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This undergraduate/graduate course compares the economic systems of regions on the spectrum from free market to communism.
The second edition of an innovative undergraduate textbook in Comparative Economic Systems that goes beyond the traditional dichotomies.
As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus content and aims best suited to multiple choice questions, but teachers are meant to base the use of the test items on student ability and the particular program objectives. World development and population features are presented in the fifth volume of geography test items, covering developed nations as well as Third World countries. Test items concern present conditions and trends for the future. Answer keys and guidelines for test construction are provided. Tables, maps and diagrams illustrate many items. (CM)
This study reports on the status of Comparative Economics Systems (CES) courses in the U.S. undergraduate economics curriculum. The treatment of CES topics in introductory courses is examined through a survey of standard textbooks; findings indicate that the education of American students is highly parochial compared to international peers. To evaluate the status of CES at the advanced undergraduate level, we rely on survey data, searches of course catalogs, and an evaluation of available textbooks. We find course offerings in CES have declined noticeably since Foley and Pyle's (2003) survey, with departments shifting to courses that study the economics of specific regions or countries. We suggest this is a mistaken strategy. Rather than considering comparative economics systems as a niche course, a subset of theories of economic development or of the peculiarities of cross-country studies, we argue that economics is comparative by definition. Accepting this premise suggests we need to think of new methods for treating traditional subjects and the way comparative economic systems is taught.