There is a dire need for a comprehensive pedagogical resource both on diverse approaches to teaching sports economics and the use of sports to teach broader principles of economic concepts. This book does exactly that. The contributions from leading scholars and teachers in both fields will help all instructors looking to raise their teaching game.
This Handbook features the best teaching practices in the Health Economics (HE) field over the past decade. HE is still considered a new field in the world of economics. The teaching materials are designed for and suitable to HE specializations housed in economics departments, schools of public health, health professions, health sciences, nursing, pharmacy, business, or public/health administration.
In this fascinating book, Imad A. Moosa challenges existing preconceptions surrounding normative economics, arguing that what some economists see as undisputed facts of life may be myths caused by dogmatic thinking. Plausible explanations are suggested for puzzles in various areas of economics and finance, such as the home bias puzzle, the PPP puzzle and the presidential puzzle. Controversies in Economics and Finance is a thought-provoking and stimulating read that exposes common flaws in economic analysis. It will be of great benefit to academics, graduate students and policy-makers looking to understand the limits of economic analysis.
Teaching Cultural Economics is the first book of its kind to offer inspiration and guidance for teaching cultural economics through short chapters, a wide scope of knowledge and teaching cases by experienced teachers who are expert in the topic.
Stemming from the idea that economics is a social science that tends to forget its own history, this refreshing book reflects on the role of teaching with historical perspectives. It offers novel ways of integrating the history of economics into the curriculum, both in history of economic thought modules and in other sub-disciplines. Coming from a wide diversity of experiences, the chapters share the idea that studying the history of thought exposes students to pluralism and is therefore an essential pedagogical tool.