Tom holds degrees from the Universities of Bonn and Cologne and has taught economics at institutions in Germany, Turkey and the United Kingdom. Tom is Associate Fellow of the Higher Education Academy in England and Honorary Research Fellow at the University of Dundee, Scotland. He is currently based at FiFo Institute for Public Economics at the University of Cologne. In his research, Tom studies differences between the private, public and voluntary sectors, focusing on "Who pays for what, and why?". In 2019, Tom co-authored the winning essay for the Richard Koch Breakthrough Prize hosted by the Institute of Economic Affairs, proposing a policy to restructure the funding of post-school education and broaden opportunities for young people in the UK. Tom joined INOMICS as Economics Editor where he contributes to the development of educational material for students of economics.
Tom McKenzie
From this author:
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- Economics Terms A-Z
- Posted 4 years ago
Antitrust Policies
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- Economics Terms A-Z
- Posted 4 years ago
Price Elasticity of Demand
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- Economics Terms A-Z
- Posted 4 years ago
Elasticity of Substitution
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- Economics Terms A-Z
- Posted 4 years ago
Price Elasticity of Supply
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- Economics Terms A-Z
- Posted 2 years ago
Substitution Effect and Income Effect
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- Economics Terms A-Z
- Posted 4 years ago
Asymmetric Information
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- Economics Terms A-Z
- Posted 4 years ago
Ceteris Paribus
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- Economics Terms A-Z
- Posted 4 years ago
Cross Elasticity of Demand
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- Online Education
- Posted 4 years ago
From University Campus to Remote Education: How Steep is the Learning Curve?
Universities around the world are currently experiencing a crash course in online education. The coronavirus pandemic has shaken the sector in a big way, leaving professors and students struggling to complete the academic year off campus and having to prepare for the next one under very uncertain circumstances. Although online learning has been around for at least two decades, adapting all courses to remote forms of education is proving a steep learning curve for most institutions. Applying a basic economic principle and considering some of the evidence on online versus traditional teaching methods can help to assess the likely effects of recent campus closures on student learning outcomes and to see how course provision and programme design may develop in the longer term.
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- Economics Terms A-Z
- Posted 4 years ago
Cobb-Douglas Production Function
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- Economics Terms A-Z
- Posted 4 years ago
Externalities
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- Economics Terms A-Z
- Posted 4 years ago
Deadweight Loss
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- Economics Terms A-Z
- Posted 7 months ago
Labor Market
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- Economics Terms A-Z
- Posted 4 years ago
Consumer Surplus and Producer Surplus
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- Economics Terms A-Z
- Posted 4 years ago
Adverse Selection
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- Economics Terms A-Z
- Posted 4 years ago
Scarcity and Choice
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- Economics Terms A-Z
- Posted 4 years ago
Income Elasticity of Demand
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- Economics Terms A-Z
- Posted 4 years ago
Economies of Scale
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- Economics Terms A-Z
- Posted 4 years ago
Derivatives of Functions
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- Economics Terms A-Z
- Posted 4 years ago
Capital Markets
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- Economics Terms A-Z
- Posted 7 months ago
Factor Markets
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- Economics Terms A-Z
- Posted 4 years ago
Trade Barriers
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- How the Crisis is Opening Opportunities for the Profession
- Posted 2 years ago
COVID-19 and the Economists’ Redemption
The following article first appeared in the INOMICS Handbook 2021. Download the INOMICS Handbook On a visit to the London School of Economics in November 2008, the Queen asked her hosts why no one had seen the financial crisis coming. It took the professors nine months to come up with an excuse, put forth in a letter in July 2009:
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- Economics Terms A-Z
- Posted 4 years ago
Oligopoly
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- Economics Terms A-Z
- Posted 4 years ago
Demand Curve
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- Economics Terms A-Z
- Posted 4 years ago
Utility Maximization
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- Economics Terms A-Z
- Posted 1 year ago
Indifference Curves
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- Economics Terms A-Z
- Posted 4 years ago
Edgeworth Box
