Discover 11 opportunities in economics network

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.

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.

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.

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.

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.

The European Job Market for Economists (EJME) takes place annually. It aims to ensure that economics students who are about to complete (or have recently completed) their PhD make the best possible job match with institutions recruiting research economists.

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.

The playing of simple, short games has become an increasingly common way to teach a range of key concepts and theories in economics.

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.

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.

As an academic economist, it is likely that you will be engaged in both research and teaching. As you develop your skills, it will be important to think about what makes good teaching, and how the discussion about pedagogy in economics education develops over time. Knowledge and appreciation of the debates in pedagogy may also be important as you apply for external certification, such as an Advance HE fellowship. You may even want to develop and write for publication about economics pedagogy. There are a range of journals and conferences for those interested in higher education pedagogy.