Assessment of economic threshold concepts in higher education

Tang, Tommy

doi:10.1016/j.iree.2018.11.002

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…However, this has proven otherwise which is similar to what suggested previous study. Learning economics in classroom is not guarantee for student to understand economics in the real world (Tang, 2019).…”

Section: Discussionmentioning

confidence: 99%

Economic Literacy: Does It Matter for Policy Understanding?

Ismail¹,

Hussin²,

Muhammad³

2019

RWE

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The quality of human capital is indispensable for economic growth and sustainability. The developed nations have shown evidence of a positive relationship between education and economic development. In all respects, a better understanding of economics among citizens has led to more efficiency in implementing economic policies. In this paper, we explore a possible relationship between economic literacy and policy understanding. Policy knowledge, interest and explanation are measured through policy understanding. This study used the students’ teachers as a sample and found that economic literacy was below 50 per cent. Meanwhile, the level of policy understanding was moderate. Interestingly, our findings showed that economic literacy is not strongly associated with economic policy understanding. Policy interest appeared as an important element for policy understanding among the sample. In a volatile economic environment, the level of economic knowledge among the population is a vital factor for the implementation of economic policies. A further investigation must be conducted to assess this issue.

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Section: Discussionmentioning

confidence: 99%

Economic Literacy: Does It Matter for Policy Understanding?

Ismail¹,

Hussin²,

Muhammad³

2019

RWE

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“…Since reality is complex, 'messy', and 'ill-structured', a way of creating authenticity in education is to let students encounter ill-structured or messy problems. Karagiorgi and Symeou (2005) argue that such problems help students generate new knowledge, for example by learning to distil relevant information from irrelevant (Tang, 2019). Savery (2006) and Peddibhotla (2016) pinpoint that the starting point in such problems is to identify what the problem really is, something which reflects reality well.…”

Section: Ill-structured and Open-ended Problemsmentioning

confidence: 99%

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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Cost is considered a crucial factor in much decision-making in private and public organisations. Therefore, the ability to calculate total estimated costs for different alternatives is important. However, such total cost analysis is a challenging task. Providing students with the knowledge and skills needed for total cost analysis is therefore relevant in several disciplines within higher education. Within logistics management, total cost analysis is for decades by several scholars regarded as a 'cornerstone', a fundamental part of the discipline. However, except for describing the basic steps and presumptions, the literature does not give much support concerning how to conduct such analyses, or which the difficulties associated with total cost analysis are. This blank space in literature is not limited to the logistics discipline, it stretches throughout many disciplines. Neither does literature cover how to teach to support students' learning of total cost analysis. Hence, to address the lack of research, the purpose of this thesis was formulated as follows: To contribute to the understanding of conducting, learning, and teaching total cost analysis. Three research questions were shaped to address each part of the purpose: conducting, learning and teaching. RQ1 What challenges are connected to the process of conducting total cost analysis? RQ2 What thresholds are there for learning how to conduct total cost analysis? RQ3 How can total cost learning be supported by suitable educational methods? The research questions are connected to each other in the sense that the challenges of conducting total cost analysis (RQ1) indicate within which areas total cost learning is difficult, and thereby where thresholds are to be investigated (RQ2). Further, knowledge about the learning thresholds is needed to discuss suitable educational activities (RQ3). The research was conducted by a combination of literature reviews and multiple case studies at four Higher Education Institutions, where both teachers and students were approached. The findings for RQ1 were developed in an abductive procedure walking back and forth between literature and cases. A twelve-step process for total cost analysis was defined, and specific challenges associated for each of these steps. Regarding learning thresholds (RQ2), perceived difficulties with learning total cost analysis were identified in the case studies. These difficulties were then analysed against threshold characteristics available in literature. This resulted in the identification of four total cost learning thresholds. Literature on constructivist-based teaching was used to suggest teaching methods to support learning (RQ3). These types of activities proved to match the ones most appreciated by teachers and students in the studied cases.

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Ökonomisches Denken und Alltagsdenken: Herausforderungen für einen Conceptual Change

Mittelstädt

2020

Ökonomische Erkenntnisse Verständlich Vermitteln

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Assessment of economic threshold concepts in higher education

Cited by 4 publications

References 18 publications

Economic Literacy: Does It Matter for Policy Understanding?

Economic Literacy: Does It Matter for Policy Understanding?

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Ökonomisches Denken und Alltagsdenken: Herausforderungen für einen Conceptual Change

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