Why do students study economics?

Andrew Mearman (), Aspasia Papa and Don Webber
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Aspasia Papa: University of the West of England, Bristol

Working Papers from Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol

Abstract: This paper presents a chronological, adaptive and reflective investigation into students’ perceptions of and motivations for choosing to study economics. Applications of multiple techniques to student-level primary data reveal the following. First, students’ perceptions of economics are on average somewhat negative, although there is considerable variation. Second, they regard economics as having value, in terms of providing insight, specialist knowledge, and skills of argumentation (all of which are perceived to be superior to peers). Third, they recognise the subject yields financial and other career advantages and has kudos. Fourth, they suggest that the relevance and usefulness of economics is important and consequently that excessive theorisation and a lack of practicality are problematic. These findings have considerable implications for how economics is taught, and for the nature of the subject itself.

Keywords: Mixed-methods; UK student perceptions; Realisticness; Focus groups; Survey (search for similar items in EconPapers)
JEL-codes: A11 A20 (search for similar items in EconPapers)
Date: 2013-01-03
New Economics Papers: this item is included in nep-edu, nep-hme, nep-hpe, nep-pke and nep-sog
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Citations: View citations in EconPapers (1)

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http://www2.uwe.ac.uk/faculties/BBS/BUS/Research/Economics13/1303.pdf

Related works:
Journal Article: Why do Students Study Economics? (2014)
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Persistent link: https://EconPapers.repec.org/RePEc:uwe:wpaper:20131303

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