James P. McCoy

Why Have Some Schools Not Experienced a Decrease in the Percentage of Students Majoring in Economics

Schools offering an economics minor or more economics electives appear to have been at less risk than those that do not. Economics departments that did not face competition from a business program also may have been at more risk of losing majors than those that had to compete with a business program.

The Status and Perceptions of University Outcomes Assessment in Economics

This study reviews the status of student outcomes assessment in departments of economics at colleges and universities across the country.

Evolution of the Masters in Economics

In this article, the authors update their previous study of terminal masters degree in economics programs to determine whether changes in the characteristics and students or the desired outcomes of masters programs have occurred during the decade between the two studies. The authors find that there are now fewer programs and on average, there has been a reduction in rigor in terms of degree requirements. They also find some evidence for increased diversity of faculty in these programs. The average number of students in programs remained about the same over the decade, but the average number of faculty serving these students decreased. While some differences are found, overall the authors conclude that masters in economics programs have not dramatically changed over the past 10 years.

Do Recent PhD Economists Feel Prepared to Teach Economics

A survey of recent economics PhDs who graduated from U.S. PhD programs and are now teaching in either the United States or Canada revealed that only half of the respondents who taught a stand-alone course during their doctoral program had any teacher preparation training. Those who did have training only felt “adequately” prepared for teaching. However, as a general rule, the respondents felt that they were well-prepared for teaching at the completion of their graduate program. The authors did not find significant differences in the responses of those who did complete formal pedagogical training during their doctoral program and those who did not. Those who completed training during their doctoral program appear to currently be more enthusiastic about training.

When Their Tomorrow Comes: African Business Schools and Strategic Management Standards of AACSB-International

ABSTRACT The paper examines Africas progress towards AACSB accreditation, especially to satisfy the 5 strategic management standards. Sadly, although there are 515 accredited business schools (as of January 2006) in 28 countries, Africa-with 54 nations-does not have a single AACSB accredited school. Many African business schools (ABSs) have the capacity to meet Standard 1 (mission statement), Standard 3 (student mission), and Standard 4 (continuous improvement objectives). But they have limited capacity to meet Standard 2 (mission appropriateness) and Standard 5 (financial strategies). Therefore, if AACSB-International wishes to truly become the accrediting agency for business schools worldwide, the agency and its members will need to play a more proactive, facilitative and enabling role in assisting business schools in Africa tackle these significant obstacles to accreditation.

Bauxite processing in Jamaica and Guyana: An estimate of income and foreign exchange impacts

Abstract Employing static input-output analysis, this study estimates the effects of increased domestic alumina refining of bauxite on the national income and the foreign exchange earnings of Jamaica and Guyana. While increased alumina refining is found to be consistent with significant increases in gross domestic income and foreign exchange earnings, most of the income increases are accounted for by the nonwage or operating surplus component of value added. Consumption multiplier effects are found to be important generators of income. In addition, the majority of increases in income could be generated outside of the mining sector.

The Masters of Economics: Where are we Now?

In this article, the authors present results from a survey of Masters of Economics program directors to determine the missions, inputs, and outcomes of these degree programs throughout the United States and Canada. They compare results of this survey to those of two previous studies that they conducted 20 and 10 years ago. Respondents were asked to provide information on program admission requirements, curriculum, faculty characteristics, enrollment, graduation rates, student financial support, and placement. The authors describe the changes that have occurred in the most recent decade; determine whether the changes they observed between 1992 and 2002 have continued, been reinforced, or been reversed in the most recent 10 years; and determine whether any consistent long-term trends are evident over the 20 years of study.

Bauxite processing in Jamaica and Guyana: An extension to aluminum smelting

Abstract Building on previous research this study utilizes static input-output analysis to estimate national income and foreign exchange impacts of hypothesized aluminum smelting in Jamaica and Guyana. Aluminum smelting is found to be consistent with very large increases in wages, operating surplus, and foreign exchange earnings. A domestic supply bottleneck in the public utilities sector, however, specifically electricity generation, is evident in both countries. It is also estimated that the vast majority of stimulated wages will be generated outside of the mining sector.

Bauxite processing and the role of less developed countries

Abstract Bauxite-rich developing countries like Guinea, Jamaica and Brazil have tried to build their economies by doing more processing rather than sending the ore to industrial countries. Their potential for success depends on the costs of energy and transportation as well as their own governmental policies.

Are MS in economics programs in departments that also have a PhD program in economics different from their counterparts

ABSTRACT This is the first article that compares terminal masters degree programs in economics from universities that have a PhD program in economics with those that do not offer PhD programs in economics. The authors compare these differences based on surveys in 2002 and 2012. They examine differences in general program characteristics, department faculty, admission requirements, student characteristics, financial aid, and graduation and placement rates. They find statistically significant differences in all of these categories and also find that some of the differences and similarities have changed over time.