Debating as a classroom tool for adapting learning outcomes to the European higher education area

Juan Jiménez González, Jordi Perdiguero and Ancor Suárez-Alemán ()

No 201109, IREA Working Papers from University of Barcelona, Research Institute of Applied Economics

Abstract: The creation of the European Higher Education Area has meant a number of significant changes to the educational structures of the university community. In particular, the new system of European credits has generated the need for innovation in the design of curricula and teaching methods. In this paper, we propose debating as a classroom tool that can help fulfill these objectives by promoting an active student role in learning. To demonstrate the potential of this tool, a classroom experiment was conducted in a bachelor’s degree course in Industrial Economics (Regulation and Competition), involving a case study in competition policy and incorporating the techniques of a conventional debate (presentation of standpoints, turns, right to reply and summing up). The experiment yielded gains in student attainment and positive assessments of the subject. In conclusion, the incorporation of debating activities helps students to acquire the skills, be they general or specific, required to graduate successfully in Economics.

Keywords: European Higher Education Area; Debating; Industrial Organization; Academic Success; European Credit Transfer System. JEL classification:A23, B4, I2. (search for similar items in EconPapers)
Pages: 23 pages
Date: 2011-06, Revised 2011-06
New Economics Papers: this item is included in nep-edu and nep-lab
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Citations: View citations in EconPapers (13)

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