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What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists

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What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists

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dc.contributor.author Choi, Álvaro
dc.contributor.author Escardíbul, Josep-Oriol
dc.contributor.author Mediavilla Bordalejo, Mauro
dc.date.accessioned 2014-12-05T11:09:35Z
dc.date.available 2014-12-05T11:09:35Z
dc.date.issued 2014
dc.identifier.citation Choi, Alvaro Escardíbul, Josep-Oriol Mediavilla Bordalejo, Mauro 2014 What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists E-pública 15 33 47
dc.identifier.uri http://hdl.handle.net/10550/40586
dc.description.abstract The adaptation process to the European Higher Education Area (EHEA) provides an opportunity for incorporating new methodologies and making students play the main role in the learning process. In this context, a group of teachers from the University of Barcelona began in the 2012-13 academic year a new pedagogical experience, which consisted in the introduction of case-study methodology in the subject Economic Evaluation of Public Policies, taught at the Political and Administration Sciences undergraduate programme. The aims of the experience were the following: Firstly, making more attractive the subject to non-economists; secondly, developing skills such as collaborative work and critical analysis; finally, increasing academic performance. Results from the experience show enhanced levels of student satisfaction and motivation. Additionally, 2012 students outperform their 2011 colleagues.
dc.language.iso eng
dc.relation.ispartof E-pública , 2014, num. 15, p. 33-47
dc.subject Economia
dc.title What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists
dc.type journal article es_ES
dc.date.updated 2014-12-05T11:09:35Z
dc.identifier.idgrec 099270
dc.rights.accessRights open access es_ES

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