Andrew Mearman

On tourism and hospitality management research: A critical realist proposal

There is a growing literature discussing the role of different research methods in Tourism and Hospitality Research and, in particular, arguing that some re-evaluation of their use is necessary if Tourism and Hospitality is to become a progressive research programme. This paper argues that the literature does not address the philosophical consistency of the use of different methods. It either falls back onto a false dual of advocating quantitative or qualitative research methods, or fails to fully explore the justification for triangulating methods. This paper argues that, based in a philosophical position known as Critical Realism, a consistent research programme involving the triangulation of quantitative and qualitative methods can be established.

Critical Realism and Econometrics: Constructive Dialogue with Post Keynesian Economics

The philosophy of science known as critical realism, as developed in economics, offers both a methodological critique of mainstream economics and a methodological foundation for alternative economic perspectives. Post Keynesian economics is a school of thought that has often been defined in terms of its opposition to the mainstream and has, to varying degrees, become allied to critical realism. Post Keynesians have not fully developed the detailed epistemological consequences of a commitment to critical realism. One such consequence is a possible tension over the use of econometric methods. This arises because, on the one hand, many of the epistemological pronouncements of critical realism imply the suspicion of econometric methods. On the other hand, many Post Keynesians regularly employ these methods in their desire to apply economic analysis. This paper examines these tensions and shows that drawing upon Post Keynesian economics a useful symbiosis of ideas is produced which has positive implications for the practice of critical-realist empirical work including econometrics.

Critical Realism in Economics and Open-Systems Ontology: A Critique

Abstract This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. The exemplar of a closed system provided by critical realism of the solar system is shown to be flawed in that it is not closed according to the closure conditions identified by critical realism. Second, the negativity of the definitions adopted is problematic for heterodox traditions attempting to build positive programmes. Furthermore, the dualism of the definitions is also inconsistent with Dows approach, which has ramifications for the coherence of post Keynesianism. Third, the definitions tend to polarize open and closed systems and ignore the degrees of openness evident in reality. The polarization of systems leads to polarized methodology and unsustainable arguments to reject so-called “closed-systems methods.”

The marketing curriculum and educational aims: towards a professional education?

Purpose – The purpose of this conceptual paper is to address the current debate about the role of business and marketing education. Should marketing courses be pragmatic and professional, geared towards practical knowledge of necessary tools and techniques; or should they be academic and intellectual, aimed at creating scholars who happen to be marketers. Should marketers be trained or educated?Design/methodology/approach – The paper addresses these questions through the well‐established distinction between intrinsic and instrumental aims of education.Findings – It is argued that ethics are good for business; and that an intrinsic education is necessary to produce the marketers who can work in this ethical dimension.Originality/value – The paper should be of interest to those involved in marketing education and business curricula design.

Why have post-Keynesians had (relatively) little to say on the economics of the environment?

This paper examines the reasons for the relative lack of post-Keynesian work on the economics of the environment. The paper draws on new questionnaire and interview data collected by the author from leading contemporary post-Keynesians. The data suggest that there are many reasons why post-Keynesians have had little to say on the environment. The main reasons are: post-Keynesians have adopted a strategic focus on criticising orthodox monetary and pricing theory; they have used static tools ill-equipped for analysing the environment; and they have focused more on growth and full employment.

Why Marxist economics should be taught but probably won't be!

An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then moves on to discuss why it is unlikely that Marxist economics will be taught in this way.

Pluralism, Heterodoxy, and the Rhetoric of Distinction:

The paper addresses the arguments made by Frederic Lee on heterodoxy and pluralism. It argues that the definitions of mainstream and heterodox, and consequently the differences between them, are highly problematic. Specifically it challenges Lee’s characterizations of mainstream and heterodox economics as noncomparable. Attempts to contrast them starkly are part of a rhetoric of distinction which may be problematic. Thus, Lee’s concept of intellectual pluralism may be weaker than it seems, because it is based on distinction and its tolerance, rather than an embrace of diversity. Further, both theoretical and intellectual pluralism may be based on wider epistemological and ontological grounds and thus Lee’s distinction between them may also be problematic. Sheila Dow’s structured pluralism may be a more productive way of embracing difference. JEL classification: B40, B5

Contending perspectives, 20 years on: what have our students learned?

The authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone’s ‘contending perspectives’ model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.

Students’ perceptions of economics: identifying demand for further study

Most university departments aspire to increase their quantity of students. The objective of this empirical study is to ascertain whether it is possible to identify students who would demand more economics study. Using data on student perceptions of economics and the application of logistic regression, two step autoclustering, K means clustering, analysis of variance and Tukeys honestly significant difference statistical techniques, we reveal distinct clusters of students, including a small cluster of students who appear to be more open to further study.

Student participation in sporting activities

Given that many universities spend large sum of money supplying sports facilities for student use, comparatively little is known about the factors that influence the quantity of student sporting participation. This article presents evidence which suggests that the quantity of student sports participation is negatively related to the number of hours they work, while augmenting social capital and sports literacy are found to enhance their sports participation. Universities need to target their investment in sporting facilities to meet students’ demands and not simply to increase the range of sports facilities available to students.