Advances in Economics Education
Advances in Economics Education aims to foster excellence in economics education by disseminating scholarship and research on pedagogical methods, student learning, institutional management, and government policy as they relate to economics education. A central objective is to challenge the profession to think more critically about what we teach and how we can teach it more effectively. The journal is interested in both quantitative and qualitative research, the issues associated with the teaching and learning of a diverse range of theoretical perspectives, and the experience of students and teachers from a range of social, cultural and economic backgrounds.
Advances in Economics Education
Advances in Economics Education aims to foster excellence in economics education by disseminating scholarship and research on pedagogical methods, student learning, institutional management, and government policy as they relate to economics education. A central objective is to challenge the profession to think more critically about what we teach and how we can teach it more effectively. The journal is interested in both quantitative and qualitative research, the issues associated with the teaching and learning of a diverse range of theoretical perspectives, and the experience of students and teachers from a range of social, cultural and economic backgrounds.
Volume 2 (2023): Issue 1 (Jun 2023)
Advances in Economics Education aims to foster excellence in economics education by disseminating scholarship and research on pedagogical methods, student learning, institutional management, and government policy as they relate to economics education. A central objective is to challenge the profession to think more critically about what we teach and how we can teach it more effectively. It outlines innovations in economics teaching and pedagogical techniques, conditions that enhance student learning and engagement, developments in effective asse ssment methods, management and incentive systems that influence the teaching environment, the impact of university governance structures and public policies on economics education, and the relationship between the higher education environment and the exper ience of economics graduates. Studies in Economics Education is interested in both quantitative and qualitative research, the issues associated with the teaching and learning of a diverse range of theoretical perspectives, and the experience of students an d teachers from a range of social, cultural and economic backgrounds. The journal publishes papers on the following topics:
- The teaching of economics in diverse contexts including large and small classes; undergraduate , postgraduate and Ph.D. classes; d istance learning programs; on - shore and off - shore locations; MBA and other vocationally focused programs. Though economics will be the prime focus, consideration will also be given to research in related fields such as finance and marketing.
- The effective ness of traditional and novel pedagogical strategies.
- Issues in economic philosophy, methodology and the nature of economic knowledge that bear upon what constitutes the subject matter taught in economics courses.
- Challenges in the teaching of economic h istory and the history of economic thought.
- Interdisciplinarity as it relates to economics teaching, and the relationship between economics and philosophy, psychology , history, sociology and ethics in this respect.
- Approaches to assessment in economics courses.
- Developments in economics curricula.
- The productive use of technology in the teaching of economics and related disciplines.
- Issues of gender, race and culture as they pertain to economics education.
- The nexus between teaching and research (including research on the diverse, changing and potentially conflicting incentives within universities).
- The teaching of economics at the secondary level.
- The impact of administrative arrangements in universities and government policy on the teaching of econo mics.
Editorial Board
Professor Carmela Aprea, University of Mannheim, Germany
Professor Sheila Dow, University of Stirling, Scotland
Professor Tony Endres, University of Auckland, New Zealand
Professor Sylvio Kappes, Universidade Federal do Ceará, Brazil
Professor Masashi Kondo, Osaka Prefecture University, Japan
Professor John Lodewijks, SP Jain School of Global Management, Australia
Professor KimMarie McGoldrick, University of Richmond, USA
Professor Rod O’Donnell, University of Technology Sydney, Australia
Professor Louis-Philippe Rochon, Laurentian University, Canada
Professor Margaret Stevens, University of Oxford, UK
Editor
Peter Docherty, University of Technology Sydney
Associate Editors
Chris Bajada, University of Technology Sydney (chris.bajada@uts.edu.au)
Daniela Tavasci, Queen Mary University London (d.tavasci@qmul.ac.uk)
Amir Armanious, University of Technology Sydney (amir.armanious@uts.edu.au)
**Author Submissions**
Call for Papers and Author Guidelines
AEE adheres to a double-blind review process. The editors are looking for research-quality papers on a wide variety of topics in economics education and pedagogy. Articles should be sent by email, and should not be more than 8,000 words, including references and bibliography.
Submissions and editorial queries should be sent to Peter Docherty (Peter.Docherty@uts.
Style/Submissions Guide
Article manuscripts should be prepared in accordance with our house style guidelines: AEE Guidance.
You must complete the Contributor Information form when you submit your final draft.
Terms of Publication
If your article is accepted for publication, you will be asked to sign our standard License to Publish form: AEE Contributor Agreement
