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30 - Undergraduate Research in Economics

from Part III.3 - Social Sciences

Published online by Cambridge University Press:  11 August 2022

By
Carlos Cortinhas  and
Pascal Stiefenhofer
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

Undergraduate research and inquiry-based learning in economics are on the rise. In this chapter we discuss the benefits and costs of undergraduate research and provide examples of good practice. Our analysis shows that economics students are actively engaged in the research process through various curriculum-based and extracurricular learning opportunities. We also observe that research content is more emphasized than research process in economics students’ inquiry-based learning. Non-curricular research activities are best described by research-tutored activities according to the Healey model. Using the literature of distinguished economists and similar writing-based activities remains the most popular inquiry-based learning model in economics.

Keywords

undergraduate researcheconomicsUROPvideo games and paper competitionsundergraduate research organizationresearch-based learningdoing publishable research
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 293 - 302
Publisher: Cambridge University Press
Print publication year: 2022

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