Forthcoming and Online First Articles
International Journal of Pluralism and Economics Education
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International Journal of Pluralism and Economics Education (4 papers in press)
Abstract: This article presents a structured approach for comparing monetary theories based on their primary monetary function. The proposed taxonomy clarifies and highlights the underlying assumptions of selected monetary theories and applies the derived lines of thought to historical examples. The advocated line of thought is a normative decision regarding the relative importance of the different functions. According to the store-of-value line of thought, the conservation of purchasing power is the most relevant function. The medium-of-exchange line of thought maintains a stable monetary value in the circulation of goods and services. The means-of-payment line of thought emphasizes an active role of money and the possible influence of the society on money and the economy. In contrast, the unit-of-account line of thought reduces money to a passive role, adjusting elastically to the needs of the real economy. While no taxonomy can be comprehensive enough to include any specific monetary theory, our approach explores monetary theories by asking relevant questions and contextualizing them.
Keywords: monetary theory; functions of money; taxonomy of monetary theories; history of economic thought.
Understanding economics does not equal understanding the economy: Designing teacher education from a socio-economic perspective
by Georg Tafner, Marc Casper
Abstract: Reflected pluralism and controversial discourse are hallmarks of mature science. Although economics as an academic discipline should not be an exception, some debates suggest that it is dominated by a mainstream of neoclassical research and teaching, opposing learning objectives such as critical literacy, multi-disciplinarity, and pragmatic competencies applicable to the real-world economy. Respectively, understanding economics (as an established discipline) does not equal understanding the economy (as a set of real-world phenomena). Thus, especially in economy-related teacher education, many questions concerning how to approach economics as a subject matter remain unanswered. Design-based research can serve as a means of investigating such questions and prototyping new course designs. This paper introduces such an approach, aiming at effective socioeconomic course designs and an empirical exploration of how student teachers in Germany and Austria experience pluralism in economics.
Keywords: pluralism; socioeconomics; teacher training; design-based research; reflexive business and economic education.
Analysis of Consumer Behaviour in E-Purchasing Online Courses Post COVID-19
by Neha Anand, Kavita Indapurkar, Anuradha Jain
Abstract: E-commerce saw a booming trend during the COVID-19 pandemic when physical businesses were locked down. This paper investigates how this trend has affected the education sector in terms of online courses. The paper aims at discussing the factors that affect the decision of working and non-working individuals with bachelors and masters degree to purchase online courses and then use the knowledge of those factors, to help producers and distributors to build business strategies for selling these online courses. A principal component analysis was conducted on the actions that affect a working professional and non-working individuals decision to purchase online courses. Furthermore, multiple regression analyses revealed that the goodwill of the institutes that provide these online courses and the attitude of consumers have a preponderant effect on the decision of consumers i.e. working professionals and non-working individuals to buy online courses.
Keywords: Exploratory factor analysis; multiple regression analysis; consumer purchasing; education; online courses working and non- working individuals.
Maths, macro, micro: Is that all? Evidence from an International Study on Economics Bachelor Curricula in Fourteen Countries
by Arthur Jatteau, Elsa Egerer
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 marginalized.
Keywords: economics education; curriculum; pluralism.