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Teaching-Track Economists: A Canadian Perspective

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  • Jennifer Murdock
  • Avi J. Cohen

Abstract

We find that over two-thirds of economics departments in large Canadian universities have full-time teaching-track faculty positions that parallel traditional research-track positions but with a heavier teaching focus. Teaching-track economists approach one-sixth of the faculty complement—a substantial shift in resource allocations since 2000. This paper—a companion to Arico et al. (2024)—uses a mixed-methods approach with interview and survey data to draw on the firsthand experience of teaching-track economists. Pioneers helped craft a Canadian model that allows economics departments to attract passionate educators, and the teaching track continues to evolve.

Suggested Citation

  • Jennifer Murdock & Avi J. Cohen, 2024. "Teaching-Track Economists: A Canadian Perspective," AEA Papers and Proceedings, American Economic Association, vol. 114, pages 318-322, May.
    • Handle: RePEc:aea:apandp:v:114:y:2024:p:318-22
    DOI: 10.1257/pandp.20241033
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    More about this item

    JEL classification:

    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations

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