Development Economics as Taught in Developing Countries
This paper uses a combination of survey questions to instructors and data collected from course syllabi and examinations to examine how the subject of development economics is taught at the undergraduate and masters levels in developing countries,...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2015/12/25705313/development-economics-taught-developing-countries http://hdl.handle.net/10986/23621 |
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okr-10986-23621 |
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| recordtype |
oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
CAPITA INCOME COLLEGE ECONOMIC GROWTH PRODUCTION UNDERGRADUATE DEGREE PROGRAM EMPIRICAL WORK INDEX NUMBERS ECONOMIC LITERATURE INCOME MACROECONOMIC MANAGEMENT POVERTY RATES POVERTY TRAPS ENROLLMENT RATIO INTERNATIONAL ORGANIZATIONS GDP PER CAPITA GRADUATE LEVEL LABOR FORCE DEVELOPING COUNTRIES ELASTICITY MARGINAL PRODUCT POLITICAL ECONOMY POLICY OPTIONS GROWTH MODEL BASIC KNOWLEDGE PAPERS INCENTIVES INDUSTRIAL DEVELOPMENT MASTERS LEVEL VARIABLES ASYMMETRIC INFORMATION DEVELOPMENT POLICIES GROWTH WITHOUT DEVELOPMENT PER-CAPITA INCOME INPUTS UNDERGRADUATE LEVEL RETURNS TO SCALE FACULTY DEVELOPING COUNTRY DEVELOPED COUNTRIES OPEN ACCESS PROFESSORS POVERTY REDUCTION LITERACY TEXTBOOKS DEVELOPMENT INDUSTRIAL POLICY PER CAPITA INCOMES PUBLIC POLICY COURSE CONTENT ANALYTICAL METHODS COURSE SYLLABI TOTAL FACTOR PRODUCTIVITY EDUCATION STATISTICS MEASURING POVERTY PER CAPITA INCOME DEVELOPMENT ECONOMICS GRADUATE DEVELOPMENT STRATEGIES FAILURES IMPERFECT COMPETITION INCREASING RETURNS MARKETS CONVERGENCE HYPOTHESIS CAPITA INCOMES LEARNING RESEARCH TRADE POLICY TEACHING UNDERGRADUATE EDUCATION ECONOMIC RESEARCH UNEMPLOYMENT DEVELOPMENT RESEARCH INCOMPLETE MARKETS PRODUCTIVITY GROWTH DATA AVAILABILITY HUMAN CAPITAL EXAM QUESTIONS RESEARCH CENTERS WORKERS DEVELOPMENT REPORT COUNTRY LEVEL ECONOMICS ASSOCIATIONS CAPITAL SCIENCE INTERNATIONAL TRADE STUDENT SCHOOLS MARKET FAILURES VALUE HUMAN DEVELOPMENT REPORT POLICY MAKERS CREDIT MACROECONOMICS POOR COUNTRIES FACULTIES NATIONAL INCOME URBAN AREAS ABSOLUTE POVERTY RESEARCHERS EDUCATION LEVEL AGRICULTURE LITERATURE BENCHMARK LEARNING OBJECTIVES PRODUCTION FUNCTION ECONOMICS RESEARCH OUTPUT FACULTY MEMBERS DATA SETS ECONOMIC DEVELOPMENT TRADE RICH COUNTRIES GDP SYLLABI THEORY GROWTH RATE TOTAL FACTOR PRODUCTIVITY GROWTH INSTITUTES RURAL AREAS POVERTY UNDERGRADUATE STUDENTS MASTERS DEGREES WAGE DIFFERENTIALS RESEARCH FINDINGS EMPIRICAL EVIDENCE UNIVERSITY STUDENTS AGRICULTURAL PRODUCTIVITY POLICY RESEARCH GROWTH THEORY RAPID GROWTH EXCHANGE RATE DEGREES MICRO DATA ECONOMICS RESEARCH LABOR MARKETS SCHOOL UNDERGRADUATES TERTIARY EDUCATION DEVELOPMENT INDICATORS STUDENT LEARNING MIDDLE INCOME COUNTRIES SIGNIFICANT CORRELATION UNIVERSITIES DEVELOPMENT POLICY HUMAN DEVELOPMENT UNDERGRADUATE COURSES GROWTH |
| spellingShingle |
CAPITA INCOME COLLEGE ECONOMIC GROWTH PRODUCTION UNDERGRADUATE DEGREE PROGRAM EMPIRICAL WORK INDEX NUMBERS ECONOMIC LITERATURE INCOME MACROECONOMIC MANAGEMENT POVERTY RATES POVERTY TRAPS ENROLLMENT RATIO INTERNATIONAL ORGANIZATIONS GDP PER CAPITA GRADUATE LEVEL LABOR FORCE DEVELOPING COUNTRIES ELASTICITY MARGINAL PRODUCT POLITICAL ECONOMY POLICY OPTIONS GROWTH MODEL BASIC KNOWLEDGE PAPERS INCENTIVES INDUSTRIAL DEVELOPMENT MASTERS LEVEL VARIABLES ASYMMETRIC INFORMATION DEVELOPMENT POLICIES GROWTH WITHOUT DEVELOPMENT PER-CAPITA INCOME INPUTS UNDERGRADUATE LEVEL RETURNS TO SCALE FACULTY DEVELOPING COUNTRY DEVELOPED COUNTRIES OPEN ACCESS PROFESSORS POVERTY REDUCTION LITERACY TEXTBOOKS DEVELOPMENT INDUSTRIAL POLICY PER CAPITA INCOMES PUBLIC POLICY COURSE CONTENT ANALYTICAL METHODS COURSE SYLLABI TOTAL FACTOR PRODUCTIVITY EDUCATION STATISTICS MEASURING POVERTY PER CAPITA INCOME DEVELOPMENT ECONOMICS GRADUATE DEVELOPMENT STRATEGIES FAILURES IMPERFECT COMPETITION INCREASING RETURNS MARKETS CONVERGENCE HYPOTHESIS CAPITA INCOMES LEARNING RESEARCH TRADE POLICY TEACHING UNDERGRADUATE EDUCATION ECONOMIC RESEARCH UNEMPLOYMENT DEVELOPMENT RESEARCH INCOMPLETE MARKETS PRODUCTIVITY GROWTH DATA AVAILABILITY HUMAN CAPITAL EXAM QUESTIONS RESEARCH CENTERS WORKERS DEVELOPMENT REPORT COUNTRY LEVEL ECONOMICS ASSOCIATIONS CAPITAL SCIENCE INTERNATIONAL TRADE STUDENT SCHOOLS MARKET FAILURES VALUE HUMAN DEVELOPMENT REPORT POLICY MAKERS CREDIT MACROECONOMICS POOR COUNTRIES FACULTIES NATIONAL INCOME URBAN AREAS ABSOLUTE POVERTY RESEARCHERS EDUCATION LEVEL AGRICULTURE LITERATURE BENCHMARK LEARNING OBJECTIVES PRODUCTION FUNCTION ECONOMICS RESEARCH OUTPUT FACULTY MEMBERS DATA SETS ECONOMIC DEVELOPMENT TRADE RICH COUNTRIES GDP SYLLABI THEORY GROWTH RATE TOTAL FACTOR PRODUCTIVITY GROWTH INSTITUTES RURAL AREAS POVERTY UNDERGRADUATE STUDENTS MASTERS DEGREES WAGE DIFFERENTIALS RESEARCH FINDINGS EMPIRICAL EVIDENCE UNIVERSITY STUDENTS AGRICULTURAL PRODUCTIVITY POLICY RESEARCH GROWTH THEORY RAPID GROWTH EXCHANGE RATE DEGREES MICRO DATA ECONOMICS RESEARCH LABOR MARKETS SCHOOL UNDERGRADUATES TERTIARY EDUCATION DEVELOPMENT INDICATORS STUDENT LEARNING MIDDLE INCOME COUNTRIES SIGNIFICANT CORRELATION UNIVERSITIES DEVELOPMENT POLICY HUMAN DEVELOPMENT UNDERGRADUATE COURSES GROWTH Mckenzie, David Paffhausen, Anna Luisa Development Economics as Taught in Developing Countries |
| relation |
Policy Research Working Paper;No. 7521 |
| description |
This paper uses a combination of survey
questions to instructors and data collected from course
syllabi and examinations to examine how the subject of
development economics is taught at the undergraduate and
masters levels in developing countries, and benchmark this
against undergraduate classes in the United States. The
study finds that there is considerable heterogeneity in what
is considered development economics: there is a narrow core
of only a small set of topics such as growth theory, poverty
and inequality, human capital, and institutions taught in at
least half the classes, with substantial variation in other
topics covered. In developing countries, development
economics is taught largely as a theoretical subject coupled
with case studies, with few courses emphasizing data or
empirical methods and findings. This approach contrasts with
the approach taken in leading U.S. economics departments and
with the evolution of development economics research. The
analysis finds that country income per capita, the role of
the state in the economy, the education level in the
country, and the involvement of the instructor in research
are associated with how close a course is to the frontier.
The results suggest there are important gaps in how
development economics is taught. |
| format |
Working Paper |
| author |
Mckenzie, David Paffhausen, Anna Luisa |
| author_facet |
Mckenzie, David Paffhausen, Anna Luisa |
| author_sort |
Mckenzie, David |
| title |
Development Economics as Taught in Developing Countries |
| title_short |
Development Economics as Taught in Developing Countries |
| title_full |
Development Economics as Taught in Developing Countries |
| title_fullStr |
Development Economics as Taught in Developing Countries |
| title_full_unstemmed |
Development Economics as Taught in Developing Countries |
| title_sort |
development economics as taught in developing countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/2015/12/25705313/development-economics-taught-developing-countries http://hdl.handle.net/10986/23621 |
| _version_ |
1764454354947932160 |
| spelling |
okr-10986-236212021-04-23T14:04:16Z Development Economics as Taught in Developing Countries Mckenzie, David Paffhausen, Anna Luisa CAPITA INCOME COLLEGE ECONOMIC GROWTH PRODUCTION UNDERGRADUATE DEGREE PROGRAM EMPIRICAL WORK INDEX NUMBERS ECONOMIC LITERATURE INCOME MACROECONOMIC MANAGEMENT POVERTY RATES POVERTY TRAPS ENROLLMENT RATIO INTERNATIONAL ORGANIZATIONS GDP PER CAPITA GRADUATE LEVEL LABOR FORCE DEVELOPING COUNTRIES ELASTICITY MARGINAL PRODUCT POLITICAL ECONOMY POLICY OPTIONS GROWTH MODEL BASIC KNOWLEDGE PAPERS INCENTIVES INDUSTRIAL DEVELOPMENT MASTERS LEVEL VARIABLES ASYMMETRIC INFORMATION DEVELOPMENT POLICIES GROWTH WITHOUT DEVELOPMENT PER-CAPITA INCOME INPUTS UNDERGRADUATE LEVEL RETURNS TO SCALE FACULTY DEVELOPING COUNTRY DEVELOPED COUNTRIES OPEN ACCESS PROFESSORS POVERTY REDUCTION LITERACY TEXTBOOKS DEVELOPMENT INDUSTRIAL POLICY PER CAPITA INCOMES PUBLIC POLICY COURSE CONTENT ANALYTICAL METHODS COURSE SYLLABI TOTAL FACTOR PRODUCTIVITY EDUCATION STATISTICS MEASURING POVERTY PER CAPITA INCOME DEVELOPMENT ECONOMICS GRADUATE DEVELOPMENT STRATEGIES FAILURES IMPERFECT COMPETITION INCREASING RETURNS MARKETS CONVERGENCE HYPOTHESIS CAPITA INCOMES LEARNING RESEARCH TRADE POLICY TEACHING UNDERGRADUATE EDUCATION ECONOMIC RESEARCH UNEMPLOYMENT DEVELOPMENT RESEARCH INCOMPLETE MARKETS PRODUCTIVITY GROWTH DATA AVAILABILITY HUMAN CAPITAL EXAM QUESTIONS RESEARCH CENTERS WORKERS DEVELOPMENT REPORT COUNTRY LEVEL ECONOMICS ASSOCIATIONS CAPITAL SCIENCE INTERNATIONAL TRADE STUDENT SCHOOLS MARKET FAILURES VALUE HUMAN DEVELOPMENT REPORT POLICY MAKERS CREDIT MACROECONOMICS POOR COUNTRIES FACULTIES NATIONAL INCOME URBAN AREAS ABSOLUTE POVERTY RESEARCHERS EDUCATION LEVEL AGRICULTURE LITERATURE BENCHMARK LEARNING OBJECTIVES PRODUCTION FUNCTION ECONOMICS RESEARCH OUTPUT FACULTY MEMBERS DATA SETS ECONOMIC DEVELOPMENT TRADE RICH COUNTRIES GDP SYLLABI THEORY GROWTH RATE TOTAL FACTOR PRODUCTIVITY GROWTH INSTITUTES RURAL AREAS POVERTY UNDERGRADUATE STUDENTS MASTERS DEGREES WAGE DIFFERENTIALS RESEARCH FINDINGS EMPIRICAL EVIDENCE UNIVERSITY STUDENTS AGRICULTURAL PRODUCTIVITY POLICY RESEARCH GROWTH THEORY RAPID GROWTH EXCHANGE RATE DEGREES MICRO DATA ECONOMICS RESEARCH LABOR MARKETS SCHOOL UNDERGRADUATES TERTIARY EDUCATION DEVELOPMENT INDICATORS STUDENT LEARNING MIDDLE INCOME COUNTRIES SIGNIFICANT CORRELATION UNIVERSITIES DEVELOPMENT POLICY HUMAN DEVELOPMENT UNDERGRADUATE COURSES GROWTH This paper uses a combination of survey questions to instructors and data collected from course syllabi and examinations to examine how the subject of development economics is taught at the undergraduate and masters levels in developing countries, and benchmark this against undergraduate classes in the United States. The study finds that there is considerable heterogeneity in what is considered development economics: there is a narrow core of only a small set of topics such as growth theory, poverty and inequality, human capital, and institutions taught in at least half the classes, with substantial variation in other topics covered. In developing countries, development economics is taught largely as a theoretical subject coupled with case studies, with few courses emphasizing data or empirical methods and findings. This approach contrasts with the approach taken in leading U.S. economics departments and with the evolution of development economics research. The analysis finds that country income per capita, the role of the state in the economy, the education level in the country, and the involvement of the instructor in research are associated with how close a course is to the frontier. The results suggest there are important gaps in how development economics is taught. 2016-01-12T21:01:43Z 2016-01-12T21:01:43Z 2015-12 Working Paper http://documents.worldbank.org/curated/en/2015/12/25705313/development-economics-taught-developing-countries http://hdl.handle.net/10986/23621 English en_US Policy Research Working Paper;No. 7521 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research |