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item list element: Creating Better Support: Economics Students’ Recommendations for Success
item list element: How AI is Re-shaping Economics Postgraduate Education - An Insider View from a Current PhD Student
item list element: Introducing a Handbook for Academic Advisors in a University Economics Department
item list element: How to better engage economics students in work placements
item list element: Teaching Climate Change in Economics
item list element: Encouraging collaboration in teaching data analysis skills
item list element: How (and why) can we embed employability within economics degrees?
item list element: The GRE is changing: ETS to streamline the test in September 2023
item list element: How to incorporate macroeconomics in environmental economics courses
item list element: 10 Tips to Make Your Classes More Engaging for Students
item list element: Tips for teaching economics using data
item list element: How to improve diversity in an economics department - a reflection
item list element: Developing a teaching profile: Why and how?
item list element: Using online games to teach economics
item list element: Top tips for audio feedback
item list element: Teaching Economics with Real-World Context
item list element: The Top Apps for Economists
item list element: Building a Teaching Career in Economics
item list element: How to research and publish in economics education
item list element: Top YouTube Channels to Learn Econometrics and Economics
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Creating Better Support: Economics Students’ Recommendations for Success
type: Article
title: Creating Better Support: Economics Students’ Recommendations for Success
description: Research shows that unclear or fragmented support structures in higher education increase cognitive load and can disproportionately affect students from underrepresented backgrounds. This has implications for progression, attainment and continuation (de Henau, 2024; Sweller, 2024; Strayhorn, 2021; Thomas, 2012). In this context, effective support provision depends not only on availability, but on clarity, accessibility, and how easily students can navigate systems in practice. To investigate this, I carried out focus group discussions with students towards the end of the first-year of their degree. Students shared their views on the current support offered and how this could be better tailored to meet their diverse needs. The recommendations presented below were constructed using inductive thematic analysis and are grounded in students’ views and perspectives, illustrated through direct quotes. While student insights form the foundation of the analysis, the recommendations do not simply represent direct student proposals. Instead, they reflect analytically developed responses to recurring barriers identified in the data, informed by evidence-based practice in student support and inclusive curriculum design (de Henau, 2024; Biggs and Tang, 2015; Thomas, 2012). The recommendations aim to improve the visibility, accessibility and effectiveness of student support. The findings are particularly relevant within the context of increasing sector-wide attention on student belonging, continuation, attainment and inclusive educational practices. Top five actionable suggestions from focus group discussions These findings build on complementary work examining barriers to student engagement with economics support schemes, which provides additional context on why students do not always make use of available support (Williams Higgins, 2026). 1. Use a centralised dashboard: a single hub outlining all schemes, their purpose and access details. Many first-year students are unsure of t…
disambiguating description: In many UK universities, students’ first-year grades do not contribute to their final degree classification. The first year provides a critical period of transition, shaping students’ confidence, help-seeking behaviours, sense of belonging and engagement with their subject and university life. Student support is an important pillar of this foundation, and students’ voices are important in creating the right type of support.
date posted: 2026-08-04T13:30:00Z
date modified: 2026-08-11T14:28:05Z
employment type: onsite
language: en
keywords: Economics Teaching Advice
keywords: Melisa Williams Higgins
keywords: Student Support
type: teach
disciplines: politics
disciplines: economics
disciplines: socialscience
disciplines: datascience
disciplines: generaleconomics
disciplines: finance
disciplines: statistics
discipline labels: Politics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Data Science
discipline labels: General Economics (JEL A)
discipline labels: Finance
discipline labels: Statistics

How AI is Re-shaping Economics Postgraduate Education - An Insider View from a Current PhD Student
type: Article
title: How AI is Re-shaping Economics Postgraduate Education - An Insider View from a Current PhD Student
description: Below I present three main reasons why it is becoming increasingly difficult to imagine postgraduate education without the use of AI. Whether you’re a student or a lecturer, knowing how to use AI effectively — or just being aware of how students are already making use of it — will help you succeed. 1) AI offers better searches for niche information Many of the common AI models can be used as a search tool, making them the first truly new innovation enabling Internet searches since the emergence of sites like Yahoo! and Ask.com - and of course google - in the second half of the 1990s. This search feature makes it a great study and research partner, beyond what a typical user can accomplish with a search engine. One of the weaknesses of traditional search engines is that it can be hard to find the specific information you need, especially if you’re searching for something niche, or if the language used for that topic is generic. For example, consider a scenario where your favorite bakery is a small mom-and-pop shop named “Croissant”. Or, for a more economics-relevant example, consider searching for content about the inverse elasticity of substitution in (specifically) the neoclassical growth model. In both cases, it can be extremely difficult to find the right information you need. In the first case it’s hard to craft a good search with such limited language, since “croissant” will return far too many irrelevant results. And in the latter case, the need to be extremely specific (thus using so many words) means that a traditional search will end up getting lots of irrelevant content as well. Even using advanced search functions might be ineffective, or at least time-consuming. But AI has the ability to sidestep a lot of these problems. That’s partly because if an LLM answers with something you weren’t looking for, you can just tell it that, and it will pivot to your intended meaning instead. This makes LLMs ideal tools to begin a search for esoteric information — altho…
disambiguating description: We all know that AI models are becoming increasingly commonplace, with hundreds of software companies now offering AI-powered tools, and dozens of iterations of ChatGPT and similar LLMs popping up every year. While some bemoan AI tools, they’ve also been lauded as powerful and helpful tools that we ought to be using every day. Regardless of where you stand on the AI-usage spectrum, one thing is certain: AI models are reshaping education, even at the highest levels. Economics is no exception. Even for PhD students like me, AI tools are becoming a feature of student life — and when used smartly, can be a great asset to learning.
date posted: 2026-03-06T10:23:50Z
date modified: 2026-03-06T10:30:00Z
employment type: onsite
language: en
keywords: AI for Postgraduate Education
keywords: AI in University
keywords: Sean McClung
keywords: AI for Modelling
keywords: AI for Economics
keywords: AI Education
type: teach
disciplines: politics
disciplines: othereconomics
disciplines: economics
disciplines: socialscience
disciplines: datascience
disciplines: generaleconomics
disciplines: finance
disciplines: statistics
discipline labels: Politics
discipline labels: Other Special Economics Topics (JEL Z)
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Data Science
discipline labels: General Economics (JEL A)
discipline labels: Finance
discipline labels: Statistics

Introducing a Handbook for Academic Advisors in a University Economics Department
type: Article
title: Introducing a Handbook for Academic Advisors in a University Economics Department
description: Examples of academic advising from the UK and Europe A common theme across European and UK universities is a proactive approach to academic advising for student success, though delivery varies due to cultural and institutional differences. In Europe, institutions like Tubingen and Mannheim (Germany) offer students specialised advisory support that is tailored to the academic structures of their respective institution. In addition, many European universities provide walk-in or scheduled appointments with specialised study advisors to ensure timely support. At Tubingen School of Business and Economics, academic counsellors guide students on course selection, exam preparation and career planning. Mannheim’s economics department follows a similar structure, focusing on key programme requirements for academic success. In the Netherlands, the Utrecht School of Economics employs ‘study advisors’ to assist with, for example, study planning and academic skills development. While German and Dutch universities often follow structured advisory methods, UK universities emphasise personalised one-to-one support through assigned advisors (Jennings, 2021). In the UK, universities like Oxford Brookes, Bath and Warwick, assign each student an academic advisor for academic progress and personal development support. Academic support can include guidance on module selection, academic performance and progression, while non-academic support involves referrals to student services, like the wellbeing team. Many universities encourage regular advisor meetings to ensure continued support throughout the academic year – the University of Manchester is one such example. Common challenges Despite differing approaches between cultures, countries and each institution, academic interventions are often required in all systems to enhance student experience. The frequency and nature of these interventions can present challenges to the academic advisor on the best way to address students’ needs. Many ac…
disambiguating description: Introduction Academic advising refers to the process where appointed members of staff provide academic guidance, information signposting and other relevant non-academic forms of support to students to help promote their success and improve their overall higher education experience (Medernach, 2018). Its role has long been recognised as crucial for supporting students, especially those from under-represented minorities (Smith et al, 2009; Young-Jones et al, 2013). While practices across the UK and Europe appear similar in their foundations, the diverse nature of student cohorts suggests some different institutional priorities. At the university of Exeter, taking into account these different approaches, we introduced a handbook for academic advisors in the Economics Department. Here we share our experience.
date posted: 2025-05-07T10:18:00Z
date modified: 2025-05-07T11:06:51Z
employment type: onsite
language: en
keywords: Academic Advising
keywords: Tutoring
keywords: Mentoring
type: teach
disciplines: politics
disciplines: othereconomics
disciplines: labordemographiceconomics
disciplines: economicdevelopmentgrowth
disciplines: healtheducationwelfareeconomics
disciplines: economicsystems
disciplines: macroeconomicsmonetary
disciplines: laweconomics
disciplines: agriculturalenvironmentaleconomics
disciplines: generaleconomics
disciplines: businesseconomics
disciplines: economicthoughtmethodology
disciplines: industrialorganization
disciplines: microeconomics
disciplines: internationaleconomics
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disciplines: datascience
disciplines: urbanruraltransportationeconomics
disciplines: economichistory
disciplines: economics
disciplines: financialeconomics
disciplines: econometricsstatisticsquantitative
disciplines: finance
disciplines: statistics
discipline labels: Politics
discipline labels: Other Special Economics Topics (JEL Z)
discipline labels: Labor and Demographic Economics (JEL J)
discipline labels: Economic Development, Innovation and Growth (JEL O)
discipline labels: Health, Education, and Welfare (JEL I)
discipline labels: Economic Systems (JEL P)
discipline labels: Macroeconomics and Monetary Economics (JEL E)
discipline labels: Law and Economics (JEL K)
discipline labels: Agricultural and Environmental Economics (JEL Q)
discipline labels: General Economics (JEL A)
discipline labels: Business Economics (JEL M)
discipline labels: Economic Thought & Methodology (JEL B)
discipline labels: Industrial Organization (JEL L)
discipline labels: Microeconomics (JEL D)
discipline labels: International Economics (JEL F)
discipline labels: Public Economics & Economic Policy (JEL H)
discipline labels: Economics and Social Sciences
discipline labels: Data Science
discipline labels: Urban, Rural and Transportation Economics (JEL R)
discipline labels: Economic History (JEL N)
discipline labels: Economics
discipline labels: Financial Economics (JEL G)
discipline labels: Econometrics, Statistics and Quantitative Methods (JEL C)
discipline labels: Finance
discipline labels: Statistics

How to better engage economics students in work placements
type: Article
title: How to better engage economics students in work placements
description: A typical work placement can be embedded within a degree programme either as an additional year (typically, the third year of a four-year course), or as a module within a year of study, where students get practical training and work experience in an organisation (e.g. a consultancy firm or a government institution). Work placement experiences can be crucial experiences for economics graduates. Even though economics degrees equip students with many skills that are desirable by employers – like data analysis and problem-solving skills – a shortage of certain skills and wider technological challenges have still been observed among graduates. In this article, we discuss why and how to encourage economics students to participate in work placement programmes. Work placements help students develop transferable skills There is a broad spectrum of benefits associated with the ‘real-world’ experience that students gain through placements. By being immersed in a professional environment, students develop valuable transferable skills across different broad areas, like communication, taking initiative, planning and organisation, and professionalism. Further, students develop and enhance subject-specific skills and knowledge during placements. For instance, they gain data analysis skills by working on ‘real’ data, using them to produce charts and statistics, and critically analysing them. Industry knowledge is important not only in economics-oriented sectors like consultancy or banking, but also in those that require expertise from other disciplines, like energy or telecommunications. The industry knowledge that economics students acquire during their placements in these sectors can offer a strong advantage for certain careers and graduate schemes, like the graduate development programme at Ofgem, Britain’s independent energy regulator. Image credit: Pixabay. Another notable benefit of work placements, perhaps one of the most important, is that students tend to gain confidence in…
disambiguating description: Employability is a key concern for students, educators and employers in the UK. Indeed, many students want to see employability playing a bigger role in their courses. One way in which universities can foster graduate employability is through work-based learning (WBL) programmes, such as work placements.
date posted: 2024-09-24T14:58:53Z
date modified: 2024-09-30T13:14:15Z
employment type: onsite
language: en
keywords: work placements
keywords: employer skills
keywords: employability
keywords: Economics Network
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Teaching Climate Change in Economics
type: Article
title: Teaching Climate Change in Economics
description: Climate change is at the centre of public discourse, and a degree in economics can equip graduates with tools to analyse the challenges it presents and to find effective solutions and policies in response. In this article, building on the Royal Economic Society’s climate summit, we share a few thoughts on how to embed discussion of climate change and environmental sustainability into economics pedagogy. Climate change can sit at the heart of the economics curriculum Many economists see the environment as an essential part of the economic system. Indeed, CORE Econ defines the discipline⁠ “as the study of how people interact with each other and with their natural environment in producing and acquiring their livelihoods, and how this may change over time and differs across societies”. Considering the central role of the environment within real-world economies, the study of climate change and sustainability should be integrated throughout the economics curriculum and not relegated to optional units in the final year. This approach can embed the pressing societal issues our world faces within the subject, helping to motivate students and support their learning. Students studying CORE Econ are regularly asked at the beginning of their programme about what they believe are the most pressing problems that economists today should be addressing. In 2021, climate change and resource challenges featured strongly in answers from students across the world. We also need to consider how to embed climate change in students’ studies. Indeed, some of the work in environmental economics is technical and advanced – think for example of integrated assessment models or the valuation literature. Nevertheless, the research often has very straightforward intuition. For example in microeconomics, public goods, externalities, co-ordination problems, prisoners’ dilemmas and the tragedy of the commons can all be introduced through the lens of climate change. Similarly, in macroeconomics, we can …
disambiguating description: In 2019, the University of Bristol became the first UK university to formally declare a climate emergency. In the following year, a further 36 institutions in the UK followed suit. Beyond their own climate research and agendas to achieve carbon neutrality, universities play a key role in educating their students and the public about the climate crisis.
date posted: 2024-02-05T13:37:57Z
date modified: 2024-05-28T14:24:23Z
employment type: onsite
language: en
keywords: teaching economics
keywords: economics curriculum
keywords: Climate Change
keywords: economics of climate change
keywords: Economics Network
keywords: climate change economics
keywords: economics classroom
type: teach
disciplines: economics
disciplines: socialscience
disciplines: agriculturalenvironmentaleconomics
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Agricultural and Environmental Economics (JEL Q)
discipline labels: General Economics (JEL A)

Encouraging collaboration in teaching data analysis skills
type: Article
title: Encouraging collaboration in teaching data analysis skills
description: We propose three tips on how to successfully encourage collaboration between students in learning data analysis for applied courses: (i) design engaging teaching materials, (ii) get students to work in pairs during classes, (iii) use peer feedback for formative assessments. How to prepare: Engaging teaching materials Figure 1: Cheat sheet used in a session on data analysis and visualisations in Python for complete beginners (Image Credit: Author Generated / Economics Network) First, when choosing the materials, it is key to use real world datasets that are relevant for your students and that they will be interested in exploring further. In this way, even the process of data cleaning, which is quite feared by many students, can turn into a more engaging exercise. Second, during the applied classes (or labs), ask students to solve new exercises that they haven’t seen beforehand. Third, it is important to design cheat sheets that students can use in class, to enhance autonomy during the sessions. This enables students to develop their technical skills and focus on the exercise, rather than spend the session struggling to discover basic commands they need to employ. A cheat sheet also acts as a revision aid for students later. Thus, these cheat sheets should include the key commands (or functions) needed to tackle the exercises. Rather than making this a long list of commands, set up examples that students can follow easily. Then, it is up to them to find the commands from the cheat sheet that are relevant to each exercise. We have included an example of a cheat sheet used during a session on data analysis and visualisations in Python for complete beginners (Figure 1). Students were provided the cheat sheet and given a set of exercises, using a completely different dataset. How to deliver: Work in pairs in classes To facilitate the use of cheat sheets, get students to work in pairs. Pair programming is widely used by data scientists in industry for coding tasks: two peo…
disambiguating description: Given the increase in data availability worldwide and the surge in demand for data literacy in the labour market, more and more economics courses are including data analysis skills in their intended learning outcomes. As a result, helping students to develop these skills in the classroom is increasingly important for economics educators.
date posted: 2023-11-17T22:59:59Z
date modified: 2026-07-29T13:55:16Z
employment type: onsite
language: en
keywords: Stefania Simion
keywords: teaching economics
keywords: teaching data analysis skills
keywords: Economics Network
keywords: data analysis skills
keywords: teaching resources
keywords: Annika Johnson
keywords: Anastasia Papadopoulou
keywords: Python
type: teach
disciplines: economics
disciplines: socialscience
disciplines: datascience
disciplines: generaleconomics
disciplines: economicthoughtmethodology
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Data Science
discipline labels: General Economics (JEL A)
discipline labels: Economic Thought & Methodology (JEL B)

How (and why) can we embed employability within economics degrees?
type: Article
title: How (and why) can we embed employability within economics degrees?
description: Introduction: The motivation for embedding employability skills Undergraduate economics degrees have traditionally been designed to develop a range of analytical skills, including solving economic problems using simple (mathematical) models, evaluating causal relationships via quantitative analysis of (complex) data sets, and the holistic combination of theory and empirics to communicate results to politicians, decision-makers, and the general public. Many of the skills that we think good economists should develop during their undergraduate studies are valued by employers. For instance, the 2019 employers survey from the Economics Network identified that employers value skills such as abstraction; analysis of economic, business and social issues; presenting quantitative ideas; and communicating economic ideas. However, the survey also shows that economics graduates often enter the workplace with gaps in skills that are sought. For example, while economics graduates are likely to have very high proficiency for analysing quantitative data, other key skills – such as the ability to apply economic concepts to a wider context – are scored poorly by employers of economics graduates. Employers also see gaps within economics degrees, suggesting that courses need to improve training in areas such as communication of economic ideas. Another example: while most economics degrees provide students with opportunities to develop skills using software packages such as Stata and R, employers also highlighted that this was still an area that required improvement. Employers emphasised a need for greater understanding of programming, through languages such as Python. Image credit: Pixabay.com. In addition, throughout their careers, graduates will need to develop new skills and learn to adapt in a rapidly changing world. This has led to an increasing demand for graduates who can demonstrate an awareness of key environmental issues, such as sustainability. Further, students will be expec…
disambiguating description: The higher education (HE) sector is under increasing pressure to embed employability skills within the curriculum to prepare students for the real world and create responsible graduates and citizens. This article reflects on how (and why) we, as educators, can better incorporate highly-demanded employability skills into the economics curriculum.
date posted: 2023-10-26T14:40:54Z
date modified: 2026-07-29T10:41:53Z
employment type: onsite
language: en
keywords: Employer skills
keywords: teaching economics
keywords: employability
keywords: Ashley Lait
keywords: Economics Network
keywords: Steven Proud
keywords: Atisha Ghosh
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

The GRE is changing: ETS to streamline the test in September 2023
type: Article
title: The GRE is changing: ETS to streamline the test in September 2023
description: As such, many of the most educated people in the world have spent time studying the GRE and taking the test. There’s a plethora of resources to help students study the test’s structure and the materials likely to be on it while they prepare to get the highest score possible. Because of the GRE’s importance in graduate admissions, it’s beneficial for educators, university staff, and prospective graduate students to stay up-to-date with the exam. On that note, a new announcement from ETS – the company that owns and administers the GRE – came out on May 31, 2023 with details on new changes that are coming to the test. GRE being shortened to quicken scoring time and reduce test-taking fatigue ETS is making significant changes to reduce the length of the GRE. Specifically, their press release states that the GRE (which currently takes about 4 hours to complete) “will take less than 2 hours to complete — roughly half the time of the current test”. Notably, this will make it one of the shortest major tests available in university admissions, particularly at the graduate level. This is being done for a few reasons. First, ETS is aiming to “offer candidates a better experience that values their time and reduces anxiety and fatigue”. With stress and anxiety prevalent in our society, this is a welcome change. The second major reason for introducing a shorter test is to provide a faster turnaround on scoring. The new test will reduce scoring time from 10-15 days to 8-10 days. This change will additionally help students complete and submit their graduate applications more quickly. Adjustments to GRE structure to allow for these changes You might be wondering how this new goal will impact the test structure; after all, cutting the time to take the test in half must involve some sort of sacrifice. To that end, ETS has described the actual test structure changes on their website. It appears that they have aimed to “trim the fat” by reducing the size of certain portions and eliminat…
disambiguating description: The Graduate Record Examinations, more commonly known as the GRE, is one of the most important standardized tests in the world for admission to post-Baccalaureate programs. It’s very often required by universities when considering admission into their Master’s or even PhD programs.
date posted: 2023-06-14T13:26:57Z
date modified: 2026-06-30T07:10:10Z
employment type: onsite
language: en
keywords: ets
keywords: ets educational testing service
keywords: Sean McClung
keywords: GRE
keywords: Graduate Record Examinations
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

How to incorporate macroeconomics in environmental economics courses
type: Article
title: How to incorporate macroeconomics in environmental economics courses
description: Macroeconomic tools play an important role in addressing global environmental challenges, but they are not yet part of the standard environmental economics curriculum. This content deficit remains even as William Nordhaus won a Nobel Prize in 2018 for integrating climate change into long-run macroeconomic models. In this post, I outline teaching resources that will help instructors include macroeconomic content in undergraduate environmental economics courses. Textbooks Most environmental economics textbooks contain some coverage of macroeconomic topics. However, this content is typically covered in less detail than microeconomics topics, and often appears in chapters at the end of the book that are less likely to be assigned due to time constraints. One exception is the book titled Environmental and Natural Resource Economics: A Contemporary Approach by Harris and Roach (2023). This textbook includes macroeconomics content integrated throughout, with the second chapter focusing on the environment and economic development. The book also covers “green” national income accounting, climate change policy, and population and the environment. A unique aspect of this book is that the authors utilize a dual approach by including ecological economics, a perspective that treats the economy as a subset of the larger ecosystem, in addition to the traditional neoclassical economic framework. This comprehensive coverage makes the textbook suitable as either a primary text or supplemental resource. <11an>limit:3;categories:Conferences</11an> Empirics One way to introduce macroeconomic concepts into environmental and natural resource economics courses is to present timely empirical results and stylized facts. For example, recent research by Metcalf and Stock (2020) indicates that carbon taxes do not reduce GDP growth or employment. Instructors can present an overview of their empirical results, published in Resources Magazine, that is straightforward for students to understand. Som…
disambiguating description: At the undergraduate level, environmental economics is typically taught as an applied microeconomics course. However, while topics like externalities and common property resources are great for emphasizing efficiency, they don’t always prepare students to consider environmental concerns as part of the broader economy. Incorporating macroeconomics into these courses can help students understand problems that deal with both scale and efficiency, such as how to reconcile economic growth with environmental quality.
date posted: 2023-08-08T14:03:51Z
date modified: 2024-05-28T15:31:30Z
employment type: onsite
language: en
keywords: Sahar Milani
keywords: macroeconomics
keywords: macroeconomics textbooks
keywords: Environmental Economics
type: teach
disciplines: economics
disciplines: macroeconomicsmonetary
disciplines: socialscience
disciplines: agriculturalenvironmentaleconomics
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Macroeconomics and Monetary Economics (JEL E)
discipline labels: Economics and Social Sciences
discipline labels: Agricultural and Environmental Economics (JEL Q)
discipline labels: General Economics (JEL A)

10 Tips to Make Your Classes More Engaging for Students
type: Article
title: 10 Tips to Make Your Classes More Engaging for Students
description: As if this wasn’t hard enough, it can be very difficult to keep students’ attention during class time. We live in a world of constant distraction, and often it’s difficult for students to engage in classroom material – especially difficult material – for an entire classroom session. The very best teachers know that engaged students learn well, and aim to make their classes not just informative, but also interesting and engaging. This is no easy feat; how can instructors make their economics classes more engaging? INOMICS has collected some tips and tricks, some of which were inspired through our time in economics classrooms. Read on for our top 10 tips on how to better engage your students to help them stay focused and learn. 1. Ask questions and seek your student's opinions One of the best ways to increase student engagement is to directly solicit their thoughts on the material at hand. Giving your students the expectation that you might call on them will inevitably cause them to handle the materials more critically, and pay more attention. It’s an excellent way of focusing students’ minds and instilling in them a healthy scepticism that’s essential to all good study. Be wary, though, some students can be shy when it comes to contributing to class discussions. To counter this, try and create an atmosphere in which questioning is encouraged and students feel comfortable offering an opinion, even if they're unsure. If a student answers a question incorrectly, but elements of their answer are correct, be sure to acknowledge the good parts of their answer before calling on the next student. This will help all of your students recognize that participation won’t punish them. Another tip - your more confident students are likely to be constantly participating while your more quiet students won’t get the chance to talk. To balance this out, ask for hands raised and call first on those students who don’t participate as much; consider “cold calling” students on occasion (but…
disambiguating description: Teaching is an honorable, but difficult, job to do. Economics instructors working in higher education must rapidly and thoroughly communicate complex concepts and theories within tight semester time frames, effectively enough that most students will learn the concepts and pass the course.
date posted: 2016-12-06T16:13:41Z
date modified: 2026-02-23T08:48:38Z
language: en
keywords: teachers
keywords: teaching tools
keywords: teaching methods
keywords: economics lecture
keywords: lecturers
keywords: lecture
keywords: teaching tips
keywords: Teaching
type: teach
disciplines: marketing
disciplines: economics
disciplines: education
disciplines: law
disciplines: socialscience
disciplines: business
disciplines: psychology
disciplines: management
disciplines: generaleconomics
discipline labels: Marketing
discipline labels: Economics
discipline labels: Education
discipline labels: Law
discipline labels: Economics and Social Sciences
discipline labels: Business
discipline labels: Psychology
discipline labels: Management
discipline labels: General Economics (JEL A)

Tips for teaching economics using data
type: Article
title: Tips for teaching economics using data
description: Using data visualization as a learning tool One way of motivating students to engage with economic concepts is to begin by showing a visualization of the data, to stimulate students’ interest. Evidence suggests that these visualizations can increase student learning and engagement and deepen their understanding of economics, particularly at an introductory level. An important aspect of the visualization is that there needs to be a striking feature to draw the student’s attention to an issue, concept, or theory, creating a narrative for students to investigate. A time series graph with spikes or trends in the series can be a useful way of drawing the eye and stimulating interest. The visualization should prompt questions that start the learning process: what is going on? Why is this happening? Data visualization is a powerful tool to raise awareness and interest in many economic concepts, topics and theories. It facilitates the application of economic analysis and therefore aids with the consideration of debates, controversies and alternative schools of thought around those issues. As an example, Figure 1 shows one important macroeconomic indicator: the rate of Consumer Prices Index including owner occupiers' housing costs (CPIH) inflation in the UK. The CPIH is the preferred inflation measure of the Office for National Statistics (ONS). Figure 1: UK rate of CPIH inflation Note: CPIH is CPI plus owner-occupied housing costs and council tax. Source: Based on time series data, ONS (series L55O) In the graph above, student’s attention will probably be drawn to the sharp uptick in inflation from 2021. They should be suitably intrigued and quickly follow up with the question as to why this is happening. Sometimes a chart that shows a contrast between two economic data series can be a powerful tool for illustrating changing relationships. For instance, Figure 2 shows the term structure of interest rates (yield curve) for the United States (US) at two different points in ti…
disambiguating description: Real-world data in their varied forms are the authentic artifacts through which we observe economic phenomena. Such data can be used in economics courses as part of learning and assessment activities to help students construct economic meaning and develop important employment skills in organizing, interpreting and presenting quantitative data.
date posted: 2023-03-01T14:33:38Z
date modified: 2024-01-10T16:28:26Z
employment type: onsite
language: en
keywords: teaching economics
keywords: Dean Garratt
keywords: data visualisation
keywords: Economics Network
keywords: data visualization
keywords: Michael McCann
type: teach
disciplines: economics
disciplines: socialscience
disciplines: datascience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Data Science
discipline labels: General Economics (JEL A)

How to improve diversity in an economics department - a reflection
type: Article
title: How to improve diversity in an economics department - a reflection
description: It is important to have a diverse classroom in economics, because it brings richness in intellectual exchange, and because economics deals with contemporary policy issues that affect everyone – not just the visible majority. In the economics department at St. Lawrence University, a small liberal arts college in upstate New York, we considered ways to increase the diversity of our majors while improving the professional climate in our department. We developed our diversity plan in the academic year 2021-2022 and immediately started work on implementation. This brief reflection on our comprehensive approach to diversity offers some advice to academic departments who are looking to make a difference. 1. Acknowledge the problem but highlight existing strengths Before investing in diversity initiatives, it is important to conduct an honest assessment of the status quo. Using institutional data from 2011 to 2015 curated by the Federal Reserve Bank of New York, we took a critical look at the demographics of our majors and found that women tend to major in economics at lower rates, both at St. Lawrence and in our “New York 6” liberal arts college peer group. However, 21.7% of African American men at St. Lawrence major in economics, more than twice the rate of any other school in the peer group. St. Lawrence also has much higher rates for Asian American men (31.3%) and Asian American women (14.8%) than similar schools. While women remain underrepresented among our majors (5.6% of white women and 3.9% of minority women study economics at St. Lawrence), racial minorities tend to choose economics as their major at relatively higher rates and this is something to be recognized. Economics is a global profession. According to the 2020 NSF Survey of Earned Doctorates, 56.6% of US doctoral recipients in economics were temporary visa holders. Likewise, our department contains economics professors from six different countries. To capitalize on this strength, we developed a learning go…
disambiguating description: Economics is a popular major in the US, but relatively few women and historically underrepresented minority students choose it as their field of study. This reality is reflected in stagnant US graduation trends; women earn approximately 30% of bachelor’s degrees in economics, and Black, Hispanic, and Native American students earn less than 15%.
date posted: 2022-11-23T15:41:16Z
date modified: 2024-02-15T21:30:24Z
employment type: onsite
language: en
keywords: Sahar Milani
keywords: economics department
keywords: women in economics
keywords: diversity in economics
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Developing a teaching profile: Why and how?
type: Article
title: Developing a teaching profile: Why and how?
description: Teaching related metrics have also gained prominence. The annual National Student Survey of final year undergraduate students’ views of their programmes and universities; the greater attention paid to various national and international university rankings and the more recent Teaching Excellence Framework exercises have led to more attention being given to teaching and learning. Possibly reflecting this, there has also been a noticeable shift in the academic composition of many UK university economics departments. While historically departments recruited colleagues on research and teaching contracts, there are a growing number of departments that are recruiting academics with a greater emphasis on teaching (and administration) in their contracts. Regardless of the type of contract an academic is on, they increasingly need to demonstrate teaching effectiveness to ensure permanent contracts and promotions. In addition, a greater number of universities are also placing value on (and in some cases insisting upon) academics getting Advance HE teaching recognition in the form of Fellowship, Senior Fellowship or Principal Fellowship qualifications. As a result, academics are being asked to produce teaching profiles, teaching- focused CVs and evidence of their effectiveness as an educator. This article provides advice on how to approach writing these teaching profiles, including suggestions for the evidence to collate and include. How to evidence teaching effectiveness Academics should be consistently collecting evidence to demonstrate the quality and impact of their teaching. This information will be crucial if and when you are required to present a teaching profile, and can also be useful as a source of information (selected and probably in abbreviated form) for a teaching-focused CV. Most obviously, we should keep a record of the modules we teach each year, noting whether we take on the role of module leader, lecturer, or tutor, as well as the approximate number of studen…
disambiguating description: The increasing importance of evidencing teaching effectiveness In recent years, the UK higher education environment has noticeably changed. Research Assessment Exercises and then the Research Excellence Framework have highlighted the importance of academics not only being research- active but regularly publishing high quality outputs in internationally recognised academic journals.
date posted: 2022-09-26T13:30:54Z
date modified: 2024-02-15T21:22:14Z
employment type: onsite
language: en
keywords: Teaching profile
keywords: academic economist
keywords: Caroline Elliott
keywords: Economics Network
keywords: teaching
keywords: teaching portfolio
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Using online games to teach economics
type: Article
title: Using online games to teach economics
description: In our experience, using short in-class games is a great way to engage students. In addition, it makes it easier to get across the underlying economic theory and bring out the implications of the resulting predictions. There is also evidence to suggest that introducing games can have a positive impact on students’ learning. These games typically take between 20 and 40 minutes to run. During this time, students make decisions and find out the implications of their payoffs (winnings) at the end of the round. Then, in subsequent rounds they can respond to the outcomes from their own and their classmates’ previous behaviour. Traditionally, in-class games were played in a paper-based format in face-to-face classes. For example, experimental economics pioneer Charles Holt demonstrated that ordinary playing cards can be used to facilitate the running of games. However, over the last ten years, many online versions of economics games have been developed. Students can play these games on laptops, tablets or even mobile phones. As a result, it is now possible to play online games in the classroom or even through remote delivery. The following websites provide, typically for free, a wide range of single player and interactive games covering topics including game theory, industrial organisation, macroeconomics, the environment, and finance: Vecon Set up by Charles Holt, this site provides a wide range of games for free. These include classic lottery and intertemporal decision making games and a host of market-based games as well. They are all presented with simple graphics and easy to use interfaces. The results can be presented in graphic form and saved to be revisited in subsequent classes. Economics-Games Again free, this site provides a range of single and multiplayer games. These include both simple games and more involved simulations, for example on pricing strategies and competition in markets. ClassEx This is another site that provides a wide range of games for free. On…
disambiguating description: The playing of simple, short games has become an increasingly common way to teach a range of key concepts and theories in economics.
date posted: 2022-07-05T13:46:39Z
date modified: 2024-08-02T13:22:06Z
employment type: onsite
language: en
keywords: online games
keywords: Economics Network
keywords: Economics games
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Top tips for audio feedback
type: Article
title: Top tips for audio feedback
description: Recent research has suggested that feedback is more effective if we stop seeing it as an event that students receive, but rather as a conversation enabling students to gain a deeper understanding of the material. Effective feedback should be timely, encourage students, and provide useful tips for how to improve. Audio feedback - whereby the instructor records a clip for the student to listen to - is an easy-to-implement alternative to written feedback that acts as the beginning of this conversation. Audio feedback may have better engagement from students and be easier to provide in a timely manner. Compared with written feedback, it can be more interesting and unique as students feel the person marking their work is talking to them. As students perceive verbal feedback as more personal than written feedback, they respond more positively since it feels closer to a dialogue. This short guide can help you get started with providing audio feedback. How can I provide audio feedback? Most virtual learning environments (including Blackboard, Moodle, Canvas) and marking platforms (such as Turnitin) have the functionality to record audio feedback. This allows users to record directly on the platform, making it significantly easier and quicker. The audio feedback is then directly linked to the corresponding submission, so there is nothing more you need to do. If you don’t have access to a marking platform that allows audio feedback, or you want the opportunity to edit or add a transcript, you can record locally on a desktop/laptop or even a smartphone. Then, you can use an app to manage and send your feedback. There are many free apps and software packages available to record audio feedback that, in many cases, also allow you to edit the recordings. However, it should be noted that the sound quality might be affected by the microphone or the software used. If you are manually recording the audio feedback for a large course, make sure you carefully name the files, so that you …
disambiguating description: Good feedback helps students to understand the scale of any weaknesses in their understanding. To be effective, it will also be timely, encourage students and provide useful tips for how to improve in the future.
date posted: 2022-06-29T12:48:49Z
date modified: 2024-05-28T15:03:07Z
employment type: onsite
language: en
keywords: providing feedback
keywords: audio feedback
keywords: Economics Network
keywords: verbal feedback
keywords: Anthi Chondrogianni
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Teaching Economics with Real-World Context
type: Article
title: Teaching Economics with Real-World Context
description: Today’s students share a collective angst, an anxiety about the future—and rightfully so: worried about getting a job, worried what the planet will look like when they are ready to settle down and raise a family, and even angry that they had nothing to do with climate change; it was not of their doing, but placed on their laps - a negative externality if you will - only to unravel and become their responsibility. Students (and the public) look to economics and the economics profession for help and guidance. Probably at no time in recent history have we had a greater ethical obligation to educate our students within a context of hope and aspiration so that all can successfully (and sustainably) provision for themselves and for others. Based on our collective years of teaching, as well riding the waves of pluralism, sustainability, and rethinking economics, we offer the following suggestions for would-be teachers of economics and, of course, veteran teachers as well. 1. Align Course Content with Current Issues We need not become messengers of doom and gloom; instead, emphasize the role of education in giving students the ability to think and to solve problems. And, most importantly, let’s instill students with a sense of optimism and empowerment (for a helpful resource, see Boyd and Reardon 2020). Construct the course so it aligns with the big issues of the day, and today there is no bigger issue than climate change, and how we can live our lives sustainability (A helpful guide is the UN 17 SDGs; also see Reardon et al. 2018, and Reardon 2021). Doing so will make the course more thematic and interesting to students, while still covering core topics, but grounded in the context of the 21st century. And it will shed light on other pressing problems such as inequality, migration, species depletion, technological change, and even the coronavirus itself, all of which are interrelated with climate change. Our goal is to educate and not to proselytize. Not all economists thi…
disambiguating description: The following article first appeared in the INOMICS Handbook 2022. Download the INOMICS Handbook While every generation claims its problems are the most formidable and pressing in the annals of humankind, our generation certainly has a strong case: a global pandemic that has already taken five million lives, and a world seemingly headed toward catastrophe, unable to keep global temperatures from rising and thus contain climate change.
date posted: 2022-06-20T04:00:00Z
date modified: 2023-07-05T18:19:55Z
employment type: onsite
language: en
keywords: Ioana Negru
keywords: teaching economics
keywords: Jack Reardon
keywords: pluralism
keywords: Maria Alejandra Madi
keywords: Stuart Birks
keywords: Juan Carlos Moreno Brid
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

The Top Apps for Economists
type: Article
title: The Top Apps for Economists
description: World, Business, & Financial News Apps 1. The Economist App Store / Google Play This app from The Economist magazine focuses on news and analysis for economics topics from around the world. It offers a selection of free articles from The Economist, plus reports on current affairs, science, technology, and other news. You can save articles to read later and share articles over social media. If you’re a regular reader of The Economist, then this app is a must-have. 2. Yahoo Finance App Store / Google Play One of the most popular finance apps is Yahoo Finance, which you can use to track the stocks that you are interested in and get real-time information on the stock market. There is also a section for finance news which has all the headlines you need to read to stay updated about the current economy. The app is mostly aimed at investors, but with all this information it’s also helpful for economists (particularly those in the finance industry) who want to stay informed. 3. Castbox App Store / Google Play A great way to keep up with the latest news and discussions in economics is to listen to podcasts. Podcasts like Marketplace, Planet Money, or Bloomberg Taking Stock are great ways to learn about current events with an economics angle, and you can listen to them while you are exercising or pottering around the house. Castbox is a free and easy to use podcast app. 4. Bloomberg App Store / Google Play Another very popular finance app like Yahoo Finance is Bloomberg. This app has sections for business and finance news, market data, and portfolio tracking. The news section is also outstanding and offers analyses and opinion pieces as well. Economic Databases 5. FRED App Store / Google Play Another fantastic place to find economic data, the Federal Reserve Economic Database (FRED) app contains “nearly 810,000 economic data series from 108 regional, national, and international sources”. These data series include a myriad of economic indicators and variables, like interest ra…
disambiguating description: In spite of all its distracting qualities, your phone is one of the most useful tools you’ve got, whether you’re studying or working in the field. It’s simply a question of how you use it. With this in mind, we have compiled a list of apps that are helpful for economists to have. They can help you find data, stay up to date, and crunch numbers on the go. INOMICS takes part in the Apple affiliate program. This article contains affiliate links, which means we may earn money through any qualifying purchases made after you click through. However, this is not a sponsored post.
date posted: 2018-07-19T07:00:00Z
date modified: 2026-07-06T11:02:17Z
employment type: onsite
language: en
keywords: app
keywords: mobile apps
keywords: economics
keywords: Georgina Torbet
keywords: edutainment apps
keywords: investing apps
keywords: economy
type: teach
disciplines: economics
disciplines: socialscience
disciplines: business
disciplines: econometricsstatisticsquantitative
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Business
discipline labels: Econometrics, Statistics and Quantitative Methods (JEL C)
discipline labels: General Economics (JEL A)

Building a Teaching Career in Economics
type: Article
title: Building a Teaching Career in Economics
description: A growing number of universities offer different career pathways into teaching roles, making it possible to pursue a career in academia tailored towards your specialism. This might be a traditional teaching and research role or a teaching and scholarship-focused role. For a research and teaching role, universities will often place a great weight on your published and ongoing research, your potential for producing world-leading research, and how well your research fits into the overall balance of the department. Institutions will also look at your statement of teaching philosophy. Though, in some institutions, research potential may be given more weight in decision making. However, for teaching-focused positions the balance of the role will be skewed towards teaching. So, institutions will be looking for evidence of your teaching philosophy and engagement in thinking about pedagogy, alongside your research. Some institutions will expect academics working in teaching and scholarship-related roles to continue with discipline-focused research, whereas others will place more emphasis on scholarship of teaching and learning, such as through evaluation and development of pedagogies. It is likely that a teaching-focused career will require you to engage with a higher teaching load than a traditional research and teaching role. In some institutions, teaching-focused academics may teach twice as many hours as “research and teaching” academics. Any application will need to be tailored to the role and institution to which you are applying. Be passionate about teaching and pedagogy! If you intend to start a teaching career in economics, it is important to have a passion for teaching and the ability to motivate and inspire students. Teaching with passion means bringing knowledge into the classroom with enthusiasm, creating interaction with students, and sharing your own interests and research, where relevant, for discussion. If you are passionate about education, a teaching caree…
disambiguating description: This article was produced in cooperation with the Economics Network, the largest and longest-established academic organisation devoted to improving the teaching and learning of economics in higher education. Learn more about the Economics Network here. When you enter the job market for teaching economics, the institutions that you are applying for may well have different characteristics. Therefore, you may need to tailor your application to the type of institution and the role specifications in the job advert.
date posted: 2022-05-16T09:43:03Z
date modified: 2022-08-09T14:15:24Z
employment type: onsite
language: en
keywords: teaching economics
keywords: economics education
keywords: teaching careers
keywords: Economics Network
keywords: Lory Barile
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

How to research and publish in economics education
type: Article
title: How to research and publish in economics education
description: A recent article introduced a range of publications and conferences focused on teaching, assessment and pedagogy in both economics and more widely. This article may help motivate you to adopt a more innovative approach to teaching, and may also spark the desire to share your work in pedagogy. Just as with research in economics, there are a wide range of areas within pedagogy that you could focus research in, and the skills developed as an academic economist are often transferrable when thinking about teaching and learning more generally. In this article, we will discuss some of the key elements needed to publish research relating to economics education. 1. Develop teaching innovations A first step towards developing research in pedagogy might be to explore new teaching innovations. These don’t need to be radical innovations, but just need to be novel. For example, you might introduce a game within a principles of economics lecture to illustrate marginal productivity through active learning. A good understanding of what has been developed and evaluated previously is important here. Economics journals such as the International Review of Economics Education, the Journal of Economic Education and the Journal of Economic Teaching may provide you with inspiration. They can also help identify what has worked, and what has not. Some journals will publish work introducing an innovation, but for most journals it will also be important to evaluate the teaching innovation. 2. Evaluate economics teaching innovations Having introduced a new teaching innovation, it is usually important to evaluate the innovation. Economists have significant training in evaluation, and this can build upon the applied economics you have learned during your PhD, or earlier. The principal reason for evaluating the innovation may be to check that it is having the desired effect, and is not having any deleterious effect on student outcomes. Of course, the act of evaluating the innovation may also mean t…
disambiguating description: As you develop your career in higher education economics, you will likely be carrying out research within a field in economics. But you will also likely be involved in delivering and developing teaching within your department. As a result, you may be interested in developing and disseminating an understanding of what students should learn and how they learn.
date posted: 2022-05-06T15:45:18Z
date modified: 2022-05-09T08:04:15Z
employment type: onsite
language: en
keywords: research in economics education
keywords: economics education journals
keywords: economics education
keywords: publish economics education
keywords: Steven Proud
type: teach
disciplines: economics
disciplines: socialscience
disciplines: generaleconomics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: General Economics (JEL A)

Top YouTube Channels to Learn Econometrics and Economics
type: Article
title: Top YouTube Channels to Learn Econometrics and Economics
description: So, are you looking for resources to learn economics online? INOMICS has got you covered, whatever your reason. We’ve published various articles that aim to help our readers make the most of online resources already out there. Some of the most popular thus far have included free and paid for online courses in econometrics, lessons in mathematics and statistics, and a list of the best (in our humble opinion) economics podcasts. Continuing in this vein, we would now like to share with you a list of the best YouTube channels we could find, updated for 2022 and useful for any student of economics. For more online learning opportunities click here INOMICS We’re big readers here at INOMICS, but did you know that you can watch our content, too? Aimed at young economists, our Youtube channel’s fun, short, and informative videos help explain all those economics terms you should know, but often don't...Need a quick definition of the prisoner's dilemma? INOMICS has just the video for you. New Economic Thinking It’s important to question conventional understandings of economics, especially when they may uphold systems of oppression or hide ideological assumptions that need unpacking, debating and challenging. The Institute for New Economic Thinking’s channel does an excellent job of this, featuring regular interviews with economists at the front-line who are moving the discipline forward. Marginal Revolution University Marginal Revolution University believes that economics has the power to change the way you see the world. Their mission is to help you discover your inner economist, one video at a time. With full courses like the principles of micro and macroeconomics, mastering econometrics and series like everyday economics, checking out MRU really is a must for any budding economics student. <11an>limit:2;categories:jobs|courses|conferences|Professor;disciplines:Econometrics, Statistics and Quantitative Methods (JEL C)|General Economics (JEL A)</11an> EconplusDal Next up is E…
disambiguating description: Online learning is not a novelty anymore. During the coronavirus pandemic and subsequent lockdown, many institutions were forced to invest in their online program offerings - or simply adjust their courses to be online-friendly. But sometimes it’s nice to learn without having to fully commit to a long program. Other times, learning from a different source can help new concepts make sense, or can refresh the memory.
date posted: 2018-10-07T22:00:00Z
date modified: 2026-07-06T11:04:41Z
language: en
keywords: youtube
keywords: courses
keywords: economics
keywords: learning tools
keywords: resources
keywords: Online resources
keywords: Lectures
type: teach
disciplines: economics
disciplines: socialscience
disciplines: business
disciplines: econometricsstatisticsquantitative
disciplines: datascience
disciplines: generaleconomics
disciplines: finance
disciplines: statistics
discipline labels: Economics
discipline labels: Economics and Social Sciences
discipline labels: Business
discipline labels: Econometrics, Statistics and Quantitative Methods (JEL C)
discipline labels: Data Science
discipline labels: General Economics (JEL A)
discipline labels: Finance
discipline labels: Statistics