Research on CORE

Find out how CORE features in academic research.


CORE Econ Symposium

Various authors, 2023. Advances in Economics Education, 2(2), pp.109-178.

This symposium considers CORE Econ’s development, its approach to teaching economics, and the impact it has had on teachers and students. It includes the following papers:

  • Daniela Tavasci and Eileen Tipoe: Introduction to the Symposium. CORE Econ – A viable alternative curriculum?
  • Carlos Cortinhas: Rethinking the economics curriculum: strengths and weaknesses of the CORE Econ project
  • Samuel Bowles and Wendy Carlin: The COherence and RElevance of CORE Econ’s new benchmark model
  • Jo Michell: CORE Econ: a Neoclassical Synthesis for the twenty-first century?
  • Paul Crosby and David Orsmond: Choosing an economics principles textbook: a perspective on the CORE project

The papers are available from the Edward Elgar website (some may require a subscription).

What Students Learn in Economics 101: Time for a Change

Samuel Bowles and Wendy Carlin, 2020. Journal of Economic Literature, 58(1), pp.176-214.

We make the case for a shift in what students learn in a first economics course, taking as our exemplar Paul Samuelson’s paradigm-setting 1948 text. In the shadow of the Great Depression, Samuelson made Keynesian economics an essential component of what every economics student should know. By contrast, leading textbooks today were written in the glow of the Great Moderation and the tamed cyclical fluctuations in the two decades prior to 2007. Here, using topic modeling, we document Samuelson’s novelty and the evolution of the content of introductory textbooks since, and we put forward three propositions.

The full paper is available from the AEA website (complimentary access).

CORE: bringing the economics curriculum online

Alvin Birdi, 2018. In: A. Zorn, J. Haywood and J. Glachant, ed., Higher Education in the Digital Age. Cheltenham, UK: Edward Edgar, pp.128-138.

This chapter provides a case study of creating a new online economics course at the incoming undergraduate level. The production of CORE was not a matter of simply transferring material found in traditional textbooks into an interactive and hyperlinked resource with rich media. The online course fundamentally reconceived the content of introductory economics, the sequencing and modularity of the material and the pedagogies and methods that can be used to teach the subject starting with undergraduate students. CORE also provides an example of a novel authorial model which harnesses the power of distributed international online production where over 20 authors and numerous teachers and students collaborated to produce resources which retain the cohesive feel and vision of a single-authored text and where the time from conception to publication was considerably shorter than a comparable print publication.

The chapter is available from the Edward Elgar website (a subscription may be required).

Reimagining the introductory material in teaching money creation and monetary policy

Andre R. Neveu, 2020.  The Journal of Economic Education, 51(3-4), pp.297-316.

The money creation and monetary policy chapters in the leading introductory textbooks commonly present an outdated and misleading approach that is now largely irrelevant. A preferable model would help students understand that money and monetary policy are about bank and household motives, the importance of capital, and the role of credit. An updated approach would move beyond the current orthodoxy, which assumes both that the mechanical base-multiplier explains monetary policy and the quantity theory explains inflation. Monetary policy has evolved dramatically in the last 40 years. Therefore, textbook authors and teachers of introductory macroeconomics might consider some of these suggestions to help explain recent events.

The full paper is available from the Taylor & Francis website (a subscription may be required).

Broadening perceptions of economics in a new introductory economics sequence

Ann L. Owen and Paul Hagstrom, 2021. The Journal of Economic Education, 52(3), pp.175-191.

The article’s authors report on a comprehensive curricular reform aimed at communicating the broad range of social issues that economists study while engaging students in active learning strategies. The reform increased interest in taking additional economics courses and majoring in economics, broadened students’ views of what economists do, and imparted more content to students. Female students earn higher grades under the revised curriculum, but no differential impact on interest in majoring in economics for female students, students of color, or first generation college students is found. Engaging students with empirical work on important social issues appeals to all students, resulting in more majors from both under- and overrepresented groups, but generates little impact on the percentage of students majoring in economics from underrepresented groups.

The full paper is available from the Taylor & Francis website (a subscription may be required).

An earlier version of this paper is available for free from the SSRN website.