Teaching skills for life as an economist CALT Conference Dr Cloda Jenkins*, Senior Teaching Fellow, UCL April 19 th 2013 *All ideas presented here are my own and the views should not be considered to represent those of the UCL Economics Department or of any previous employers.

2 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps ✔

Skills for what type of economist? Generic skills that don’t presume particular career path. – Work for academic jobs and wide range of professional jobs. More than getting hired – being effective in the job. Include what needed to do graduate study. 3

What are employers concerned they are not getting? Take as given that UCL graduates are expert economists Understand fundamental principles and know when and how to use them Able to analyse, interpret and interrogate data (‘hands on’) Communication of ideas in way that is relevant for audience Able to put ideas into context and to apply theory to real world Proactive and ‘can do’ attitude Enthusiastic about and driven by genuine interest in economics 4 Evidence from survey of employers by Economics Network, my own small sample survey of mix of employers, discussions with colleagues and my own experience

What makes a great economist? A professional economist needs to be able to: Understand and challenge economic theory Undertake and present empirical analysis Read, summarise and critically assess range of economics publications Write clearly (tailored to audience) Think on their feet and develop independent thoughts Deliver clear and concise oral presentations 5

6 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps ✔ ✔

Case study: Economics of Regulation (Econ 7006) 50 students – 9 affiliates (mix of 2 nd and 3 rd years) 10 X 2 hour lectures 5 X 1 hour tutorials 3 X ‘problem sets’ 1 group presentation 7 Focus on learning by doing (implicit skills development) Small step on path of skill development (first step for many students) Focus on learning by doing (implicit skills development) Small step on path of skill development (first step for many students)

What did I do? 8 Broad skillHow covered in curriculum? Economic analysis (‘theory’) Lectures, tutorials, independent learning, essays, exam Covered core topics – up to date and breath of issues Models and practical (real world) case studies Talked about what models are and how to use them Discussed what evidence to use to support arguments Empirical analysis[not covered – one for the future?] Read economic papers (understand what others have to say/schools of thought) Tutorials, independent learning, essays, exam Long and varied reading list. Made link between lectures and readings. Feedback on essays encouraged critical assessment of readings. Tutorial discussion on how to be clever about reading papers.

What did I do? 9 Broad skillHow covered in curriculum? Write well (in style that suits audience) Tutorials, independent learning, essays, exam Students wrote five short (exam type) essays. Gave detailed feedback on individual essays. Used tutorials to provide general feedback. Covered different learning objectives in tutorials – e.g. how to plan an essay; how to use literature; how to support arguments. Provided guidance on writing online. Think on their feet (‘be their own man’) Lectures, tutorials, independent learning, essays, exam ‘What would you do?’ in lectures – post it notes on board Direct questioning in tutorials Essays required using material in course to answer questions with a twist. Present ideas clearly (oral presentations) Tutorials, independent learning Group presentation on sector (research, working in teams, presenting) Feedback on presentations – oral skills and slides Practice what I preach in my presentations!

10 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps ✔ ✔ ✔

Small things can make a difference 11 A little extra thought on how to get an idea across can make big difference. Don’t be afraid to try something out. Provide ‘safe’ environment for students to work outside their comfort zone too. Not always about ‘whizzy’ teaching methods – back to basics has role to play too. Make it interesting and relevant – then they remember. With ‘learning by doing’ feedback is crucial – otherwise just ‘doing’ Challenge them to distinguish ‘good performance’ from ‘poor performance’

12 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps 1.What skills does an economist need? 2.How build skills into syllabus? 3.Lessons learned 4.Next steps ✔ ✔ ✔ ✔

Embedding skills more widely Similar approach adopted in my own new term 2 course on Economics of Money and Banking. Working cross-department on employability as part of wider curriculum review. Economics Network research project on student expectations highlighting importance of ‘skills for jobs’ to students. 13

Developing my own skills Finding out about ‘whizzy’ ways to do things Pushing boundaries of space and time constraints Understanding how to develop (‘open up’) mindset of students and colleagues in economics department 14 Work on ‘practice what I preach’ in my lectures and tutorials for 2013/14

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What does an economist need to be able to do well? 16 Broad skillWhat do I mean? Economic analysis (‘theory’) Analytical tools (maths, stats, economics) Understand and explain models Interpret models – get the ‘so what’ Critically assess models (confidence to challenge) Empirical analysisUnderstand techniques Be able to apply the right techniques for the right purposes Present results in accessible way Interpret results (what is the story from the data) Challenge data/critically asses Read economic papers (understand what others have to say/schools of thought) Comfortable with mix of ‘literature’ types: academic papers, textbooks, research reports, government publications, FT, Economist Critically evaluate: assumptions, methodology, conclusions Take out main messages and not get bogged down in analysis (unless directly relevant) Develop understanding that there is not always a ‘right’ answer

What does an economist need to be able to do well? 17 Broad skillWhat do I mean? Write well (in style that suits audience) Best practice writing (accessibility) : structure, language, style Tailored to purpose/audience Messaging Make point and back up with evidence from (a) economic models, (b) empirical analysis, (c) literature…. Reach a conclusion Think on their feet (‘be their own man’) Use economic frameworks that they know to assess a problem they have never come across before. Comfortable using what they know rather than focusing on what they don’t know. Take a risk and form own (evidence-based) opinion. Seek feedback and advice. Do what they enjoy (they will do a better job). Present ideas clearly (oral presentations) Presentation materials that are clear and accessible Confident presenting ideas Messaging not detail