The Making of an Economist Redux

Author: Colander, David

Source: The Journal of Economic Perspectives, Volume 19, Number 1, Winter 2005 , pp. 175-198(24)

Publisher: American Economic Association

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Abstract:

This paper reports the findings of a survey and interviews with graduate students at seven top-ranking graduate economics programs. It finds that over the last 15 years graduate economics programs have become more empirical, less mathematical and less theoretically oriented, and that the students are generally positive about the profession. It also finds fewer differences among school. Despite the improvements, and greater student satisfaction, the paper suggests that there are serious pedagogical questions about the focus of the core on mathematical techniques rather than on creativity and economic reasoning, which students see as the true core of economics.

Document Type: Research article

DOI: http://dx.doi.org/10.1257/0895330053147976

Publication date: 2005-12-01

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The Journal of Economic Perspectives (JEP) attempts to fill a gap between the general interest press and most other academic economics journals. The journal aims to publish articles that will serve several goals: to synthesize and integrate lessons learned from active lines of economic research; to provide economic analysis of public policy issues; to encourage cross-fertilization of ideas among the fields of thinking; to offer readers an accessible source for state-of-the-art economic thinking; to suggest directions for future research; to provide insights and readings for classroom use; and to address issues relating to the economics profession.
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