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on Post Keynesian Economics |
| By: | Johannes Buchner |
| Abstract: | The goal of these notes is to make the concept of "pseudo goodwin cycles" mathematically more precise. At first the title seems like a contradiction to have a wage-led model and still find goodwin cycles in it, but the point we try to make in the paper is that those are only `pseudo-goodwin' cycles, and not real goodwin cycles. |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:arx:papers:2505.23513 |
| By: | Kristen Cooper; Ori Heffetz; John Ifcher; Ekaterina Oparina; Stephen Wu |
| Abstract: | This paper discusses ideas for incorporating the study of happiness and other measures of self-reported or subjective well-being (SWB) into undergraduate economics courses. We begin by motivating why students of economics would benefit from learning about SWB, and then proceed to provide examples of ways to introduce this topic into different parts of the curriculum: macroeconomics, microeconomics, and upper division electives. |
| Keywords: | subjective wellbeing, self-reported wellbeing, economics of happiness, teaching economics |
| Date: | 2025–04–07 |
| URL: | https://d.repec.org/n?u=RePEc:cep:cepdps:dp2090 |
| By: | Zhou, Peng (Cardiff Business School, Cardiff University) |
| Abstract: | This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an undergraduate economics module, which received qualitative feedback and quantitative evaluation. Formal econometric models with both binary and continuous treatment effects were developed and estimated to quantify the effects of the proposed approach. Evidence shows that the nonlinear teaching approach significantly improves the effectiveness and efficiency of the learning-teaching process but does not promote student attendance. |
| Keywords: | nonlinear teaching approach; higher education; experimental action research; treatment effects |
| JEL: | A22 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:cdf:wpaper:2025/11 |
| By: | Simone Borghesi; Phoebe Koundouri (Dept. of International and European Economic Studies, Athens University of Economics and Business); Linda Nostbakken |
| Abstract: | The current US administration's actions have increasingly undermined academic freedom and environmental research, posing significant challenges not only domestically but also globally. This commentary provides a European perspective on the consequences of these developments for scientific inquiry, data availability, and evidence-based policymaking. While our US colleagues document the direct harms within the United States, we emphasize how European researchers and institutions can respond constructively. We discuss strategies for mitigating the impact of reduced US leadership in environmental economics, including strengthening transatlantic collaboration, safeguarding open data, and advancing independent research. Ultimately, we argue that Europe has a critical role to play in sustaining scientific rigor and policy relevance in the face of political disruptions abroad. |
| Date: | 2025–06–12 |
| URL: | https://d.repec.org/n?u=RePEc:aue:wpaper:2539 |
| By: | Matthias Oschinski; Christian Spielmann; Sonali Subbu-Rathinam |
| Abstract: | Similar to electricity and the steam engine, Artificial intelligence (AI) is considered to be a general-purpose technology (Crafts, 2021). As such, it holds the potential to transform numerous occupations and industries, reshaping the career trajectories of many students, including those studying economics. This paper examines skills requirements for jobs most commonly pursued by U.S. economics graduates, analyses how skills demand has already changed between 2015 and 2023, a period of rapid AI development, and discusses AI’s likely impact on job profiles. Based on our findings, we explore the implications for economics teaching at the university level. Adapting university curricula to these labor market shifts and equipping students with relevant skills is crucial for shaping a future-ready economics education. |
| Date: | 2025–04–02 |
| URL: | https://d.repec.org/n?u=RePEc:bri:uobdis:25/788 |
| By: | - |
| Abstract: | Latin America and the Caribbean is facing a number of development traps that pose significant obstacles to a more productive, inclusive and sustainable future. This development crisis coincides with an international context that has changed considerably in the last decade —both on the geo-economic and geopolitical fronts— and which is shifting towards a new set of rules for trade and investment. For its fortieth session, the Economic Commission for Latin America and the Caribbean (ECLAC) is putting forward a new proposal analysing three transformations that are vital for moving towards a new development model: (i) a productive transformation for higher, sustained, inclusive and sustainable growth; (ii) a transformation to reduce inequality and foster inclusion and social mobility; and (iii) a transformation to boost sustainability and combat climate change. This document includes various proposals for carrying out these transformations, with a focus on how to manage them so as to overcome the development traps in the region. Managing these transformations requires improved governance; strengthening of the technical, operational, political and prospective capabilities of institutions; and the promotion of social dialogue. |
| Date: | 2024–10–04 |
| URL: | https://d.repec.org/n?u=RePEc:ecr:c39025:80728 |