Cookies?
Library Header Image
LSE Research Online LSE Library Services

Undergraduate econometrics instruction: through our classes, darkly

Angrist, Joshua D. and Pischke, Jorn-Steffen (2017) Undergraduate econometrics instruction: through our classes, darkly. Journal of Economic Perspectives, 31 (2). pp. 125-144. ISSN 0895-3309

[img]
Preview
PDF - Published Version
Download (645kB) | Preview

Identification Number: 10.1257/jep.31.2.125

Abstract

The past half-century has seen economic research become increasingly empirical, while the nature of empirical economic research has also changed. In the 1960s and 1970s, an empirical economist's typical mission was to "explain" economic variables like wages or GDP growth. Applied econometrics has since evolved to prioritize the estimation of specific causal effects and empirical policy analysis over general models of outcome determination. Yet econometric instruction remains mostly abstract, focusing on the search for "true models" and technical concerns associated with classical regression assumptions. Questions of research design and causality still take a back seat in the classroom, in spite of having risen to the top of the modern empirical agenda. This essay traces the divergent development of econometric teaching and empirical practice, arguing for a pedagogical paradigm shift.

Item Type: Article
Official URL: https://www.aeaweb.org/journals/jep
Additional Information: © 2017 American Economic Association
Subjects: H Social Sciences > HB Economic Theory
L Education > L Education (General)
Sets: Departments > Economics
Research centres and groups > Centre for Economic Performance (CEP)
Date Deposited: 09 Jun 2017 10:36
Last Modified: 09 Jun 2017 10:36
URI: http://eprints.lse.ac.uk/id/eprint/80663

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics