nep-sog New Economics Papers
on Sociology of Economics
Issue of 2019‒05‒20
two papers chosen by
Jonas Holmström
Axventure AB

  1. Alphabetized co-authorship in economics reconsidered By Wohlrabe, Klaus; Bornmann, Lutz
  2. What economics education is missing: The real world By Pühringer, Stephan; Bäuerle, Lukas

  1. By: Wohlrabe, Klaus; Bornmann, Lutz
    Abstract: In this article, we revisit the analysis of Laband and Tollison (2006) who documented that articles with two authors in alphabetical order are cited much more often than non-alphabetized papers with two authors in the American Economic Review and the American Journal of Agricultural Economics. Using more than 120,000 multi-authored articles from the Web of Science economics subject category, we demonstrate first that the alphabetization rate in economics has declined somewhat over the last decade. Second, we find no statistically significant relationship between alphabetized co-authorship and citations in economics (the coefficients are very small). Third, we show that the likelihood of non-alphabetized co-authorship increases the more authors an article has.
    Keywords: alphabetization, co-authorship, citations, Web of Science
    JEL: A12 A14
    Date: 2019–05–10
  2. By: Pühringer, Stephan; Bäuerle, Lukas
    Abstract: The global financial crisis (GFC) led to increasing distrust in economic research and the economics profession, in the process of which the current state of economics and economic education in particular were heavily criticized. Against this background we conducted a study with undergraduate students of economics in order to capture their view of economic education. The paper is based on the Documentary Method, a qualitative empirical method, which combines maximum openness with regard to the collection of empirical material coupled with maximum rigor in analysis. The empirical findings show that students enter economics curricula with (1) epistemic, (2) practical or (3) moral/political motivations for understanding and dealing with real-world problems but end up remarkably disappointed after going through the mathematical and methods-orientated introductory courses. The findings further indicate that students develop strategies to cope with their disappointment - all of them relating to their original motivation. The theoretical contextualization of the empirical findings is based on the psychological concept of cognitive dissonance.
    Keywords: Economic education,real-world orientation,cognitive dissonance,Global Financial Crisis,qualitative social research,Documentary Method
    JEL: A10 A11 A12 A20 B49
    Date: 2018

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