Ideas Bank
Teaching Case Studies
- Assessment and monitoring (41)
- Classroom practice and student engagement (63)
- Curriculum and content (48)
- Employability and entrepreneurship (14)
- Experiments, games and role-play (28)
- Inclusivity (4)
- Internationalisation (5)
- Large-group teaching (7)
- Learning approaches (e.g. PBL) (23)
- Online and distance learning (72)
- Research and teaching (11)
- Small-group teaching (9)
- Teaching assistants and new lecturers (3)
- Video case studies (5)
Latest additions
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Content delivery through an interactive textbook
Ralf Becker, University of Manchester -
Barbie in the Job Market: a gendered perspective in a Principles module
Nadia Singh, Northumbria University -
Integrating guest speakers into a module on Alternative Investments
Andrea Calef, University of East Anglia -
Economics study buddies: using Moodle to engage students with peer learning
Lory Barile, University of Warwick -
Using online quiz assessments
Amira Elasra, University of Warwick -
Setting Up an Online College Course (External Case Study)
Jonathan Meer, Texas A&M University -
Moving to online teaching for a final year module
Atisha Ghosh, University of Warwick -
Teaching the Economics of COVID-19 in Autumn 2020
Sara Gundersen, Valparaiso University
Most popular case studies
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The International Trade Game
John Sloman, University of the West of England -
Assessment in the Time of Pandemic: A Panic-free Guide
Tim Burnett and Stefania Paredes Fuentes, University of Warwick -
The Use of Cobb-Douglas and Constant Elasticity of Substitution Utility Functions to Illustrate Consumer Theory
Soumaya M. Tohamy and J. Wilson Mixon Jr., Berry College, USA -
Time Series Decomposition: A practical example using a classic data set
Steve Cook, Swansea University Business School -
Digital Pen Technology in Lecture Presentations
Steven C. Myers, The University of Akron
Share your own Experiences
One of the potential barriers to adopting new approaches to teaching is a lack of evidence as to what works.
To counter this, this section of our Web site is dedicated to collating examples of innovative learning and teaching methods. Each case study focuses on a particular innovation and consists of a brief description that will address the following questions:
- What was its purpose?
- How was it integrated into the curriculum?
- How did it work?
- What problems were encountered?
- How did the students respond?
If you would like your own work to be showcased, please contact Martin Poulter at the Network.
| Ideas Bank | Journal publication, e.g. IREE |
|---|---|
| Short case studies (usually 2–4 pages; 500–1,500 words) | Fully developed papers |
| Light copy-editing if necessary | Full peer review |
| Accepting submissions from university educators describing practice they have used in teaching economics | Significant proportion of submissions rejected |
| Rapid publication: often within a week | Review and publication process can take months |
| Are sometimes cited, but do not automatically appear in citation databases | Will be given a Digital Object Identifier and be indexed by citation databases |
| No charge to authors or readers | Might be published behind a paywall or incur an open access charge |
It is possible to publish an idea as a short case study and develop it later into a full paper.
Video case studies
We are now accepting case studies in video format. We publish them with a transcript generated by editing YouTube's automatic subtitles. See an example.
The content needs to be more than just a "quick tip" of how to use a technology. This is an opportunity to demonstrate something you do with software or with a web site, but you need to describe a practice that you have used in university education of economics and how it benefits students.
You need to make the video file available to us for posting on the Economics Network YouTube channel or post it on your own YouTube channel, non-monetised. (Here is how to turn off monetisation for a video).
See also
Starting Point: Teaching and Learning Economics, a portal based at Carleton College, USA including Application Exercises for the context of Team-Based Learning.
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