Nicholas Bloom, Renata Lemos, Raffaella Sadun, John Van Reenen, Sunday, December 7, 2014 - 00:00

Wendy Carlin, Tuesday, May 20, 2014 - 00:00

Wendy Carlin talks to Viv Davies about the 'Curriculum Open-access Resources in Economics' (CORE) project, which was established by the Institute for New Economic Thinking (INET) at Oxford and proposes a new approach to economics teaching for undergraduates. The aim is to update the existing economics curriculum so that it reflects recent developments in economics, the economy and in teaching methods. They discuss the 'three gaps' in economics teaching that the project seeks to close. The interview was recorded in April 2014 at the annual conference of the Royal Economic Society.

Diane Coyle, Sunday, May 4, 2014 - 00:00

The undergraduate economics curriculum is hugely influential, since today’s undergraduates are tomorrow’s policymakers. The massive policy failures before and after the Global Crisis have thus prompted a rethink. This column argues that there is a reasonable degree of consensus on the need for curriculum reform, but no agreement on whether this means rejecting the basic building blocks of the subject. Nevertheless, undergraduate courses in five or ten years will almost surely have changed considerably in character.

Carlo Carraro, Marianne Fay, Marzio Galeotti, Saturday, April 26, 2014 - 00:00

The concept of environmental capital is throughly entrenched in policy dicussions but largely missing from mainstream economic curriculums. This column argues environmental externalities, climate change, and constraints on natural resources will constantly and deeply affect humankind’s future. The teaching of economics, especially growth economics, should stop ignoring them.

Diane Coyle, Wednesday, September 19, 2012 - 00:00

Five years after Lehman’s collapse, economics is under fire both from outside and inside the profession for irrelevance, arrogance and more. This column introduces a new Vox debate focused on two questions: What’s the use of economics, and how should we be teaching it to the next generation?

Catherine M. Haeck, Frank Verboven, Thursday, June 17, 2010 - 00:00

How does a university organise its hiring and promotion policy? This column presents evidence on the personnel policy of a large European university. It suggests that the university is organised as an internal labour market, and while promotion dynamics depend on research and teaching performance, persistent administrative rigidities remain.

CEPR Policy Research