Development Economics as Taught in Developing Countries
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World Bank, Washington, DC
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This paper uses a combination of survey
questions to instructors and data collected from course
syllabi and examinations to examine how the subject of
development economics is taught at the undergraduate and
masters levels in developing countries, and benchmark this
against undergraduate classes in the United States. The
study finds that there is considerable heterogeneity in what
is considered development economics: there is a narrow core
of only a small set of topics such as growth theory, poverty
and inequality, human capital, and institutions taught in at
least half the classes, with substantial variation in other
topics covered. In developing countries, development
economics is taught largely as a theoretical subject coupled
with case studies, with few courses emphasizing data or
empirical methods and findings. This approach contrasts with
the approach taken in leading U.S. economics departments and
with the evolution of development economics research. The
analysis finds that country income per capita, the role of
the state in the economy, the education level in the
country, and the involvement of the instructor in research
are associated with how close a course is to the frontier.
The results suggest there are important gaps in how
development economics is taught.
Palabras clave
CAPITA INCOME, COLLEGE, ECONOMIC GROWTH, PRODUCTION, UNDERGRADUATE DEGREE PROGRAM, EMPIRICAL WORK, INDEX NUMBERS, ECONOMIC LITERATURE, INCOME, MACROECONOMIC MANAGEMENT, POVERTY RATES, POVERTY TRAPS, ENROLLMENT RATIO, INTERNATIONAL ORGANIZATIONS, GDP PER CAPITA, GRADUATE LEVEL, LABOR FORCE, DEVELOPING COUNTRIES, ELASTICITY, MARGINAL PRODUCT, POLITICAL ECONOMY, POLICY OPTIONS, GROWTH MODEL, BASIC KNOWLEDGE, PAPERS, INCENTIVES, INDUSTRIAL DEVELOPMENT, MASTERS LEVEL, VARIABLES, ASYMMETRIC INFORMATION, DEVELOPMENT POLICIES, GROWTH WITHOUT DEVELOPMENT, PER-CAPITA INCOME, INPUTS, UNDERGRADUATE LEVEL, RETURNS TO SCALE, FACULTY, DEVELOPING COUNTRY, DEVELOPED COUNTRIES, OPEN ACCESS, PROFESSORS, POVERTY REDUCTION, LITERACY, TEXTBOOKS, DEVELOPMENT, INDUSTRIAL POLICY, PER CAPITA INCOMES, PUBLIC POLICY, COURSE CONTENT, ANALYTICAL METHODS, COURSE SYLLABI, TOTAL FACTOR PRODUCTIVITY, EDUCATION STATISTICS, MEASURING POVERTY, PER CAPITA INCOME, DEVELOPMENT ECONOMICS, GRADUATE, DEVELOPMENT STRATEGIES, FAILURES, IMPERFECT COMPETITION, INCREASING RETURNS, MARKETS, CONVERGENCE HYPOTHESIS, CAPITA INCOMES, LEARNING, RESEARCH, TRADE POLICY, TEACHING, UNDERGRADUATE EDUCATION, ECONOMIC RESEARCH, UNEMPLOYMENT, DEVELOPMENT RESEARCH, INCOMPLETE MARKETS, PRODUCTIVITY GROWTH, DATA AVAILABILITY, HUMAN CAPITAL, EXAM QUESTIONS, RESEARCH CENTERS, WORKERS, DEVELOPMENT REPORT, COUNTRY LEVEL, ECONOMICS ASSOCIATIONS, CAPITAL, SCIENCE, INTERNATIONAL TRADE, STUDENT, SCHOOLS, MARKET FAILURES, VALUE, HUMAN DEVELOPMENT REPORT, POLICY MAKERS, CREDIT, MACROECONOMICS, POOR COUNTRIES, FACULTIES, NATIONAL INCOME, URBAN AREAS, ABSOLUTE POVERTY, RESEARCHERS, EDUCATION LEVEL, AGRICULTURE, LITERATURE, BENCHMARK, LEARNING OBJECTIVES, PRODUCTION FUNCTION, ECONOMICS, RESEARCH OUTPUT, FACULTY MEMBERS, DATA SETS, ECONOMIC DEVELOPMENT, TRADE, RICH COUNTRIES, GDP, SYLLABI, THEORY, GROWTH RATE, TOTAL FACTOR PRODUCTIVITY GROWTH, INSTITUTES, RURAL AREAS, POVERTY, UNDERGRADUATE STUDENTS, MASTERS DEGREES, WAGE DIFFERENTIALS, RESEARCH FINDINGS, EMPIRICAL EVIDENCE, UNIVERSITY, STUDENTS, AGRICULTURAL PRODUCTIVITY, POLICY RESEARCH, GROWTH THEORY, RAPID GROWTH, EXCHANGE RATE, DEGREES, MICRO DATA, ECONOMICS RESEARCH, LABOR MARKETS, SCHOOL, UNDERGRADUATES, TERTIARY EDUCATION, DEVELOPMENT INDICATORS, STUDENT LEARNING, MIDDLE INCOME COUNTRIES, SIGNIFICANT CORRELATION, UNIVERSITIES, DEVELOPMENT POLICY, HUMAN DEVELOPMENT, UNDERGRADUATE COURSES, GROWTH