Archive | September, 2009

New to studying or economics?

24 Sep

Studying EconomicsStudying Economics is a new site developed by the Economics Network as part of their Why Study Economics initiative. It is aimed at economics undergraduates who are looking for advice, help and information.

While the site contains information that is specific to economics, such as guidance on module options or data and research links, much of the advice is applicable to all students. If you need some tips for working efficiently or an overview on doing a dissertation there’s help at hand.

The advice comes from current and formers students, so it is guaranteed to be relevant. The Economics Network takes on a student placement officer each year and they have produced the site to help out their fellow undergraduates.

Follow the StudyingEconomics.ac.uk guide to scholarly success

Follow the StudyingEconomics.ac.uk guide to scholarly success

Intute features more Internet resources about Economics, as well as our 55 Essential Economics websites. Or if you are trying to get to grips with using the Internet for academic research – the Internet for Economics is a tutorial designed to help Economics students .

A brief history of whatever

21 Sep

The recent ALT-C conference in Manchester included a keynote presentation from Michael Wesch, the social anthropologist from Kansas State University who is perhaps most famous for his work on YouTube and his viral videos A Vision of Students Today and Web 2.0 the Machine is Us/ing Us.

The first half of the keynote looked at issues of identity / meaning and used the device of examining A Brief History of Whatever to introduce the concept of trying to get students beyond the MTV generation / narcissistic use of the word to dismiss a person or argument.

Wesch hopes that his use of Web 2.0 tools for a clear purpose can help change attitudes, so that they are more likely to say “let’s do whatever it takes, by whatever means necessary,” to come together.

Wesch seeks to take his students on a journey from being knowledgeable to being knowledge-able.

By this he means:

  • Getting them finding, analysing, critiquing and questioning information
  • Participating by connecting and collaborating with each other
  • Converting them from consumers to creators of culture

Wesch expressed some concern about the emphasis on critical thinking, espousing the view that this fosters a mindset of looking for what is wrong with information. He wants to move beyond that to creative thinking where students can recognise what is right and wrong with information.

Thinking back to his time as a researcher living amongst communities in Papua New Guinea he recognised the limits of technology and said that it’s not the platform, but the purpose that is important in any deployment of new teaching methods.

The full keynote is available from the ALT-C Blip TV channel, with other speakers from this year and last year. Further online lectures from Wesch include An Anthropological Introduction to YouTube filmed last year.

Intute features more internet resources on Anthropology, Sociology and academic use of YouTube.

Recession Britain and the fiscal squeeze

18 Sep

This week has seen some rather bizarre coverage of the latest turns in the global financial crisis, but what do academics have to say about where we go next?

While those inside the Westminster Village got quite excited about Gordon brown using the C word – cuts – two new reports attempt to get to grips with what is happening in the real world and explore whether there needs to be cuts in spending, rising taxes or both.

Recession Britain by Romesh Vaitilingam is a summary of the key findings of academic economists in the UK with regard to the effect of the global financial crisis on Britain.

It explores what can be learned from evidence on previous recessions: the three that Britain has experienced most recently, in the mid-1970s, the early 1980s and the early 1990s as well as recessions elsewhere in the world, and the global recessionary period to which current times have often been compared, the 1930s.

The report draws on analysis of a broad range of data sources and the work of numerous researchers and research institutions, many of them centres, programmes and individual scholars funded by the Economic and Social Research Council (ESRC).

The Forty Key Findings look at Britain in recession, the impact on jobs, the impact on people’s lives, the impact on business and the world in recession. It forms part of the ESRC’s wider coverage of the global financial crisis, that includes details of researchers, programmes and centres working in this area.

Britain’s fiscal squeeze: the choices ahead is the latest briefing note from the Institute for Fiscal Studies (IFS) and analyses the financial situation the country is in and presents the key choices that politicians will have to face.

It concludes that the rise in spending on public services as a share of national income may need to be completely reversed to fill the hole in the public finances – unless there are further tax increases or cuts in welfare payments.

Speaking at the recent Developments in Economics Education conference, IFS Director Robert Chote claimed that the country is in for “two Parliaments of pain” and that even in this scenario, cuts in public spending will be akin to those in the 1970s, when Britain was reliant on loans from the IMF.

Chote suggested that 80% of the revenue needed to return the economy to balance will come from cuts in public spending and only 20% will come from increased taxes. Tough choice seem to lie ahead, regardless of who is controlling the purse strings of the nation.

Intute features more Internet resources on the issues of economics and the financial crisis.

Economically, my dear Watson

14 Sep

What has Sherlock Holmes got to do with teaching economics? Possibly, quite a lot. It’s one of the many thought provoking insights that I got from attending the DEE09 conference last week …

Daniel Blackshields of University College Cork presented a paper on how he uses the Sherlock Holmes Investigative Model (SHIM) to teach students to approach economics in an investigative fashion.

Poster from the SHIM session – a full sized image is also available.

This 12 week performance workshop for arts economics students uses a detective motif to get students thinking about economics in a different way, to reflect on how they are thinking / learning and hands over ownership of the process by asking students to apply the model themselves.

Blackshields intrigues them by using examples from the popular TV series CSI, strips out the technology by going back to Sherlock Holmes, relates it to economics by citing the economics detective Henry Spearman and shows how to use it in economics research with examples from popular texts such as Freakonomics.

Students are shown that economics tries to deal with uncertainty, but that the action of looking for clues and deciding which are relevant can lead to pattern recognition. This leads on to them formulating a hypothesis and gives them a working conjecture to test – much like Holmes and his use of deduction – so that students should never guess, but always follow the evidence.

It was a thoroughly charming presentation that turned upside down notions of traditional teaching methods, as well as acting as a reminder that out own Internet Detective may have some wider application.

This part of the programme also featured work on Linking Research and Teaching in Economics by Linda Juleff of Napier University. She introduced us to the case studies from Economics Network in this area that have come out of their regular lecturer surveys.

Michael Watts of Purdue University galloped through an impressive array of survey data from the United States looking at Time Allocations and Reward Structures for U.S. Academic Economists from 1995-2005 – suggesting that males, professors and non-native English speakers get to spend more time on research than others.

This parallel session gave a comprehensive look at the numbers behind, attitudes towards and teaching of economics research, with the skill of the presenters making it seem, quite elementary, my dear Watson!

Further updates from the conference will appear on the DEE09 blog including a round-up of the keynotes featuring Robert Chote, Director of the Institute for Fiscal Studies. Or take a look at the recommended links on Delicious or photos from dee09 on Flickr.

What’s next in Economics education?

8 Sep

Intute will be at the DEE (Developments in Economics Education) conference in Cardiff over the next few days.

We will be part of a session called Economics 2.0 that will be looking at how Web 2.0 developments such as podcasting, blogs and other forms of social media can be used to enhance teaching and learning in Economics.

The Intute part of the session will focus on how to help students cope with the plethora of information that is available online and how the new edition of the Internet for Economics (part of the Virtual Training Suite) can be of assistance.

The session will feature contributions from Bhagesh Sachania of the Economics Network who will be talking about podcasting / audio for economics and Zak Mensah of JISC Digital Media who will be talking about using Social Media to enhance learning materials.

In fact, we will be trying to practice what we preach and will be running a bit of a Social Media experiment and trying to cover the whole conference over at the DEE09 blog, that brings together resources relating to our session, as well as from the wider conference.

The conference features a keynote address from Robert Chote of the Institute for Fiscal Studies and a broad programme that includes strands on pluralism, teaching delivery and relating research to teaching.

Follow @intuteeconomics on Twitter for further updates relating to dee09.

Intute features more Internet resources on the topic of Economics.

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