Non-economic Students Research Articles

Why is it worth studying economics? A course proposal for non-economics students

At an early life stage, students must choose a degree, a crucial decision that will shape their professional life. Whatever the studies chosen, these are very topic specific, and the current higher education system does not have the mechanisms to make this choice less focused, allowing students to open their minds to other areas of knowledge. This situation is particularly critical for students who do not choose a major in a business-related discipline. Basic economic knowledge is paramount as it provides individuals with a better understanding of human behavior and the rules of the marketplace. Knowledge of its foundations is valuable for daily life (e.g. making better choices, allocating resources more effectively, and understanding policy options). However, in some countries, economics is compulsory at neither high school nor university; and thus, it is usually overlooked. Focusing on Spain’s particular context, this study underlines the key reasons for including economics in non-economic university programs. A survey gathering students’ perceptions of the fundamentals of economics and their level of understanding is presented and discussed. Building on the literature and the survey’s results, we identify three core blocks that should be taught. A panel of experts is consulted to evaluate our proposal.

ADAKAH NIAT MAHASISWA UNTUK BERWIRAUSAHA? (Studi Empirik pada Mahasiswa Universitas YARSI)

Drawing the theory of planned behavior, the main objective of this study was to identify the students’ entrepreneurial intentions using double linear regression test. The sample of this study consisted of total 281 undergraduate students, divided into two categories, the economics faculty and non – economics faculty. The result shows that among three variables – subjective norms, attitude towards entrepreneurship, and perceived behavioral control- subjective norms is the strongest predictor of intentions within the economics students, while among the non – economics students, attitude is the strongest. However, the research revealed that all of the variables have a positive and significance influence on entrepreneurial intentions both for the economics and non-economics students. Despite its limitation, this study wishes to make contribution and implication to the literature of entrepreneurship. This study might help students and universities to take action in improving entrepreneurial intentions

FINANCIAL LITERACY OF ECONOMICS AND NON-ECONOMICS STUDENTS

This research aims to identify the level of financial literacy of college students in economic faculties and non-economic faculties in Indonesia. This research was conducted to determine the understanding of students' financial literacy score in the economic and non-economic faculties. The survey was conducted to test the level of student financial literacy at various University in Indonesia. This survey used objective measures of financial literacy, and the student gets the question and gets the score based on the correct answer from participants. In total, there were 206 participants from students in Indonesia who participate in the survey. An independent sample T-Test was conducted to determine differences in the level of understanding of students in the two groups. This research found that financial literacy score is differences between economic and non-economic students. Even the economics student has higher score compare to the non-economics student, but the score still below 70% for basic personal finance questions. This research implies that student on both study field needs to get personal finance courses on campus.Keywords: Personal finance, financial literacy, College student.JEL Classification: G53DOI: https://doi.org/10.32479/irmm.8974

Financial Literacy of Economics and non-Economics Student

The aim of this research is to identify the level of financial literacy of students in economic faculties and non-economic faculties in Indonesia. This research was conducted to determine the understanding of students in the economic and non-economic faculties on the level of personal financial literacy. The survey was conducted to test the level of student financial literacy in various University in Indonesia. In total there were 206 participants from students in Indonesia who took the survey. An independent sample T-Test was conducted to determine differences in the level of understanding of students in the two groups. The results of this research indicate that there are no differences in the level of financial literacy in economic and non-economic students. This result shows that economics student does not guarantee they have higher personal financial knowledge.

Про проблеми викладання фундаментальних економічних дисциплін у вітчизняних та закордонних університетах

The article outlines the objective and subjective-psychological factors of the reduction of the study of fundamental economic disciplines in Ukrainian universities in recent years. One of the reasons for this reduction in the scope, and even the displacement of these disciplines from the university curricula, was the terminological incorrectness associated with the use of the title "Economic Theory", which means rather a method or tool of economic research. The use of term "Economic Theory" as a title of fundamental economic discipline significantly narrows its subject, gives the impression of its theorizing and detachment from the real economy and doesn’t contribute to improving the competitiveness of the graduate in the labor market. The authors substantiate the expediency of including the discipline "Political Economy” in the list of compulsory courses in the master's educational programs on "Economics". Political economy is now being transformed into an interdisciplinary branch of economic knowledge, which emphasizes on distributive relations and social efficiency. Attention is focused on the importance of national economic education for achieving the effectiveness of economic policy. Teaching fundamental economic disciplines for students of non-economic specialties would help to improve the level of national economic education and therefore to make effective economic decisions. The experience of American universities in the formation and implementation of economic courses in the curricula of non-economics students and the approaches to updating the structure and content of such disciplines are analyzed. It provides broader possibilities in the study of fundamental economic disciplines and finally proves the importance of the normative economics alone with the positive one in the education process. It is concluded that the negative tendencies in the study of fundamental economic disciplines in Ukrainian universities can be neutralized via employing positive foreign experience and shaping a Ukrainian economics mainstream, which would include the scientific achievements of both Ukrainian and foreign economists.

非経済系学生への経済教育に関する一考察 : 工業高等専門学校での実践例を中心に(投稿原稿(査読付))

非経済系学生への経済教育に関する一考察 : 工業高等専門学校での実践例を中心に(投稿原稿(査読付))

CLC (CENTERED LEARNING CIRCULAR): METODE REVITALISASI KEILMUAN EKONOMI ISLAM UNTUK KALANGAN MAHASISWA

As the development of information and increasingly sophisticated technology this global era, not least the young generation, especially students who fall into the hedonism culture. Behavior hedonism related to squeezing economic life, so that the Indonesian people, especially students understand very well be an economic system that is set in the religion of the Islamic Economic system, need for us to understanding the implementation of religion in the economic field intensively. Improvements of social and economic poblem can be resolved through solutions offered by the Al-Quran and Al-Hadith. Laws and guidelines are clearly contained there in, but how the application of a person against the Islamic economic principles will depend in how they understand the rules. Therefore CLC emerge from the output of the Qur'an and Al-Hadith as the solution to social problems. Circular discussion-based learning with studying the phenomenon of the contemporary economy is expected to accelerate the economic understanding of Islam among non-economic students of Islam. CLC can also be interpreted mentoring. The method used is the analysis of FGD and fusion methods of comparative literature. The research results can be obtained, that turned out to be an average of CLC is a method of supporting the economic understanding of Islam for the students who are accelerated out of the classroom. Thus CLC (Centered Learning Circular) is a scientific method of economic revitalization of Islam for the students.

CLC (CENTERED LEARNING CIRCULAR): METODE REVITALISASI KEILMUAN EKONOMI ISLAM UNTUK KALANGAN MAHASISWA

As the development of information and increasingly sophisticated technology this global era, not least the young generation, especially students who fall into the hedonism culture. Behavior hedonism related to squeezing economic life, so that the Indonesian people, especially students understand very well be an economic system that is set in the religion of the Islamic Economic system, need for us to understanding the implementation of religion in the economic field intensively. Improvements of social and economic poblem can be resolved through solutions offered by the Al-Quran and Al-Hadith. Laws and guidelines are clearly contained there in, but how the application of a person against the Islamic economic principles will depend in how they understand the rules. Therefore CLC emerge from the output of the Qur'an and Al-Hadith as the solution to social problems. Circular discussion-based learning with studying the phenomenon of the contemporary economy is expected to accelerate the economic understanding of Islam among non-economic students of Islam. CLC can also be interpreted mentoring. The method used is the analysis of FGD and fusion methods of comparative literature. The research results can be obtained, that turned out to be an average of CLC is a method of supporting the economic understanding of Islam for the students who are accelerated out of the classroom. Thus CLC (Centered Learning Circular) is a scientific method of economic revitalization of Islam for the students.

Impact of Economics Learning on Risk Preferences and Rationality: An Empirical Investigation

This study examines whether or not academic experience in economics reduces risk aversion and irrationality. Irrationality was measured by behavioral deviations from Expected Utility Theory (EUT), and adherence to the cognitive limitations described by Prospect Theory (PT). Two survey experiments were administered to economics and non-economics majors at Occidental College to detect risk preferences and exhibition of certainty, framing, reflection and lottery effects as defined in PT. Economics majors were found to have lower risk aversion and different rationality behavior (not always more rational), and these differences were mainly due to self-selection. Economics learning reduced risk aversion and, to a limited degree, irrationality among non-economics students, but not among economics majors. The study also shows that monetary incentives reduced risk aversion, but did not have much impact on rationality.

Honesty versus Cooperation:

ABSTRACT. A variety of empirical evidence suggests that economics students are less cooperative than are students in other disciplines. Anthony M. Yezer and his colleagues have recently provided a strong counter‐example claiming that economics students behave in a more honest manner than do noneconomics students. Since honesty and cooperation are not the same quality, there might be no contradiction between these two claims. Economics students seem to re‐present a special pattern of moral behavior that is characterized by respect for property rights and strong self‐interest motivation simultaneously.

Not Guilty? Another Look at the Nature and Nurture of Economics Students

In this paper, we examine students' attitudes towards various allocation mechanisms for a scarce resource. For this purpose, we have run a survey among officers of the German military who are enrolled in different courses of study (such as economics) at the University of the German Federal Armed Forces. We find that significantly more economics than non-economics students judge price increases as fair. Moreover, this tendency strengthens as economics students advance in their studies. In addition, fewer advanced economics students judge allocation through the local community as fair when compared to first-year economists or other students. These results stand in contrast to results obtained by Frey, Pommerehne and Gygi (1993) on exactly the same survey. In summary, we find evidence for both nature and nurture effects.