Teaching-Track Economists in Canada, the United Kingdom, and the United States

Abstract

For Canada, the United Kingdom, and the United States, we illuminate the landscape for a relatively new and evolving role: full-time, teaching-track economists who work in the same departments as research-track economists, but with a greater emphasis on te aching. We use in-depth interviews and a large-scale survey. We employ a mixed-methods approach. A cohesive, cross-country, multi-institution comparison enables learning from a variety of contexts. Our findings inform decision-making processes, initiate co nversations among multiple constituents, generate ideas, raise salient questions, and identify relative strengths and weaknesses of different teaching-track models.