Some Aspects of Undergraduate Economics Programs in Liberal Arts Colleges, Ph. D.-Granting Universities, and Former State Colleges

Monson, Terry D.

doi:10.2307/1182169

Cited by 2 publications

(2 citation statements)

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“…National Research Council data indicate that two-thirds of the cumulative doctoral output in economics since 1920 has been produced in the years since 1960 (NRC Doctoral 1976;NRC Doctorate 1969, 1978. The number of new Ph.D.'s in economics, at record highs throughout the 1960s, has been at an even higher level in the 1970s, fluctuating by only about ± 5 percent of the mean for the period.…”

Section: Datamentioning

confidence: 99%

“…The slower growth rate in economics faculty appears to be the result of several factors including a relative reduction in the number of required economics courses; a smaller proportion of majors in economics; the use of larger class sections; the relatively greater use of graduate teaching assistants; and the occurrence of most of the growth at state-supported schools (see Monson 1978 for data of similar import). Full-time economics faculty thus have declined slightly, from 16 to 14 percent of total business faculty (calculated from AACSB 1971 and 1976).…”

Section: Business Schools As the Principal Growth Submarketmentioning

confidence: 99%

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Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

White¹,

Billings²,

Brown³

1981

The Journal of Economic Education

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The projection of an oversupply of new Ph.D.'s in economics has remained largely unquestioned by the profession during the past decade. However, the crunch has not appeared in the magnitude or form originally suggested. Why has the crunch not materialized? If only deferred, when is it likely to happen? What role, if any, have business schools played?In this paper we discuss six aspects of the projected oversupply. First, we review the basis for the projections of an oversupply and then examine official data to see if the projected oversupply materialized. Next, we discuss the emergence of business schools as the principal growth submarket for economists, and note the effect of the switch to other business disciplines on the market for economists. In addition, we review relative salary movements for evidence of developing market disequilibrium. Finally, we present some elements of the market outlook for economists.The Case for an 0l'ersupply of New Ph.D.'sIn the mid-1960s, Cartter ( 1965) shocked higher education circles with a finding that faculty quality-the doctoral ratio--was not in fact declining as official groups had widely reported. Hence, the quality-related need for increasing the output of Ph .D.'s disappeared. Though the trend was then hidden by truncated official projections, Cartter further stressed that a period of stable, or more likely falling, college enrollments was in the offing. If enrollment leveled off, then demand from market growth would disappear and leave only replacement demand. A sort of accelerator-effect decline would occur in the need for faculty and Ph.D.'s and would probably not be offset by a rising doctoral ratio. By 1971 Cartter, in an express examination of economics, pronounced the death knell for the seller's market. Cartter's ( 1971) oversupply position includes the following main points:-College enrollments at best will level off, but more likely will decline in the 1970s both because of a forthcoming decline in the age-eligible group (18-21) and a plateau in the participation rate.

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Section: Datamentioning

confidence: 99%

Section: Business Schools As the Principal Growth Submarketmentioning

confidence: 99%

Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

White¹,

Billings²,

Brown³

1981

The Journal of Economic Education

View full text Add to dashboard Cite

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The best universities of the world and ours: A comparison of the economics major curricula

Zanzzi

Bernabé

Fernández

et al. 2019

Citizenship, Social and Economics Education

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This research compared the economics curriculum of the economics undergraduate programs of the best universities in the world, and those of universities within a developing country (Ecuador), in order to show the basic formal differences and the common characteristics (intra-rankings and inter-rankings). The proposed comparison criteria were the academic load, the professional approach, and the common core courses. We found that, in the best universities in the world, the students must study between 30 and 40 courses. It is almost half than in Ecuador. In the group with the lower status the distribution of courses was more dispersed. Another difference was that low-level local universities teach courses of general application, and those of worldwide category are focused in teaching only specific economics courses.

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Some Aspects of Undergraduate Economics Programs in Liberal Arts Colleges, Ph. D.-Granting Universities, and Former State Colleges

Cited by 2 publications

References 3 publications

Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

The best universities of the world and ours: A comparison of the economics major curricula

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