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This is the third and final volume of collected papers of A.W. Bob Coats. Coats began to collect material for this volume in the years following the publication of the second volume in 1993, but sadly died in 2007, before the work was completed. The volume has now been completed under the editorship of Roger Backhouse and Bruce Caldwell. Along with his articles, the compilation of the volume also reflects Coats’ interest in and commitment to book reviews, a selection of which have been chosen for inclusion. The book also includes a comprehensive bibliography. In addition to a preface by Backhouse and Caldwell, the volume also reproduces the obituary that was published in History of Political Economy, a memoir published in 1996, and an interview with Grant Fleming, published the previous year. Together, the introductory materials, articles and reviews serve as a fitting tribute to the body of work of Bob Coats.
During the last few years economics and business education have emerged as one of the largest fields of study in higher education. At the same time, the pressing concern for improving the quality of higher education has led to a definite need for more knowledge about effective instruction and innovation in economics and business education. The book brings together many examples of reform in economics and business education. Special attention is paid to the problem-based learning approach, which over the past ten years, has developed as a very important innovation in higher education. The book contains contributions from a variety of institutions on the necessity of curriculum reform, the choice of instructional methods, assessment and testing, and management of change. It is of interest for teachers in higher education, educational psychologists, and any person interested in educational innovation in economics and business administration.
Coats has made an outstanding contribution to the history of economic thought, economic methodology and the sociology of economics. This unique volume represents a substantial part of his work on the sociology and professionalization of economics.
In addressing the internationalization of economics after 1945, these essays are concerned with aspects of economic education, the economist's role in policymaking, and the sociology and professionalization of the discipline. These matters have rarely been considered in international terms. While discussing organizations such as the World Bank, International Monetary Fund, and the European Community, and presenting studies that are primarily concerned with the effect of these developments in particular countries, this volume focuses on the situation of Latin America. Arguably, the post-1945 internationalization of economics has proceeded further, more dramatically, and with greater effect in that continent than in any other region of comparable size. Contributors. S. Ambirajan, William Ascher, William J. Barber, Young Back Choi, A. W. Coats, Barend de Vries, Margaret Garrison de Vries, Peter Groenewegen, Arnold Harberger, Aiko Ikeo, Maria Rita Loureiro, Ivo Maes, Veronica Montecinos, Jacques J. Polak, Pier Luigi Porta, Bo Sandelin, Ann Veiderpass, John Williamson
Many economists who struggled to establish a secure place for their discipline in American universities in the nineteenth century made significant contributions to reshaping American academic life in general. Yet, they were often at war among themselves as they sought to define the mission and methods of economics in an era of social and intellectual ferment. This volume represents the contribution of American scholars to a multinational research project on the institutionalization of political economy in European, Japanese, and North American universities. It includes case studies of divergent experiences of fourteen institutions that figured prominently in the molding of American culture: William & Mary, The University of Virginia, South Carolina College, Brown, Harvard, Yale, Columbia, Johns Hopkins, The University of Pennsylvania, The University of Chicago, The University of California, Stanford, The University of Wisconsin, and the Massachusetts Institute of Technology. These are supplemented in an essay by A. W. Coats on the turbulent early decades of the American Economic Association. In this new introduction, Barber takes note of the fact that in a somewhat different context and with a modified rhetoric the same issues present themselves today as they did one hundred years earlier. And this in turn introduces some troubling concerns about just what sort of science economics is, and was. The volume as a whole can be read as reflections on the troubled status of the discipline of economics as it now exists in American university and research contexts. It provides fresh perspectives on the development of social science and economic thought and on the history of higher education in the United States. As such it will be of very great interest to professional economists, students of higher education, and those for whom the life of American ideas holds a central place.
ÔThe International Handbook on Teaching and Learning Economics is a power packed resource for anyone interested in investing time into the effective improvement of their personal teaching methods, and for those who desire to teach students how to think like an economist. It sets guidelines for the successful integration of economics into a wide variety of traditional and non-traditional settings in college and graduate courses with some attention paid to primary and secondary classrooms. . . The International Handbook on Teaching and Learning Economics is highly recommended for all economics instructors and individuals supporting economic education in courses in and outside of the major. This Handbook provides a multitude of rich resources that make it easy for new and veteran instructors to improve their instruction in ways promising to excite an increasing number of students about learning economics. This Handbook should be on every instructorÕs desk and referenced regularly.Õ Ð Tawni Hunt Ferrarini, The American Economist ÔIn delightfully readable short chapters by leaders in the sub-fields who are also committed teachers, this encyclopedia of how and what in teaching economics covers everything. There is nothing else like it, and it should be required reading for anyone starting a teaching career Ð and for anyone who has been teaching for fewer than 50 years!Õ Ð Daniel S. Hamermesh, University of Texas, Austin, US The International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise. The internationally renowned contributors present an exhaustive compilation of accessible insights into major research in economic education across a wide range of topic areas including: ¥ Pedagogic practice Ð teaching techniques, technology use, assessment, contextual techniques, and K-12 practices. ¥ Research findings Ð principles courses, measurement, factors influencing student performance, evaluation, and the scholarship of teaching and learning. ¥ Institutional/administrative issues Ð faculty development, the undergraduate and graduate student, and international perspectives. ¥ Teaching enhancement initiatives Ð foundations, organizations, and workshops. Grounded in research, and covering past and present knowledge as well as future challenges, this detailed compendium of economics education will prove an invaluable reference tool for all involved in the teaching of economics: graduate students, new teachers, lecturers, faculty, researchers, chairs, deans and directors.
An expanded narrative of the rich, unique history of the University of Chicago. One of the most influential institutions of higher learning in the world, the University of Chicago has a powerful and distinct identity, and its name is synonymous with intellectual rigor. With nearly 170,000 alumni living and working in more than one hundred and fifty countries, its impact is far-reaching and long-lasting. With The University of Chicago: A History, John W. Boyer, Dean of the College from 1992 to 2023, thoroughly engages with the history and the lived politics of the university. Boyer presents a history of a complex academic community, focusing on the nature of its academic culture and curricula, the experience of its students, its engagement with Chicago’s civic community, and the resources and conditions that have enabled the university to sustain itself through decades of change. He has mined the archives, exploring the school’s complex and sometimes controversial past to set myth and hearsay apart from fact. Boyer’s extensive research shows that the University of Chicago’s identity is profoundly interwoven with its history, and that history is unique in the annals of American higher education. After a little-known false start in the mid-nineteenth century, it achieved remarkable early successes, yet in the 1950s it faced a collapse of undergraduate enrollment, which proved fiscally debilitating for decades. Throughout, the university retained its fierce commitment to a distinctive, intense academic culture marked by intellectual merit and free debate, allowing it to rise to international acclaim. Today it maintains a strong obligation to serve the larger community through its connections to alumni, to the city of Chicago, and increasingly to its global community. Boyer’s tale is filled with larger-than-life characters—John D. Rockefeller, Robert Maynard Hutchins, and many other famous figures among them—and episodes that reveal the establishment and rise of today’s institution. Newly updated, this edition extends through the presidency of Robert Zimmer, whose long tenure was marked by significant developments and controversies over subjects as varied as free speech, medical inequity, and community relations.