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In: International series in economic modeling
In: The American economist: journal of the International Honor Society in Economics, Omicron Delta Epsilon, Band 51, Heft 1, S. 3-14
ISSN: 2328-1235
As with other sciences, the author argues that there are no unquestionable ideas in economics, and attempts to impose "No Child Left Behind" K-12 type "technical standards" in universities will turn higher education in economics into remedial education. Students need to learn that the very nature of a science is to have unresolved topics and an on-going scrutiny of theories no matter how steeped they are in tradition. He provides examples to show how the dumbing down of economics to the dogmatic preaching of a few simple concepts, principles, and axioms of old misses the excitement of modem day economics and is a deceitful representation of the science of economics and a disservice to students seeking a higher education.
In: Economics of education review, Band 24, Heft 2, S. 237-239
ISSN: 0272-7757
In: Economic Analysis and Policy, Band 32, Heft 2, S. 159-180
In: Economics of education review, Band 15, Heft 4, S. 445-446
ISSN: 0272-7757
In: Economics of education review, Band 14, Heft 1, S. 93-95
ISSN: 0272-7757
In: Economics of education review, Band 7, Heft 4, S. 445-449
ISSN: 0272-7757
In: American economic review, Band 91, Heft 2, S. 446-451
ISSN: 1944-7981
In: American economic review, Band 89, Heft 2, S. 344-349
ISSN: 1944-7981
In: Economics of education review, Band 11, Heft 2, S. 107-118
ISSN: 0272-7757
In: IZA Discussion Paper No. 4092
SSRN
In: Springer eBook Collection
This volume addresses topics related to the role of post-secondary education in microeconomic development within the United States. Although several of the chapters are aimed at research/teaching universities, much of what is presented can be generalized to all post-secondary education. The articles in this book summarize the research literature and synthesize what economists and other social scientists have learned about the contribution of higher education to individual and regional growth within society. All contributors to this book have individually made significant contributions to the literature in higher education
In: The American economist: journal of the International Honor Society in Economics, Omicron Delta Epsilon, Band 61, Heft 2, S. 178-190
ISSN: 2328-1235
Introductory economics courses emphasize opportunity cost, comparative advantage, and specialization to show the benefits of trade. We assert that this emphasis leads to erroneous student mind-set that trade requires specialization based on comparative advantage. We test students who have been exposed to the typical textbook and classroom presentation of specialization and trade with real but paradoxical situations where the same goods are both imported and exported by a country. Students are found to generally understand comparative advantage calculations but wrongfully apply the idea to this multiproduct trade situation for which specialization is not relevant.