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Do Introductory Economics Students Learn More if Their Instructor Has a PH.D.?

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  • T. Aldrich Finegan
  • John J. Siegfried

Abstract

Using objective and subjective data from the third edition of the Test of Understanding College Economics (TUCE) collected from 117 classes in introductory economics taught at 34 different colleges, this study examines whether students taught by regular faculty with a Ph.D. degree learn more than students taught by regular faculty who have only an M.A. degree. After controlling for other characteristics of instructors, schools, and students, we find no significant association between instructor's terminal degree and several objective measures of student learning in introductory macro economics classes; students in introductory micro economics classes taught by Ph.D.-holding instructors learned substantially and significantly less. For neither subject is there a significant net association between instructor's degree and student assessments of amount learned or instructor effectiveness. The results suggest that a future shortage of Ph.D. economists would not reduce student learning in introductory economics courses.

Suggested Citation

  • T. Aldrich Finegan & John J. Siegfried, 1998. "Do Introductory Economics Students Learn More if Their Instructor Has a PH.D.?," The American Economist, Sage Publications, vol. 42(2), pages 34-46, October.
    • Handle: RePEc:sae:amerec:v:42:y:1998:i:2:p:34-46
    DOI: 10.1177/056943459804200203
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    References listed on IDEAS

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    1. Siegfried, John J & Fels, Rendigs, 1979. "Research on Teaching College Economics: A Survey," Journal of Economic Literature, American Economic Association, vol. 17(3), pages 923-969, September.
    2. Siegfried, John J & Wilkinson, James T, 1982. "The Economics Curriculum in the United States: 1980," American Economic Review, American Economic Association, vol. 72(2), pages 125-138, May.
    3. Lopus, Jane S & Maxwell, Nan L, 1995. "Teaching Tools: Should We Teach Microeconomic Principles before Macroeconomic Principles?," Economic Inquiry, Western Economic Association International, vol. 33(2), pages 336-350, April.
    4. Saunders, Phillip, 1991. "The Third Edition of the Test of Understanding in College Economics," American Economic Review, American Economic Association, vol. 81(2), pages 32-37, May.
    5. Clotfelter, Charles T. & Ehrenberg, Ronald G. & Getz, Malcolm & Siegfried, John J., 1992. "Economic Challenges in Higher Education," National Bureau of Economic Research Books, University of Chicago Press, edition 1, number 9780226110509.
    6. Ronald G. Ehrenberg, 1991. "Should Policies Be Pursued to Increase the Flow of New Doctorates?," NBER Chapters, in: Economic Challenges in Higher Education, pages 233-258, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Carlos J. Asarta & Austin S. Jennings & Paul W. Grimes, 2017. "Economic Education Retrospective," The American Economist, Sage Publications, vol. 62(1), pages 102-117, March.
    2. Kurt Stephenson & Anya McGuirk & Tricia Zeh & Dixie Watts Reaves, 2005. "Comparisons of the Educational Value of Distance Delivered versus Traditional Classroom Instruction in Introductory Agricultural Economics," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 27(4), pages 605-620.
    3. Alauddin, Mohammad & Valadkhani, Abbas, 2003. "Causes and Implications of Declining Economics Major: A Focus on Australia," MPRA Paper 50393, University Library of Munich, Germany.
    4. T. Aldrich Finegan & John J. Siegfried, 2000. "Are Student Ratings of Teaching Effectiveness Influenced by Instructors' English Language Proficiency?," The American Economist, Sage Publications, vol. 44(2), pages 17-29, October.

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