Contending perspectives, 20 years on: what have our students learned?
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Cited by:
- Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2011.
"Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis,"
International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 50-62.
- Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2009. "Does pluralism in economics education make better educated, happier students? A qualitative analysis," Working Papers 0916, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
- Andrew Mearman & Aspasia Papa & Don Webber, 2014.
"Why do Students Study Economics?,"
Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
- Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
- Andrew Mearman, 2012. "Pluralist economics curricula: do they work; and how would we know?," Working Papers 20121203, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
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Keywords
Barone; contending perspectives; contending economic perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning; pluralist economics; pluralist education; economics education; undergraduate economics; higher education.;All these keywords.
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