Research topic millennium

Research topic millennium - I - Journal of Economic...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
I - Journal of Economic Persjwctives- Volume 14, Number I-Winter 1999-Pages 000-000 New Millennium Economics: How Did It Get This Way, and What Way is It? David Colander ew Millennium economics evolved out of neoclassical economics over the last 100 years. The pace of change increased over time and in the first half of the 21st century, the economics profession changed as much, or more, than it did in the last half of the 20th century. The changes occurred both because of the internal tensions in the profession in the second part of the 20th century and because of technological changes that affected both the research methods of economics and the structure of higher education generally. In this paper I consider that evolution. I will organize my discussion in two sections: the first focusing on changes in the structure of economic education; the second focusing on changes in the content of what economists do. From 2000-2050: Changes in the Structu;*e of Graduate Economic Education Although the number of economics graduate students expanded substantially in.the 1950s and 196Os, the fundamental structure of graduate economic education did not change much at all in the second half of the 20th century. However, the structure of economic education has undergone profound changes in the 50 years since 2000. n David Colander is P~OJ%.SSM Emeritus of the Liberal Arts Research ColLege Consortium. At the turn of the milknnium he was CAJ Distinguished Professor of Economics, Middlebuly College, Middlebury, Vermont. His e-mail address then was ( -i-
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
I - 2 Journal of Economic Perspectives The Decline of Importance of Geographic Place: The Rise of the Virtual University Fnl The first major change that occurred is external to economics: in 2000, “geographic place” was still central to education; by 2050, geographic place has become far less important; “brand” is far more important. Going to university or college used to mean going to a particular geographic place; for a few of the top colleges and universities this is still the case, but for a majority of students it no longer means that. Virtual universities, collections of scholars from around the world who have combined into an accredited program of study in a particular field, have grown enormously, and have significantly displaced many geographically- based programs.’ The burgeoning growth of these virtual universities has led to an increased Fd? importance of accrediting agencies; the highest level accrediting group, the Intema- tional University Accreditation Association (IUAA), was created by an international consortium of universities. Many other alternative accreditation groups exist and although almost all of the 25,000 virtual universities worldwide are accredited by some agency, the IUAA is predominant. My discussion of structure deals only with the IUAA-accredited institutions. The development of these virtual universities was driven by developments in information and communications technology. Complete virtual
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 09/09/2011 for the course ECON 323 taught by Professor Prof. during the Spring '11 term at UAA.

Page1 / 12

Research topic millennium - I - Journal of Economic...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online