Title: Maths, macro, micro: is that all? Evidence from an international study on economics bachelor curricula in 14 countries
Authors: Arthur Jatteau; Elsa Egerer
Addresses: Laboratoire Clersé (UMR CNRS 8019), Faculté des Sciences économiques, sociales et des territoires, Université de Lille, 59655 Villeneuve d'Ascq, France ' Cusanus Hochschule für Gesellschaftsgestaltung, Kornpfortstraße 15, 56068 Koblenz, Germany
Abstract: In the aftermath of the global financial crisis, international criticism of the lack of pluralism in economics teaching climaxed in the open letter of the International Student Initiative for Pluralism in Economics (ISIPE). The feeling seemed to be widespread but data is lacking. This study is the first to gather data at an international level about the way economics is taught at universities. Fourteen countries were surveyed. The results show a clear domination of quantitative methods, macroeconomics and microeconomics courses, as well as management courses. Reflective courses, such as the history of economic thought, are marginalised.
Keywords: economics education; curriculum; pluralism; maths.
International Journal of Pluralism and Economics Education, 2022 Vol.13 No.3, pp.242 - 261
Received: 27 Sep 2021
Received in revised form: 16 Sep 2022
Accepted: 29 Oct 2022
Published online: 01 Mar 2023 *