Economics Education and Greed

Wang, Long; Malhotra, Deepak; Murnighan, J. Keith

doi:10.5465/amle.2009.0185

Cited by 256 publications

(177 citation statements)

References 52 publications

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“…It is argued that students in economics are taught models based on rational choice theory, where actors are described as self-interested rational profit-maximizing actors, which in turn affect their view about themselves and others. The major dispute in this discussion is whether students in economics become more egoistic during their studies (treatment effect) or whether students with more egoistic values choose to study economics (selection effect) (Carter and Irons 1991;Frank et al 1993;Frank and Schulze 2000;Meier 2003, 2005;Marwell and Ames 1981;Wang et al 2011).…”

Section: Higher Education and Environmental Supportmentioning

confidence: 99%

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

Harring

Lundholm

Torbjörnsson

2016

World Sustainability Series

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Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.

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Section: Higher Education and Environmental Supportmentioning

confidence: 99%

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

Harring

Lundholm

Torbjörnsson

2016

World Sustainability Series

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“…The exposure of corporate bankruptcies (e.g., Enron, WorldCom), which were at least partly rooted in managerial ethical misbehavior, has confronted business schools with increased demand to educate managers to perceive their profession as an ethically based one (Khurana & Nohria, 2008;Nelson, Poms, & Wolf, 2012;Trank & Rynes, 2003). Despite some discussion of business schools' impact on students' values (Luthar & Karri, 2005;Pascarella & Terenzini, 2005), management education seemingly equips students with all kinds of shortterm profit maximization tools but few moral perspectives (Ghoshal, 2005;Kashyap, Mir, & Iyer, 2006;McPhail, 2001;Wang, Malhotra, & Murnighan, 2011). Companies thus bemoan business schools' failure to deliver normative guidance within the scope of management education (Bennis & O'Toole, 2005;Kashyap et al, 2006), although most discussions involve the management discipline as a whole or focus on business schools and the impact of media and accreditation councils (Trank & Rynes, 2003), without considering the role of individual academics.…”

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confidence: 99%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

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“…Ferraro, Pfeffer, & Sutton (2005) also discuss the self-fulfilling tenets of economics that make it possible to choose policies by their predicted effects. Wang, Malhotra, & Murnighan (2011) explore how "economics education may have serious, albeit unintended consequences on our students' attitudes toward greed." (Dowd, 2004).…”

Section: The Individual Versus the Modelmentioning

confidence: 99%

Gekko and black swans: Finance theory in UK undergraduate curricula

Lakshmi

2018

Critical Perspectives on Accounting

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A B S T R A C TDespite the current financial crisis, accounting and finance programmes in UK have remained popular. Finance undergraduate teaching in accounting degrees is a significant component of the degree and relies heavily on Modern Finance Theory (MFT). Some of the developments in the finance curricula are critically examined. It is argued that current finance education should become more reflective and more heterodox in approach as the current curricula is biased towards techniques based on neoclassical theory. Suggestions are given for improvement of the curricula which will allow the narrow assumptions of neoclassical theory to be widened. These involve students taking into account not only the structures and patterns of finance but also the processes which are created by human experiences as part of their interactions as well as what helps to make these processes sustainable.

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Economics Education and Greed

Cited by 256 publications

References 52 publications

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

A Model of Management Academics' Intentions to Influence Values

Gekko and black swans: Finance theory in UK undergraduate curricula

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