Presentation is loading. Please wait.

Presentation is loading. Please wait.

Rethinking Economics Teaching in Higher Education Fang Woan-Pin 1.

Similar presentations

Presentation on theme: "Rethinking Economics Teaching in Higher Education Fang Woan-Pin 1."— Presentation transcript:

1 Rethinking Economics Teaching in Higher Education Fang Woan-Pin 1

2 Background Broad-based curriculum 3,000 engineering students per academic year Personal interest versus fulfilling universitys requirement Challenge for the teaching staff Lecture – tutorial delivery mode 2

3 Profile of Engineering Students Good academic results Foreign scholars from India and Republic of China Examination-smart with a sound technique for studying Successful in a competitive learning environment Personal strategies in overcoming learning obstacles 3

4 Current Practices (Literature) Content determination Long & Short list debate Teaching Practice Talk and Chalk Presentation: Complex graphs and mathematical equations Quality of staff: PhDs holders = good teachers Staffs reward system 4

5 Issues Students perspective: High failure rate Difficult subject Lecturers perspective Unmotivated students Lacks reading Low status subject Lack of flow makes learning difficult Accelerated program (124 credit units in 3.5 yrs) 5

6 Pilot Study Research Questions Whether there is a mismatch of expectations between the instructor and the students Whether the curriculum design helps the understanding of the students Whether the skills required in learning economics are too demanding Whether the teaching staff play a role in motivating their learning Students experience in learning left unanswered 6

7 Research Method Grounded Theory a qualitative research method that uses a system set of procedures to develop an inductively derived grounded theory about a phenomenon – Strauss and Corbin,

8 Research Method – Grounded Theory Scientific ParadigmNaturalistic Paradigm Preferred Research Methods QuantitativeQualitative Source of TheoryA PrioriGrounded 8

9 Different Terminology AspectScientific TermNaturalistic Term Truth valueInternal ValidityCredibility ApplicabilityExternal Validity/ Generalisability Fittingness ConsistencyReliabilityAuditability/Dependa bility NeutralityObjectivityConformability 9

10 Procedure Interview To gather information Coding To explain a phenomenon Storyline 10

11 Students Theory - Difficult 11

12 Abstract concepts I have found macro difficult because I am not used to these things, not really aware of those stuff. So I find it very difficult to grasp the basic concepts, they are just too abstract MB=Demand and MC=Supply; it is difficult to appreciate it because it is really too abstract. Of course I can understand once I am told about it, but it doesnt come naturally. It is not like the Law of Physics – gravity. It is true and we know it. 12

13 Different from normal sciences All these concepts are all so new to me and I have not found my own method to study this....I need to grasp the basic concepts and need time to read and think because it is very different from my other subjects There are a lot of readings in this course which is different from others. Not those other subjects do not require reading, it is that the materials are often repeated as we move on, so it sort of reduces the actual time spent. The same theories and laws are used again and again, economics is different. 13

14 Complex Graphs and Grey Areas The hardest in the macro part is the ADAS curve; there are too many curves in one diagram! Year 1, year 2 then LRAS, it got too confusing to have so many curves in one diagram, too hard. I find that there are so many grey areas in this subject, not like engineering subjects which is clear cut, you have input and output, use variables to substitute and you see a process and one solution 14

15 Students theory - Interest 15 Beliefs: That the world is interconnected. Becoming a responsible citizen. Engineers do not stay as engineers. Perceived expectations: Understanding economics issues Understanding policy options A non-technical alternative training – complementary Concept of interest Theory of interesting is developed because it helps to: Explain the worlds issues Explain policy options offer a complementary subject

16 Students theory – unsatisfactory 16 Beliefs: Learning has no boundaries. Asian perspective is important Inspiring teachers Perceived Expectations: Learning to understand the world from the viewpoint of Asia Real life examples used as illustration Not too examination- oriented in teaching Experience Content overload Too many western examples Unstimulating teaching Concept of unsatisfactory

17 Interrelationship 17 Difficulty Interest Dissatisfaction

18 Difficult Abstract concepts Complex graphical presentation Dislike the discursive approach in learning economics Students approach to learning Practical – examination-oriented Obtain model answers and memorize them Devise templates in learning economics 18

19 From Difficult to Interesting to Unsatisfactory Understand the issues in the world Intellectually stimulating Complemented their professional training However, the experience is soon transformed into a feeling of dissatisfaction Gap between their expectations and the reality of how the course was delivered 19

20 Difficult to unsatisfactory Need more time to read and reflect Unfavourable external environment to develop the interest factor Felt the content lacks application to the world Teaching staff is too concerned about examination 20

21 Implications Real-life Application Versus Theoretical exploration The problem with Abstract Concepts Teaching methods Avoidance of an overload of facts Clarity in explanation Illustration with real examples Graphs and mathematical equations are tools for explanation Inspiring students to explore beyond the text 21

22 Rethinking Economics Teaching Problem-first approach – Reimann Threshold concepts....the conventional practical wisdom of simplifying concepts in order to render them more accessible seemed to prove dysfunctional Meyer & Land,

Download ppt "Rethinking Economics Teaching in Higher Education Fang Woan-Pin 1."

Similar presentations

Ads by Google