Incorporating research findings in the economics syllabus: evidence on genuine sociality from Italy and the UK

Girardi, Gherardo and Sandonà, Luca (2017) Incorporating research findings in the economics syllabus: evidence on genuine sociality from Italy and the UK. Review of Social Economy, 76 (1). pp. 73-94. ISSN 1470-1162

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Abstract / Description

Economics education is proving slow in incorporating into the syllabus the genuine advances made in economics research in the last few decades. As economics education relies primarily on the single approach of neoclassical economics, whilst recent advances in research have been marked by a wide variety of approaches, many of which are interdisciplinary, the methodological divide between education and research is growing wider. We attempt to measure how keen students are to incorporate research findings in the syllabus by developing a questionnaire which introduces undergraduate students in Italy and the U.K. to key findings in the research literature on genuine sociality, an area in which the methodological divide is very noticeable. Students display moderate support for being taught the material on genuine sociality. Students who wish to incorporate genuine sociality in the syllabus tend to be older, value virtue and have a religion.

Item Type:	Article
Additional Information:	From Crossref via Jisc Publications Router
Uncontrolled Keywords:	social economics, economics research, economics education, genuine sociality, pluralism
Subjects:	300 Social sciences > 330 Economics
Department:	Guildhall School of Business and Law
SWORD Depositor:	Pub Router
Depositing User:	Pub Router
Date Deposited:	16 Mar 2018 14:43
Last Modified:	17 Oct 2019 10:59
URI:	https://repository.londonmet.ac.uk/id/eprint/1351

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