Forthcoming articles

 


International Journal of Pluralism and Economics Education

 

These articles have been peer-reviewed and accepted for publication in IJPEE, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

Forthcoming articles must be purchased for the purposes of research, teaching and private study only. These articles can be cited using the expression "in press". For example: Smith, J. (in press). Article Title. Journal Title.

 

Articles marked with this shopping trolley icon are available for purchase - click on the icon to send an email request to purchase.

 

Articles marked with this Open Access icon are freely available and openly accessible to all without any restriction except the ones stated in their respective CC licenses.

 

Register for our alerting service, which notifies you by email when new issues of IJPEE are published online.

 

We also offer RSS feeds which provide timely updates of tables of contents, newly published articles and calls for papers.

 

International Journal of Pluralism and Economics Education (5 papers in press)

 

Regular Issues

 

  • Teaching Strategies for English-Medium Instruction Economics Courses   Order a copy of this article
    by Shiou-Yen Chu 
    Abstract: This paper presents teaching pedagogies to help students for whom English is a foreign language learn economics in an English medium instruction (EMI) environment. We applied these strategies to introductory-level and intermediate-level economics courses at a public university in southern Taiwan. The questionnaire results indicate that innovative pedagogical methods can compensate for students inadequate language proficiency. Tertiary students who may not have an excellent command of English can still have pleasant EMI experiences in a content-based classroom. A by-product of implementing our teaching strategies is that students also experienced statistically significant improvement in their English skills.
    Keywords: English medium instruction; innovative teaching; economics teaching; Non-English speakers; The Simpsons.

  • The Teaching Commons: Peer Financial Education Handout Assignment   Order a copy of this article
    by Jean Abbott 
    Abstract: Peer educators are a common sight on college campuses and peer financial education has been found effective. The Peer Financial Education Handout Assignment combines peer education and financial literacy education. Students develop a two-page informational handout on a personal finance topic that matters to them at their current stage of life. This is in keeping with the concept of personalized and just-in-time education. Students present their topic to classmates and then share the handout with the general college community by staffing informational tables. The peer education feature of the assignment heightens the general education aspect of the work in the course, enriching the personal finance content with general skills. Student learning outcomes addressed by this assignment are: (1) learning to analyze and critically evaluate ideas, arguments, and points of view, (2) gaining factual knowledge, and (3) developing skill in expressing oneself orally and in writing. rn
    Keywords: financial literacy; peer educators; peer financial education; general education; personal finance; higher education.

  • Whither economic complexity? A new heterodox economic paradigm or just another variation within the mainstream?   Order a copy of this article
    by Arne Heise 
    Abstract: Although neoclassical economics still remains the normal science providing the foundation for economic education, there is a growing demand within and without the scientific community for a major overhaul of economicsa longstading demand by heterodox economists. Complexity economics claims to be at the spotlight of this demand for new economic thinking. This paper analyzes the paradigmatical features of complexity economics, placing it along the heterodox-orthodox divide in order to explain its impact on the evolution of economics.
    Keywords: Heterodoxy; Complexity Economics; Pluralism; Methodology.

  • Values in Consumer Choice: Do They Matter?   Order a copy of this article
    by Salman Shaikh 
    Abstract: Mathematical tractability has restricted economic analysis of consumer behavior within a confined boundary of certain axioms. Often, these axioms are found to be empirically false. Even more importantly, these axioms and the analytical framework based on them is incapable of explaining economic choices in environment goods, public goods and social choice. Studies in behavioral finance have also documented information processing incapacities and biases that challenge some of the rationality assumptions. In this study, we collect primary data from 250 respondents to investigate whether preferences are amenable and whether preferences take account of effects on others. The evidence supports that preferences are amenable among the respondents in the sample and that relational utility models are more realistic as compared to self-centric utility models. Using chi-square test of independence, we also establish that the values of respondents are independent of income and age.
    Keywords: Neoclassical Economics; Consumer Behaviour; Rationality; Utility Maximization; Values; Preferences.

  • Curricular Reform at Willamette University   Order a copy of this article
    by Nathan Sivers Boyce, Jerry Gray, Cathleen Whiting, Donald H. Negri, Laura J. Taylor, Raechelle Mascarenhas, Yan Liang, Tabitha Knight 
    Abstract: In August 2014 Willamette University began offering a new economics curriculum. The purpose of this paper is to describe it in more detail and explain our rationale for adopting it. Key changes include commitments to: begin with economic issues that motivate questions for analysis; incorporate the history of economic thought in a systematic way; and embrace explicit pluralism. We argue that designing an explicitly pluralist curriculum requires determining how to organize economic thought, how to structure the curriculum to embed pluralism, and how to embody pluralism in the core courses. Our approach to pluralism organizes economic thought according to a grand traditions approach and is fully integrated into the curriculum, developing multiple perspectives side-by-side in each course. We argue that these reforms will help us better prepare students for independent, critical inquiry into economic issues.
    Keywords: pluralism; curriculum reform; Willamette University; grand traditions; history of thought; economics education; contending perspectives; critical thinking; liberal arts educational philosophy.