in the modern era do not accept the role of the receiver in the educational process, This does not create any kind of creativity or try innovation must therefore create this spirit by participating with reluctance students for participation must motivate Given the importance of this element (motivate students) in the educational process has already proved successful, such as giving a comparative advantage for the owner of a good idea put forward in the debate, which works to create a spirit of students' work .

There is no doubt the student participant must strive for this subscription worthwhile either been introduced or not , and highlight it in degrees of research and innovation that have been included in the evaluation item for students .

2. Developing student skills and employability :-

The development of students' skills and work to develop it is a goal in itself so that they can get the highest result in the educational process as it also a way to get a good chance in the labor market -

there is full of talent- which students should work to develop their capabilities and skills even find him a place in the marketwork , and that comes through tracking educational institutions for public projects and private liberal professions and the requirements of these jobs and professions of practical skills may not be present in the organization, through the work of seminars abound with these legal persons and finding ways to put these requirements in a regulatory framework in the educational process .

3. Curriculum structure and content :-

Curriculum structure must be simplified so that they can be accommodated simply must come down by the level of students' minds and to recognize their mentality in writing the curriculum studied by students, many of the issues which the author sees simple is often complex for the average student .

As for the structure of the curriculum should not be overlooked historical aspect science such as construction begins at time and evolve in another time, history is the foundation on which to build upon the researcher later consideration and must include the curriculum side of reality and the ability to search for negatives, then the most important aspect is the outlook of future and measure the ability of the student or researcher on research and innovation .

4. Teaching mathematics :-

There is no doubt that the economics has become complicated to some extent no longer theoretical science purely has introduced it statistical studies and mathematics of addition and subtraction to study economic issues in the areas of economy different, macro, micro and foundation ..... etc. All these branches are partintegral contemporary economics

Therefore that’s very important to teach mathematics now, according to conditions imposed era of branch and the complexity of the science of economics and its association with some of the other science such as statistics .

5. Assessment and feedback :-

Assessment process must include all areas of education, understanding, the ability to be absorbed, the ability to research and innovation and through outsourcing some of the tasks the student's research and lack of commitment to traditional exams that measure a student's ability on the achievement and only under the supervision of the first institution .

6. E-Learning :-

E-learning is one of the most important topics in the modern era covered by this research, It is working on reducing the fees and costs of education to students, and work on reducing the costs of education at the institution but the proportion so far is still a few which means the possibility of development in the future by developing a system identifies features and works to develop and increased reliance upon where that has features not found in traditional education can also overcome the obstacles facing such item experiment. For example, work to integrate between the educational institution in a developed country and the other in a developing country to serve students in educational institutions in developing countries and under the supervision of the first institution .

7. Games, experiments and simulations :-

A student or researcher cannot Checking out the information or theory or conviction it, but by trial and representation either through theoretical hypotheses and case studies or practical in laboratories traditional disciplinary process .

Consequently element of experience is a very important topic at the level of higher education must be contained in the academic and private sector research together to serve students and researchers It develops knowledge to the student and lead to the stability of the theory to the researcher .

8. Problem-based learning and case studies

Here differentiate between the two cases: -

1 - study in developing countries: -

Here there are some drawbacks actively projected follows a non-proper attention education and study based on conservation and indoctrination and not to rely on research and innovation and the inability to develop curriculum and content and donot care of scientific research and no or few support Provided to the educational process

2 - study in developed countries :-

In developed countries also there is some problems such as rising costs of study that lead to the inability of some talent to stay in school, which leads to the loss of this talent in the future .

In both cases, there are problems and to overcome these negatives should look at how to reduce tuition fees and that in developed societies, either for developing countries must increase support for higher education and increase attention to scientific research and the development of methods and linked it to production .

9. Linking research and teaching :-

Scientific research is one of the most important goals in human life, which leads to the best so the States should work to develop it in different fields, whether theoretical or practical is working on linking scientific research and ideas to production , and that so-called outputs (output of scientific research), and linking scientific research input and the most important elements of input is the human element which comes from the educational process from higher education, it means that should be linked to scientific research in higher education so that we can produced ideas that go into the production process large and this can not happen unless this system guidedeach works on educational institutions to provide researchers the materials they need in their research and rehabilitation scientifically works to make the best .

10. Internationalization :-

Internationalization means that countries as windows some overlook to others each affects the other and influenced by it, so we find students come from countries studying in other countries, and attend careers in different countries for their home and the home study and this affects mainly on

the ability of these institutions to supplement her job teaching where the students fees are very high as it gives priority to the most efficient if educational institutions put certain conditions to enroll it .

And globalization in the field of study - from our point of view - it works good on the convergence of multiple cultures and give priority to the ambitios student whatever nationality, provided that the ability to display the collection and research and to overcome the obstacles to scientific research .

11. fees and consequently student expectations :-

It should not be expenses or tuition fees are obstacle to supplement student learning, but must be placed every means to alleviate this obstacle physical education by either increase educational loans or increased government support or establish a program of grants or creating social projects for the development of entry students during their studies .

Either in terms of the expectations of students, the students are put an imagine to the future on the basis of what they will do of their education both in terms of social status or financial situation to them in the future, these forecasts suggest largely the future of the student vocational, physical and academic, so therefore must raise the level of these expectations even lead process educational role in this regard .




Your Name: Darragh Flannery


Names of any co-authors: Brendan Kennelly, John Considine, Edel Doherty, Stephen Hynes


Title of session: Exploring preference heterogeneity for assignment systems across universities: results from a discrete choice experiment





Abstract: Data from a discrete choice experiment is used to explore preference heterogeneity associated with assignment systems between students in three universities in Ireland. The motivation for the study arises from recent technological advances which have led to a significant increase in the use of online assignment systems in disciplines such as economics and statistics. Despite this, little research exists to understand student preferences for online assignment systems and whether similarities emerge between students across universities. To investigate this issue, we employ latent class and random parameters logit models to explore both observed and unobserved heterogeneity in students’ tastes. Our findings reveal that significant heterogeneity in preferences is evident within and between students across the universities. We further employ a best-worst methodology with the data to provide some robustness to our earlier results and provide some insight into the least preferred and most preferred attributes of assignment systems from the student perspective. The implications of these findings for the design of assignment systems are discussed.




Your Name: Awa Nkole


Names of any co-authors: Paul Robbins


Title of session: Engaging and Motivating Students in Higher and Further Education in the UK

Conference themes addressed: Engaging and motivating students

Abstract:

Abstract

This paper aims to discuss the concept of learner engagement and motivation in the context of higher and further education sectors within the UK

Whilst there have been a number of studies relating to industry on employee engagement, few studies have been undertaken in relation to student engagement in higher and further education within the UK.

Levels of engagement are inextricably linked with teacher and student motivation. This paper attempts to demonstrate that levels of engagement and motivation are independent variables that are complimentary within a symbiotic partnership between teacher, student, and the environmental context.

The paper also considers the contextual factors that influence student’s levels of engagement. It looks at the dyadic links between the teacher, the student, and the environment in which learning takes place.

In doing so it considers the role of the teacher as a leader of the learning process and manager of the learning environment. It achieves this by investigating the enablers, barriers and the means of measuring student engagement

It can be argued that levels of learning and performance are dependent on student’s engagement and therefore this paper informs alternative approaches to higher and further education institutions on potential ways of improving retention, achievement and levels of success




Your Name: Liezl Nieuwoudt




Title of session: Teaching undergraduate Economics at a South African university – exploring the land of collaborative, problem based learning





Abstract: Although the body of higher educational literature clearly shows that active, student-centered learning methods outperform traditional models in terms of effectiveness, cooperative learning methods (especially in teaching economics) are rarely used in higher education (Watts & Becker, 2008). Inspired by Professor Ed Jacobs’ positive outcomes in chemistry at Stellenbosch University using a collaborative, problem based model, the department of Economics successfully replaced the lecture approach with this student-centered approach during their winter school for Economics 114 in July 2011 and repeated the method in July 2012. The paper explores the journey of this transformation in teaching model from conception, through the preparation, the execution and finally reports on some of the outcomes. The 158 students (2011) were allocated to groups of three for the duration of the two weeks programme and solved problems based on the prepared work for the day in these groups. Each group received a set of coloured flash cards that served as (low tech) clickers to show their answers to the lecturer. Qualitative feedback (by means of a questionnaire) was extremely positive. Examining the final marks (quantitative data) for this group presented a significant positive shift in comparison to previous years. The paper further explores the results obtained from repeating this approach in 2012 and reports on the consistency of the positive outcomes. These results confirm the documented successes globally achieved with collaborative models, question lecturers’ devotion to the traditional lecture approach and pose challenges to implement this type of approach on a broader scale.




Your Name: Dr Mark Bailey


Names of any co-authors: Ms Gillian McCallion


Title of session: Using reflection to develop employability skills whilst on placement.

Conference themes addressed: Developing student skills and employability

Abstract:

Earlier authors such as Brewer & Jozefowicz (2006) have made use of the reflective journal or diary as a mechanism for making students realise that economics is relevant to their daily lives. What we were interested in doing here is examining how we could use that concept of reflection aiding learning in a situation where a student is engaged on placement in an economics or business environment thus providing an opportunity to further develop and enhance their transferable skill set through the process of reflection while learning and working.

It has been traditional for the Economics placement at the University of Ulster to make use of a placement diary as part of the assessment mechanism. What we changed for the academic year 2012/13 was to provide materials to students introducing the reflection process in depth which was reinforced in the placement visits.

The change is to be assessed by student questionnaire and face-to-face interviews.

Stephanie M. Brewer & James J. Jozefowicz (2006): “Making Economic Principles Personal: Student Journals and Reflection Papers”, The Journal of Economic Education, 37:2, 202-216




Your Name: Babak Jahanshahi




Title of session: Gender Peer Effect or Social Multiplier




Abstract:

I employ Manski's linear-in-means model to show that gender peer effect`s coefficient estimated in education function so far by empirical scholars is actually the function of 3 parameters: social multiplier, gender differences in outcome and exogenous gender peer effect. I apply Graham's variance restriction method to determine social multiplier for primary graders in two countries: US, Italy. After identifying social multiplier and accounting for gender differences in outcome, I, then, identify the exogenous part of gender peer effect. Results suggest that social interaction is playing a crucial role in learning process for both Italian and US primary students, however, gender peer effect is not as important as previously thought.




Your Name: Emmanuel Ojo


Names of any co-authors: Emmanuel Ojo


Title of session: Phenomenographic Conceptions of Teaching first-year undergraduate Economics at a South African university


Abstract: Large and racially-diverse classes with very weak mathematical foundation from high school to cope with the demand of first-year undergraduate economics education, and the volume of work typically covered in a first-year undergraduate economics curriculum are key factors that characterize first-year undergraduate economics programme at South African universities. The challenge of large and very diverse student-population is a response to the challenges of increasing access, an on-going national discourse in South African higher education (Council on Higher Education (CHE), 2010). Added to this context is that the faculty teaching at this level have little or no pedagogical preparation to teach these kinds of classes, other than their own training as graduates of economics. Considering an historical trend of low pass rate in Economics I at a South African university, this paper examines what the conceptions of teaching are within the earlier mentioned constraints using a phenomenographic research approach.




Your Name: Cornelia Junge




Title of session: Group Work as a Means of Developing Graduate Attributes at Different Levels of Study





Abstract:

This paper outlines the possible use of group work at different levels of undergraduate study as a way to foster the development of “graduate” attributes in students. It examines the how group work in economics modules can be used to enable “deep” learning, and what the different requirement for its design are at different levels of study. Students of economics often perceive the subject as a very dry one, given the often abstract nature of the material taught. By exposing them to specific applications of previously taught theory, working in groups – both in the form of formative and summative assessment, students can semi-independently experience “real” economics and shape their own work. This encourages them to question theories and traditional thinking, actively create output that they identify with, and arrive at solutions through collaborative enquiry.

However, group activities are most commonly designed to promote primarily students’ interpersonal working skills. As this work shows, students at different levels of their programmes perceive the challenges to and impact on their skills very differently when working in groups is concerned. Over the academic session 2011/12, economics students at stages 1, 3 and 4 were exposed to similar group exercises (within the constraints of the module descriptors) to evaluate their perception of the relative weight given to the university’s “graduate attributes” within the exercise. Somewhat surprisingly, no group thought that the development of collaborative capabilities was the most important part of their experience.




Your Name: Duncan Watson


Names of any co-authors: Steve Cook ; Fabio Arico


Title of session: Promoting Pluralism: Syllabus versus Assessment







Abstract: Contest and controversy; orthodox and heterodox; critique and reject: how can an intermediate economics module be adjusted to illustrate the multiplicity of, frequently antagonistic, explanations for observed economic phenomena? This session explores one quest inspired by the pursuit of this noble aim. Prompted by a simple question, 'how can the breadth of the syllabus be maintained and different theoretical approaches be accommodated?' it commences with an appraisal of the application of 'flipping the classroom' techniques. This application uses a combination of videos and storyline lectures to generate a more confrontational approach that shifts the syllabus away from the traditional 'toxic' textbook. The pitfalls associated with this approach are examined and it is proposed that pluralism can only be fully attained through the introduction of innovative assessment methods. Specifically, this session promotes the possibilities and opportunities offered by peer-review across academic disciplines. Arguably underutilised, peer review can actually provide lucrative pathways for mutual exchange of compatible knowledge across disciplines. Facilitating a trading of perspectives, this method of assessment is designed to facilitate 'feed-forward' whereby students share drafts of their work and discuss ways for improvement prior to submission. The proposed development of a pluralist approach to learning, places the students themselves at the forefront of re-shaping their learning experience.




Your Name: Justine Wood




Title of session: Meeting Student Expectations in the Changing Academic Environment




Abstract:

I propose to hold an interactive workshop to present and discuss some of the changes we have seen, and might see, to the UK educational experience. My presentation will briefly highlight comparisons between US and UK university educational systems, followed by group discussion about how we can best circumvent any potential pitfalls as well as embrace the benefits of these changes.

With the increase in tuition fees, rising youth unemployment, pressure on students to find placements as well as permanent positions, and calls for an increase in student involvement in decisions about their education, will we be able to continue to provide high quality educational experiences while addressing new concerns? What do all of these changes mean for Economics in particular? By discussing these changes and the risks of these potential changes, it is my hope that we can bring to light where UK universities are heading, address concerns, and get excited about the new challenges.




Your Name: Nuria Hernández Nanclares


Names of any co-authors: Antonio Jimenez Muñoz


Title of session: “Patients vs. Patents?”: discussion skills in a bilingual Economics course






Abstract: First year students at the Faculty of Economics at Universidad de Oviedo (Spain) follow a World Economy module which is devoted to aspects of international trade and finance. English is the language of instruction, as it is in all bilingual curricular programmes within the University. A Content and Language Integrated Learning (CLIL) approach is followed for the module, which means that content and necessary language skills go hand in hand. This is supplemented with team teaching (native and non-native lecturers). One our aims is to encourage low-confidence, A2-level students to speak in English and be able to contribute to tasks. To promote discussion skills between the students, we have organized a debate about medicine patents and the WTO intellectual property regulations (TRIPS). The activity has three differentiated stages. First, language training using module content already seen in class, as we review in small tutorial groups the most important words, phrases and vocabulary usually used in a debate. Lecturers offer models, attitudes and skills for debating, which then the students by simulating a debate situation. In the second stage, after researching on some material related with medical products patents, the WTO regulations and the approaches to this topic of Pharmaceuticals and NGOs, students do a 90-min debate about the given topic following a blowfish structure. The final stage wraps up the debate through an online forum where the students pose further questions about what has been discussed.




Your Name: Núria Hernández Nanclares


Names of any co-authors: Antonio Jimenez Muñoz


Title of session: Linking content and language: a CLIL research project in Economics education




Abstract:

This paper outlines an educational research project in the 1st-year, 2nd-semester English-taught module “World Economy” within the Degree in Business Administration and Economics at the University of Oviedo, Spain. The project wonders about the feasibility of improving technical English while studying an economic bilingual degree without compromising content.

Our project tries targets this through two major strategies: first, planning educational interventions that would help overcome detected language problems, devising tactics and content materials to improve students’ learning and performance. Secondly, designing the way to evaluate the research and determine the success of these interventions. The instructional methodology is set within the context of CLIL – Content and Language Integrated Learning – and full language immersion; it is formally done by team-teaching, combining a non-native specialist, an Economics-versed native speaker of English, and an ESL linguist.

Several ways to evaluate the research and measure their results are planned. First, analysing students’ individual linguistic performance, which is controlled throughout the semester via class video-recording and written assessments, and determining progress as per CEFR skills. Secondly, qualifying student self-perceived effects of these interventions on their learning via surveys and interviews; this self-perception will be checked against language-based progress and academic results. Thirdly, the hard-data academic results of the students will be weighed against the results of a two control groups: other Spanish-taught students in a parallel cohort taking the same exam, and a previous English-taught cohort who did not have these educational interventions effected upon their context of learning.




Your Name: Peter Davies




Title of session: CONTEXT AND STRUCTURE IN CONCEPTUAL CHANGE: STUDENTS‘ UNDERSTANDING OF PRICE


Abstract: This exploratory study presents evidence of economics undergraduates’ conceptions of price and cost. It is a novel study in this field in so far as it explicitly investigates conceptions of phenomena which are previous research has shown to be connected in students’ thinking. The evidence is used to highlight some dimensions of understanding of price and cost which are critical for instruction. Using this evidence the paper identifies some qualitatively different kinds of conceptual change. The paper also suggests some implications of this proposal for relationships between insights offered by a range of theoretical perspectives: Knowledge-in-pieces, Alternative and Ontological frameworks, Variation Theory and Threshold Concepts.




Your Name: Peter Davies


Names of any co-authors: Ross Guest and David McCausland


Title of session: Publishing in Economics Education: Workshop with the editors of the International Review of Economics Education.






- eLearning





Abstract: We will provide a workshop discussion on publishing in economics education with particular reference to the International Review of Economics Education. The workshop will Include (i) a brief overview of some key topics which attracting interesting in economics education; (ii) editorial priorities for IREE (iii) key issues in the review process; (iv) special issues. The workshop will take the form of a discussion following very brief presentations.




Your Name: Edmund Cannon




Title of session: Feedback and Formative Assessment





Abstract:

The UK higher education system has traditionally been characterised by students submitting work for formative assessment within small-group teaching sessions (e.g. classes of ten-twenty students). Such work is (or should be) marked and returned with comments. Combined with group-level sessions such as exercise lectures, the comments on students’ work constitutes feedback. The perceived importance of feedback is illustrated by the fact that three of the 22 questions in the National Student Survey are on the quality of feedback.

Despite this, however, there is only limited evidence on the rôle of feedback and there are often claims in the press (eg the THES) that many students do not bother to collect marked work or fail to make use of the comments that they receive. Unfortunately it is not clear whether this is genuinely a problem or why students might fail to use feedback.

To address this issue, I analyse the quantity and composition of marked work that students do not collect within the School of EFM at the University of Bristol. Within the School of EFM, many tutors return work via the administrative office and this office retains uncollected work until the end of the academic year. I have a detailed database of anonymised uncollected work over several years. The amount of uncollected work is high. Analysing these data provides a foundation for determining strategies to ensure that students benefit more from the feedback that tutors provide.




Your Name: Guglielmo Volpe




Title of session: Notions of belonging among first year economics students


Abstract: The paper reports on the research carried out across three London Universities and aimed at measuring the sense of belonging among first year economics students. Evidence from theoretical and empirical research suggests that students’ academic performance critically depends on the development of a sense of being part of and of fitting within the Institution of study. An early development of this sense of belonging is likely to lead to better academic performance, progression and achievement. The paper focuses on the measurement of sense of belonging and on the understanding of the factors most likely to influence its development. Goodenow’s (1993) Psychological Sense of School Membership instrument was utilised to collect data from about 1900 business and economics students across two Business Schools and one Economics Department. The paper reports on the overall experience among all students and then focuses on the actual experience of the economics students. One of the interesting aspects of the research lies in identifying potential differences among economics students enrolled on programmes delivered within Business Schools versus students studying within “self-contained” Economics Departments/Schools. Are the latter more likely to identify themselves with the Institution they are studying at rather than the former who, instead, are studying within a larger Institution with “fuzzier” boundaries across subjects of study?




Your Name: Tomasz Kopczewski




Title of session: Exploring Marshallian world using MAXIMA - Computer Algebra System




Abstract: In recent years there were attempts to introduce broadly Computer Algebra System (CAS) software in teaching economics. But so far none of these trials was substantially successful. The application of CAS software in the teaching economics is disproportionate to its features and limited to the duplication of calculations and illustrations presented in textbooks. The purpose of this paper is to present the experience in lecturing advanced microeconomics with this new approach to CAS programs. As the foundation, postulate by Felix Klein in teaching mathematics was used, where boring calculations are to be replaced by presenting results in functional form. This allows for demonstrating complex relationships in simple models, such as Marshallian microeconomic models of supply and demand. Using CAS software, students can spend more time on evaluation of models mechanics, rather than tedious calculation of equlibrium changes under new conditions. In this paper two examples of application of this approach in the teaching of partial equilibrium models are described: i) the impact of simultaneous changes in taxation and the number of companies operating on the market for tax revenue ii) the introduction of non-linear relationships and the dynamics in the model of supply and demand. Also an evaluation of MAXIMA open source software as a tool for teaching microeconomics will be presented.




Your Name: Nobuya Fukugawa




Title of session: Pedagogical methods effective in courses taught in English




Abstract:

Under the pressure of global competition for attracting students, many universities in non-English speaking countries recently encouraged faculty staff to develop courses in English rather than in local languages. In Japan there are several world class universities in science, technology, and engineering and most of the international students studying at those research universities are non-native English speakers mainly from Asia, Latin America, and Africa. Furthermore, most of the faculty staff at those research universities are also non-native speakers of English. This implies that those research universities need to address the problem of the effective design of courses by and for non-native English speakers. Since a medium of communication is not necessarily familiar for both of the sender and receiver of knowledge, there would be more difficulties in effective knowledge transfer in such courses.

The purpose of this study is to address the following issues. (1) Which teaching methods are conducive to more effective transfer of knowledge in courses by and for non-native English speakers? (2)How does the significance of teaching methods identified by the previous question differ according to students’ attributes, such as English proficiency? (3) How does students’ evaluation on the effectiveness of knowledge transfer in courses by and for non-native English speakers vary according to the availability to students of teaching methods identified by the first question?

Specifically, a questionnaire survey is developed to investigate students' major, English proficiency, teaching methods that students consider important to learn effectively in courses taught in English, and students' evaluation on the amount of knowledge they could actually acquire in such courses relative to the expected amount of knowledge they wanted to acquire before joining such courses. This survey was and will be conducted in France, Italy, and Japan. The analysis based on this questionnaire survey will enable faculty staff to identify and improve the weakest factor in their teaching methods and will eventually benefit international students at each university through improved teaching productivity.




Your Name: Tiago Freire


Names of any co-authors: Li JingPing


Title of session: NEW APPROACHES TO ESSAY WRITING IN ECONOMICS





- eLearning

Abstract:

Instructors are increasingly recognising the importance of written assignments in economics. However, according to Becker and Watts (1996), in the US, only 23% of instructors require term papers in upper-level courses, and only 11% of instructors require shorter papers. Hansen (1998) lists three reasons that could explain this trend: (i) increasing time demands on faculty time; (ii) low quality of student writing; and (iii) most instructors are not confident writers themselves makes them reluctant to set their own weak standards on their own students.

In this paper we propose changes to the traditional essay assignment, which not only address the issues above, but also enhances student engagement and helps students develop more skills. We focus on a Development Economics course which we taught at the National University of Singapore, but our ideas are easily extendable to other courses. We propose splitting an essay assignment into two parts. The first part consists of creating a new or adding to an existing Wikipedia entry. The second part of the assignment consists of a proposal to create either a new Social Enterprise or Non-Governmental Organisation (NGO). We will also show through the results from a end of the semester survey that this assignment does a better job not only at developing the five skills Hansen (1986) argues students should exhibit but also addresses the problems mentioned above.




Your Name: Jon Guest


Names of any co-authors: Robert Riegler


Title of session: An analysis of the factors that determine the self- assessment skills of undergraduate economics students.


Abstract:

Research findings in the educational literature suggest that quality feedback is one of the most important determinants of student learning (Hattie et al., 1996; Black and William, 1998; Hattie and Jaeger, 1998). Unfortunately evidence suggests that students rarely seem to act upon the feedback provided by tutors (Carless, 2006). Sadler (1989) argues that in order for them to engage with feedback effectively they must have the ability to formatively self-assess their own work. Gibbs (1995) contends that most undergraduates lack these skills when they enter higher education and need to be provided with opportunities to improve them.

This paper contributes to the empirical literature on formative self-assessment by analysing data collected from first and second year students on a single honours economics degree programme at a UK university. Building on some of the key findings identified in the empirical literature by Falchikov and Boud (1989), the research tests the relationship between the precision of the student’s self- assessment skills and factors such as gender, academic ability, and prior learning experience. Another important issue examined is the extent to which these skills both improve within and between academic years. In an attempt to improve the reliability of the data, students were given a ‘mark’ incentive to produce accurate evaluations of their own work. Results from some qualitative research carried out to assess the impact of this incentive will be reported. Finally some implications of these results for teaching and learning strategies in economics departments are also discussed.




Your Name: Jon Guest




Title of session: Using short classroom games as a means of improving student engagement and learning.

Conference themes addressed: Games, experiments and simulations

Abstract:

A number of different methods can be used to help promote a more active learning environment. One approach that appears to be growing in popularity is the use of short classroom games. These games are often simplified versions of economic laboratory experiments that have been utilised to generate data for research projects.

By taking part in these games, students get to interact with the course content and experience the impact of incentives at first hand. They can reflect on their own behaviour as well as that of their classmates. Subsequent questions/exercises can be used to help the students develop an understanding of the game they have played and the theory it was trying to test.

This workshop will demonstrate a number of these short classroom experiments that the author has introduced across a range of different economics modules. After a short introduction, the majority of the session will involve the audience taking part in a number of games in order to (1) demonstrate the active learning experience of the student and (2) the input and role of the tutor.

The workshop will finish with some discussion about the role that short classroom games may play in teaching and how the learning benefits from using them can be maximised. Reference will be made throughout to relevant empirical work that has attempted to quantify the impact of using the games on student learning.




Your Name: Peter Smith




Title of session: An economics curriculum for today's students





Abstract:

The content of the undergraduate economics curriculum is largely dictated by the national subject benchmark statement, but there is plenty of scope for flexibility and product differentiation in the design and delivery of the curriculum. This applies in spite of the need to achieve balanced coverage of micro and macro, quantitative methods and econometrics, theory and applied economics, not to mention accommodating a diverse student intake. With the new student fee structure, it is more important than ever before that degree programmes are coherent, well-structured and responsive to student demand. However, in many cases curriculum drift can be seen to set in, it being easier (and more attractive) to introduce new material than it is to dispense with the old. New staff are appointed with their own specialist areas, and new options are created to ensure there is research-informed teaching. In this context it is easy to lose sight of what it is that students really need as part of an economics degree. In particular, it is important to be aware that economics graduates follow many different life-paths after graduation. Some may wish to pursue an academic career in economics, others may become professional economists outside of academia; yet others (perhaps the majority from many programmes) head off for a diverse set of occupations. This paper examines what are the essential elements of a successful economics curriculum and how these can be moulded into a flexible structure that can cater for varied student destinations.




Your Name: Fabio R. Aricò


Names of any co-authors: Duncan Watson


Title of session: Promoting student’s self-efficacy through Audio Response Systems




Abstract:

This paper details the initial developments of a teaching protocol aimed at increasing students’ self-efficacy, defined as a student’s self-confidence at performing academic tasks.

Following the recent changes in funding, management, and practice in the Higher Education sector, an increasing number of pedagogic contributions are placing stronger emphasis on student-centred approaches to teaching. However, in the current climate of competition for the enhancement of teaching practice in HE, students run the risk of being placed ‘at the heart of the system’ in a passive way: more as receivers of a service, rather than primary actors and confident owners of their learning experience. In response, we argue that investment should be targeted at creating confident individuals, who are progressively autonomous in tackling academic tasks, and adequately prepared for the transition to their future career or studies. This fundamental objective becomes imperative when considering the needs of students coming from non-traditional or international backgrounds. Our approach makes intense use of Audience Response Systems (ARS). In particular, we employ ARS devices: (i) to assess the student’s ability at performing a task, and (ii) to collect feedback on the student’s confidence at delivering a good performance. This allows us to compare objective and subjective evaluation of a student’s performance, and to devise opportune responses that consolidate learning and that increase the student’s self-efficacy at the same time. There is a dearth of evidence into the promotion of self-efficacy. Our preliminary analysis adds to this literature and opens up further evidence-based opportunities.




Your Name: Jacob Nunoo


Names of any co-authors: Bernard Afful


Title of session: Economic literacy among tertiary students in Ghana. Evidence from the University of Cape Coast.

Conference themes addressed: Linking research and teaching

Abstract:

The importance of the study of economics is well documented. Economics as a disciple of study touches on real life issues and affect all agents in an economy. This means that all are suppose to have an appreciable amount of knowledge in economics. In this view economic literacy is very crucial since it measure whether people can appreciate the forces that significantly influence the quality of their lives. In a country like Ghana, with about 30 percent illiteracy level, there is an even greater need for people to appreciate what economics is. The successes of the government in the area of poverty reduction, economic growth and development, and good governance must be understood by all. This therefore lay greater claim to the importance to economic literacy.

The need to make economic literacy part of the school curriculum have had lot of force especially from the secondary level of education. In the Ghanaian context, is that the case? What can the educational institutions do to improve the economic literacy of Ghanaian students? What is the level of economic literacy among students in Ghana? It is in the light of these questions that the study seeks to investigate the economic literacy among tertiary students in Ghana. A review of the curriculum will be explored to see have it affect the economic literacy level of the students. The study will employ a simple regression to determine the factors that influences a student's level of economic literacy score.




Your Name: Martin Diedrich




Title of session: Enhancing student learning through programme coherence





Abstract:

Students learn faster and deeper if the many individual activities of their chosen study programme mutually enforce each other within an identifiable common learning environment. This relates to all aspects of the student’s learning experience in the programme: curriculum content (topics in the right sequence, no unnecessary overlaps); learning & assessment methods (a good mix of different methods with a clear role for each); materials (varied but not chaotic); social (formation of a supportive cohort); and so on. By creating programmes that each have a clearly recognisable profile in terms of content and activities, the university makes it easier for students to choose the right programme and to benefit from that programme.

While the last twenty years have seen a great deal of movement toward greater formal coherence in a programme, say by imposing standardised module outlines, many of the deeper issues are often not addressed. This paper explores various ways of increasing programme coherence in a meaningful, lasting manner that recognises and celebrates the diversity of the participating lecturers and students. These reflections are based on the author’s work as a practising university teacher and programme director in a wide range of HE institions in the UK and in Germany.

Topics addressed in the paper include: limitations of the “pick & mix” approach to module structures; how to use existing local teaching traditions in programme design; reconciling deep learning with detailed external demands on the syllabus; how to manage the change process.




Your Name: Jan H. Höffler




Title of session: Teaching Replication in Quantitative Empirical Economics




Abstract:

In empirical economics, a twofold lack of incentives leads to chronic problems with replicability: For authors of empirical studies providing replicable material is not awarded as much as publishing new irreplicable studies is. Neither is authoring replication studies.

Integrating replication studies in the education of young scholars solves the problem: We raise the awareness for the importance of replicability among the next generation of researchers and ensure that a big number of scientists write replication studies to earn credit points and the prospect of publications at least of working papers already during their time as students.

We set up a wiki project for documenting the results of our replications as well as those found in the literature. In our database, we provide information about more than 1500 empirical studies, especially with regards to the availability of material for their replication. Regularly professors want to include examples from the recent literature in their teaching but find it too time consuming to identify appropriate studies. By giving access to our database and to our instruction manual we could already convince several other faculties to join our project.

We build the basis for the first replicable review paper on reblicability as we give account of which studies were tested and which results were found in each case. We identified two main problems: First, not all published results can be obtained from the replication material provided. Second, information about how the used data were obtained from the raw data is hardly ever sufficient.




Your Name: Steven A. Greenlaw




Title of session: Online Learning, MOOCs and the Future of Higher Education


Abstract:

The Massive Open Online Course (MOOC) phenomenon seems to be taking higher education by storm. What are MOOCs? What is the role played by “big data” and adaptive learning in these courses? Are MOOCs simply a marketing ploy for top universities or do they pose a genuine threat to the rest? Do they offer a compelling model for higher education, and if so, exactly what is that vision? Are MOOCs the future of online learning? Are they the future of higher education? That is, will MOOCs spell the end of traditional place-based higher education at least for the majority of tertiary students? (The short answer is yes… and no.) Most importantly, how can and should universities respond? Should every university offer their own MOOCs, or if not, what should they do differently?

This workshop will explore the MOOC phenomenon and offer suggestions about how universities can productively respond. It will argue first that MOOCs are a disruptive innovation, and second that they will force universities to change in positive ways. A particular alternative will be presented: the Small (Somewhat) Open Online Course (SOOC), which is the basis for a specific program, the University of Mary Washington’s Online Learning Initiative. The UMW Online Learning Initiative is designed to replicate the classic liberal arts & sciences curriculum but in an online environment.




Your Name: Steven Greenlaw




Title of session: Are Online Courses Inferior to Traditional Face-to-Face Courses: Evidence from one institution


Abstract:

Online learning has traditionally been looked down upon in higher education. But is that a valid view? For the last two years, our institution has been engaged in a different approach to online learning: to explore what a quality liberal arts & sciences experience would look like in a fully online environment. The project rejects the premise that online courses can be “as good as” traditional face-to-face courses, but instead seeks to identify models where online courses can offer a superior learning environment. Each course is crafted around five fundamental values of liberal education: intellectual community, a high degree of interactivity between students and instructor, active learning, self-directed learning, and reflection.

As a participant in the program, I developed an online version of Principles of Macroeconomics. During fall 2012, I taught two sections, an online version and my face-to-face version side by side. Each section used the same texts, the same assignments and the same examinations. The main difference was the face-to-face section included physical class sessions with my lectures, while the online course discuss course content from texts and lecture videos in an online discussion space. After completing the term, I conducted a qualitative analysis of the two sections based on survey data. I also completed a regression analysis of the final exam scores between to two sections using a standard educational production function. The results of both analyses are instructive.




Threadneedle: A simulation framework for exploring the behaviour of modern banking systems.

Jacky Mallett ([email protected])

19 April 2013

Of the many problems being faced during this extended period of financial instability, one in particular is pedagogical. How do we teach the operation of what is a socially critical, but also highly complex banking system embedded in a complex network of contractual financial relationships? Since the banking system is fundamentally based on a set of well-defined operations, its operations are eminently suited to computer simulation. In order to assist in its teaching and analysis we have developed a bank system simulation framework based on a full double entry book keeping implementation of the key operations of banking, including support for loan default handling, a variety of credit instruments (fixed rate, variable rate loans), inter-bank and central bank operations, and securitized loans (MBS, ABS).

This approach allows a more nuanced understanding of the ”money out of thin air’ aspects of the system to be developed, as the results of both deposit creation through lending, and deposit removal through loan repayment and default can be seen simultaneously. It also allows the impact of changes to the banking regulatory framework to be explored independently and compared with one another using experiments with identical mixes of banks and borrowers. By presenting students with a tool to explore the banking system as a system of inter-working components, rather than separate identities, and by building a detailed appreciation of its micro-structure, we believe that Threadneedle can provide a useful teaching tool for understanding and exploring the multiple sources of instability inherent in the banking system.

Engaging and Motivating Students: using technology-enhanced learning experiencesCarlos Cortinhas

This demonstration session will focus on our practical experience of meeting the challenges of engaging and motivating large internationalised student cohorts across a variety of subjects.

Over the past few years we have integrated a range of technologies within our teaching across all 4 subject departments.

We have experienced a very rapid growth in both student numbers (1st year modules of 500+) and the extent of internationalisation.

The modules that we use to demonstrate range from quantitative & statistics courses, through theory of management, accounting, economic principles to global policy issues.

We use technologies in a variety of contexts: from delivery of lectures to smaller tutorial groups; also both formatively and summatively to provide some assessment and feedback; we address therefore several conference themes.

We have a ‘toolkit’ of technologies in current use and intend to respond to demand from participants on the day so we can custom make our demonstrations to meet the concrete needs of our audience.

Examples include:

Echo360 (Lecture capture and streaming system)

Computer aided assessment (e-assessment)

Online marking and feedback (Turnitin, Grademark and PeerMark)

Audience Response Systems (or “clickers”)

Use of Smartphones for learning (ResponseWare)

Social Media and Collaborative Working (e.g. Wikis, the Hive, Prezi, etc)

Screencasts and podcasts (using Adobe Captivate)

Turnitin, Grademark and PeerMark (assessment and feedback)

We are also attempting to integrate students learning across courses as well as between academic, extra-curricular and other informal learning opportunities.

This session will be an opportunity to share our experience with other participants and have a critical debate on the pros and cons of the use of technology in the classroom.

web viewqualified university entrants from china often have no better than 3000 english word...

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