Pedagogy and research-led teaching
Co-Theme Leader – Andrew Mearman
Co-Theme Leader – Antonio Rodriguez Gil
Scholarship and Research in Economics Education (SRiEE) aims to develop new scholarship, research, and funding focused on economics education and student learning more generally.
We are active in national and international economics educational networks, including the Economics Network, the Chartered Association of Business Schools and the Northern Economics Network, which was co-established by members, and a pedagogy group in the European Association for Evolutionary Political Economy.
The theme is committed to advancing pedagogy via research and scholarship in three core areas:
Projects in this area are exploring how to effectively welcome students into higher education and engender a sense of belonging in students of all backgrounds.
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Peter Hughes, Bianca Orsi and Juliane Scheffel’s research project Women into Studying Economics (WiSE) works with schoolchildren to explore the lack of gender diversity in the economics discipline and ways to counter it.
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Tad Gwiazdowski, Peter Hughes, Andrew Mearman, Mike Reynolds and Juliane Scheffel’s Transition Into and Through Higher Education project investigates transitions of students through the first two years of their degrees. Andrew Mearman has also participated in cross-faculty projects aimed at understanding students' expectations of university, which underpinned the redesign of the University’s provision of student welcome, induction and transition.
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Stefan Kesting has researched how universities can foster a sense of belonging via social media and food.
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Irene Mussio examines the effect of mindfulness interventions on student wellbeing (see also Labour, Behavioural Economics and Wellbeing theme).
Work in this area considers why, and how, economics teaching might be broadened.
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Andrew Mearman has written extensively on the case for a pluralist economics curriculum. Andrew has contributed to critiques of curriculum governance frameworks in the UK and Brazil, including the CORE approach to teaching economics. He has also co-authored work on embedding sustainability in the economics curriculum. https://business.leeds.ac.uk/divisions-economics/staff/130/dr-stefan-kestinghttps://www.routledge.com/Interdisciplinary-Economics-Kenneth-E-Bouldings-Engagement-in-the-Sciences/Dolfsma-Kesting/p/book/9781138901872Tad Gwiazdowski has also incorporated climate change into an intermediate macroeconomics module.
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Antonio Rodriguez-Gil and Ali Raza have created an interactive Excel-based simulation of the labour market, enhancing engagement and experiential learning in advanced macroeconomics. Karsten Kohler has created a DIY Macro Model Simulation tool that teachers and students can use in their engagement with a range of theoretical perspectives on macroeconomic modelling (see also the Macro-Finance theme).
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Mike Reynolds is working on a school project exploring the role of authenticity in teaching and tutoring.
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Barnali Basak is exploring whether students’ engagement in seminars improves their performance in Mathematics and Statistics, and to what extent this is affected by maths anxiety.
Research in this area looks at ways to improve student feedback and students' engagement with feedback and how feedback can be used to enhance assessment practices.
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Antonio Rodriguez-Gil and Ali Raza have examined theexamined the merits of using current affairs essays and exam feedback using excel conditional formulae.
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Antonio Rodriguez Gil has created a Podcast on Plagiarism to improve students’ literacy on academic integrity.
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Antonio Rodriguez, Anindita Chakrabarti, Fazil Acar and Peter Howley are using insights from behavioral economics to study how participation in feedback opportunities can be improved (see also Labour, Behavioural Economics and Wellbeing theme).