Faculty's conceptions of teaching introductory economics in higher education: A phenomenographic study in a South African context. (January 2019)

• Record Type: Journal Article
• Authors: Ojo, Emmanuel; Booth, Shirley; Woollacott, Laurie
• Is Part Of: International review of economics education. Volume 30(2019)
• Publication Date: 2019-01
• Subjects: Conceptions of teaching -- Teaching in higher education -- Undergraduate economics education -- Phenomenography; Economics -- Study and teaching -- Periodicals; Economics -- Study and teaching; Periodicals; 330.0711
• DOI: 10.1016/j.iree.2018.05.001
• Languages: English
• ISSNs: 1477-3880

Abstract

Abstract: In view of the on-going global debate about the economics curriculum and its teaching, this paper explores how the faculty responsible for teaching introductory economics at a South African university understand learning and teaching of their subject. We have adopted a qualitative research approach, phenomenography, to complement what we already know from mainstream literature on undergraduate economics education, predominantly published by academic economists using a quantitative methodology. After a phenomenographic analysis of interview data with lecturers and tutors, six conceptions of teaching introductory economics ( Economics 1 ) emerged: (I) team collaboration to implement the economics curriculum; (II) a thorough knowledge of the content; (III) implementing the curriculum in order for students to pass assessment; (IV) helping students learn key economics concepts and representations to facilitate learning; (V) engaging students through their real-life economics context to acquire economic knowledge; and (VI) helping students think like economists. These are discussed first in relation to the implications for student learning and second, in a broader context of higher education discourses and educational development.