Comparative economics systems in the undergraduate curriculum: An update

Kovzik, Alexander; Johnson, Marianne

doi:10.1080/00220485.2015.1106362

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…In order to analyze the outcomes of studying some courses, like International Marketing by comparing Perúand Guatemala (Pestonjee et al, 2010), or Comparative Economics Systems in the United States (Kovzik and Johnson, 2016), authors have used Likert-type scale surveys and other methodologies.…”

Section: Comparison Methodsmentioning

confidence: 99%

The best universities of the world and ours: A comparison of the economics major curricula

Zanzzi

Bernabé

Fernández

et al. 2019

Citizenship, Social and Economics Education

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This research compared the economics curriculum of the economics undergraduate programs of the best universities in the world, and those of universities within a developing country (Ecuador), in order to show the basic formal differences and the common characteristics (intra-rankings and inter-rankings). The proposed comparison criteria were the academic load, the professional approach, and the common core courses. We found that, in the best universities in the world, the students must study between 30 and 40 courses. It is almost half than in Ecuador. In the group with the lower status the distribution of courses was more dispersed. Another difference was that low-level local universities teach courses of general application, and those of worldwide category are focused in teaching only specific economics courses.

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Section: Comparison Methodsmentioning

confidence: 99%