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The Effects of Curriculum Reform on Economics Education in A Spanish College

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  • Meredecons Garcia-Diez

Abstract

The aim of this study is to analyze the effects of changes in curricula brought about as a consequence of the reform carried out in university education in Spain during the first half of the 1990s. The study concentrates on first-cycle undergraduate economics students and is based on the estimation of education production functions. This estimation has the feature that two dimensions of education output are considered: the affective part and the cognitive part. Our results show that there have not been significant differences in education/training as a consequence of the reform of the curriculum.The estimates obtained highlight the importance of peer-group effects in the educative process.

Suggested Citation

  • Meredecons Garcia-Diez, 2000. "The Effects of Curriculum Reform on Economics Education in A Spanish College," Education Economics, Taylor & Francis Journals, vol. 8(1), pages 5-15.
    • Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:5-15
    DOI: 10.1080/096452900110274
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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.
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    Cited by:

    1. Marisa Hidalgo, 2005. "Peer Group Effects And Optimal Education System," Working Papers. Serie AD 2005-12, Instituto Valenciano de Investigaciones Económicas, S.A. (Ivie).
    2. Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition - Evidence From the PISA 2000 Study," RWI Discussion Papers 2, RWI - Leibniz-Institut für Wirtschaftsforschung.
    3. Michael Fertig, 2002. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence From the PISA 2000 Study," RWI Discussion Papers 0002, Rheinisch-Westfälisches Institut für Wirtschaftsforschung.
    4. repec:zbw:rwidps:0002 is not listed on IDEAS

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