Angrist, Joshua D. and Pischke, Jorn-Steffen 
ORCID: 0000-0002-6466-1874
(2017)
Undergraduate econometrics instruction: through our classes, darkly.
Journal of Economic Perspectives, 31 (2).
pp. 125-144.
ISSN 0895-3309
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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 |
| Divisions: | Economics Centre for Economic Performance |
| Subjects: | H Social Sciences > HB Economic Theory L Education > L Education (General) |
| JEL classification: | A - General Economics and Teaching > A2 - Economics Education and Teaching of Economics > A22 - Undergraduate C - Mathematical and Quantitative Methods > C0 - General > C01 - Econometrics |
| Date Deposited: | 09 Jun 2017 10:36 |
| Last Modified: | 12 Dec 2024 01:29 |
| URI: | http://eprints.lse.ac.uk/id/eprint/80663 |
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