Changing the tutorial experience in introductory economics

Abstract

It had been apparent to teaching staff of our department for some time that the tutorial system in place for large introductory‐level classes was not functioning optimally. Tutorials were re‐designed around problem solving and applications of theory, undertaken by students in small groups. Assessment was also re‐designed in keeping with the changed course emphasis. In evaluating the success or otherwise of this change in approach, we used both qualitative and quantitative techniques. The qualitative responses of both students and tutors were very positive. Quantitative evidence of improved outcomes is harder to adduce, but we did find sufficient evidence to encourage colleagues to extend the changes to other large classes.

Notes

Department of Economics, School of Business, University of Otago. Address for correspondence: Dr Robert Alexander, Department of Economics, University of Otago, P.O. Box 56, Dunedin, New Zealand. Tel: [phone] Fax: [phone] Email: [email protected].

This research was, in part, funded by a grant from the Committee for the Advancement of Learning and Teaching of the University of Otago. Thanks for useful comments are due to three anonymous referees and the editor of this journal, as well as to members of the University of Otago Economics Department, especially Paul Hansen and Dorian Owen. Carol Johnston of the University of Melbourne and Carol Bond, Andrew Higgins and Chris Heath of the Higher Education Development Centre (HEDC) of Otago University also were most helpful. Thanks also to Mary‐Jane Campbell for processing the survey data and to Sue Cathro for administrative support. The usual disclaimer applies.