INTEGRATING TEACHING AND LEARNING IN GRADUATE STUDIES: ECONOMIC DEVELOPMENT COURSE
Abstract
Development economics is a field of study, trying to explore the reason of economic success and failures of different countries or regions in the world. It deals with important issues and gaps of 21st Century, such as poverty, inequality, education, health, demographic changes, migration, trade and globalization. Moreover, the basic issues of development economics have been in focus since 1776 within the famous book of Adam Smith “An Inquiry into the Nature and Causes of the Wealth of Nations”. Development economics, it can be argued, has to be concerned not only with protecting its "own" territory, but also with keeping alive the foundational motivation of the subject of economics in general.
All the above-mentioned aspects on development economics are the main motivation of this paper. Furthermore, this study tries to analyze, synthesize and recapitulate the integration of teaching and learning in graduate studies. It is the case of an actual course, termed “Development and Growth”, offered in the economics department of the Master of Science program. The study will cover two main analyses: the first analysis, dealing with the specifics of course organization and management and the second one, exploring the students’ projects and their integration with the course.
Downloads
References
Murnane, R. J., Levy, F. (1996). Teaching the New Basic Skills. Principles for Educating Children To Thrive in a Changing Economy. New York: Free Press, 277.
Colander, D., Klamer, A. (1987). The Making of an Economist. Journal of Economic Perspectives, 1 (2), 95–111. doi: http://doi.org/10.1257/jep.1.2.95
Hysa, E., Balliu, J., Shahinaj, A., Rruga, A. (2017). High School Students’ Perceptions toward Economics Field of Study. Proceedings of the 10th MAC, 120–129.
Council, N. R. (2008). Research on future skill demands: A workshop summary. National Academies Press, 126. doi: http://doi.org/10.17226/12066
Pulakos, E. D., Arad, S., Donovan, M. A., Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85 (4), 612–624. doi: http://doi.org/10.1037/0021-9010.85.4.612
Levy, F., Murnane, R. J. (2012). The new division of labor: How computers are creating the next job market. Princeton University Press. doi: http://doi.org/10.1515/9781400845927
Houston, J. (2007). Future skill demands, from a corporate consultant perspective. National Research Council.
Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P., Fleishman, E. A. (1999). An occupational information system for the 21st century: The development of O* NET. American Psychological Association. doi: http://doi.org/10.1037/10313-000
Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens comprehension, learning – and thinking. American Educator. Available at: https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps
Jerald, C. D. (2009). Defining a 21st century education. Center for Public Education. Available at: http://www.mifras.org/know/wp-content/uploads/2014/06/Defininga21stCenturyEducation_Jerald_2009.pdf
Sutton, J. P., De Oliveira, P. (1995). Differences in Critical Thinking Skills among Students Educated in Public Schools, Christian Schools, and Home Schools. Available at: https://www.nheri.org/home-school-researcher-differences-in-critical-thinking-skills-among-students-educated-in-public-schools-christian-schools/
Meyers, C. (1986). Teaching Students to Think Critically. A Guide for Faculty in All Disciplines. San Francisco: Jossey-Bass Inc., Publishers, 131.
Hysa, E. (2014). Defining a 21st Century Education: Case Study of Development and Growth Course. Mediterranean Journal of Social Sciences, 5 (2), 41. doi: http://doi.org/10.5901/mjss.2014.v5n2p41
Hysa, E., Hodo, M. (2014). Contribution to Albanian Society: Students’ Case Studies in Growth and Development Course. Albania. Available at: https://www.researchgate.net/publication/308111451_CONTRIBUTION_TO_ALBANIAN_SOCIETY_STUDENTS'_CASE_STUDIES_IN_GROWTH_AND_DEVELOPMENT_COURSE
Hoxhaj, J., Hysa, E. (2015). Comparing ENQA, British, German & Albanian Standards of Quality in Higher Education. European Journal of Sustainable Development, 4 (2), 243. doi: http://doi.org/10.14207/ejsd.2015.v4n2p243
Hysa, E., Ur Rehman, N. (2019). Assessing the Teaching Quality of Economics Programme: Instructor Course Evaluations. Integration of Education, 23 (4 (97)), 556–567. doi: http://doi.org/10.15507/1991-9468.097.023.201904.556-567
Copyright (c) 2020 Eglantina Hysa, Egla Mansi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.