Faculty’s conceptions of teaching introductory economics in higher education: A phenomenographic study in a South African context

Andrietti, 2014, Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics, Int. Rev. Econ. Educ., 15, 1, 10.1016/j.iree.2013.10.010 Backhouse, 2009, Retrospectives: on the definition of economics, J. Econ. Perspect., 221, 10.1257/jep.23.1.221 Becker, 1996, Chalk and talk : a national survey on teaching undergraduate economics, Am. Econ. Rev., 86, 448 Becker, 1997, Teaching economics to undergraduates, J. Econ. Lit., 35, 1347 Becker, 1999, How departments of economics evaluate teaching, Am. Econ. Rev., 89, 344, 10.1257/aer.89.2.344 Becker, 2001, Student performance, attrition, and class size given missing student data, Econ. Educ. Rev., 20, 377, 10.1016/S0272-7757(00)00060-1 Becker, 2012, How departments of economics evaluate teaching, J. Econ. Educ., 43, 325, 10.1080/00220485.2012.686826 Becker, 2005, Does teaching enhance research in economics?, Am. Econ. Rev., 95, 172, 10.1257/000282805774669790 Becker, 1996, Chalk and talk: a national survey on teaching undergraduate economics, Am. Econ. Rev., 86, 448 Benjamin, 2000, The scholarship of teaching in teams: what does it look like in practice?, High. Educ. Res. Dev., 19, 191, 10.1080/072943600445646 Berglund, 2006, Phenomenography as a way to research learning in computing, Bull. Appl. Comput. Inf. Technol., BACIT, 4 Bokana, 2014, Determinants of student success at a South African University: an econometric analysis, Anthropologist, 17, 259, 10.1080/09720073.2014.11891436 Boon, 2007, A phenomenographic study of English faculty’s conceptions of information literacy, J. Doc., 63, 204, 10.1108/00220410710737187 Booth, 2002, Making sense of physics in the first year of study, Learn. Instruct., 12, 493, 10.1016/S0959-4752(01)00028-7 Bosshardt, 2017, Economics and business coursework by undergraduate students: findings from baccalaureate and beyond transcripts, J. Econ. Educ., 48, 51, 10.1080/00220485.2016.1252299 Brew, 2001, Conceptions of research: a phenomenographic study, Stud. High. Educ., 26, 271, 10.1080/03075070120076255 Cheng, 2015, Changing conceptions of teaching: a four-year learning journey for student teachers, Teachers Teach., 1 Council on Higher Education (CHE), 2010, 9 Dalziel, 2011, Schumpeter’s ‘Vision’ and the teaching of principles of economics to resource students, Int. Rev. Econ. Educ., 10, 63, 10.1016/S1477-3880(15)30028-1 Denny, 2014, Factors influencing the performance of non-economics majors in an introductory economics course, Int. Rev. Econ. Educ., 17, 1, 10.1016/j.iree.2014.04.003 Guest, 2005, Will flexible learning raise student achievement?, Educ. Econ., 13, 287, 10.1080/09645290500073761 Guest, 2002, Economics teaching in Australian Universities: rewards and outcomes, Econ. Rec., 78, 147, 10.1111/1475-4932.00020 Hwang, 2008, Utilizing qualitative data analysis software: a review of Atlas, Ti. Soc. Sci. Comput. Rev., 26, 519, 10.1177/0894439307312485 Lundström, 2002, Journals based on applications: an attempt to improve students' learning about composite materials, Eur. J. Eng. Educ., 27, 195, 10.1080/03043790210129586 Mallik, 2010, Student performance in a large first year economics subject: which variables are significant?, Econ. Papers: J. Appl. Econ. Policy, 29, 80, 10.1111/j.1759-3441.2010.00051.x Marton, 1981, Phenomenography — describing conceptions of the world around us, Instruct. Sci., 10, 177, 10.1007/BF00132516 Marton, 1997 Marton, 2005, On the unit of description in phenomenography, High. Educ. Res. Dev., 24, 335, 10.1080/07294360500284706 Marton, 1988, What does it take to improve learning?, 268 Maton, 2009, Cumulative and segmented learning: exploring the role of curriculum structures in knowledge‐building, Br. J. Sociol. Educ., 30, 43, 10.1080/01425690802514342 Ojo, 2016 Ojo, 2009, Internationalisation of higher education in a South African university: a phenomenographic study of students’ conceptions, Education As Change, 13, 309, 10.1080/16823200903234851 Ojo, 2018 Olitsky, 2016, The better blend? Flipping the principles of microeconomics classroom, Int. Rev. Econ. Educ., 21, 1, 10.1016/j.iree.2015.10.004 Pang, 2003, Two faces of variation: on continuity in the phenomenographic movement, Scand. J. Educ. Res., 47, 145, 10.1080/00313830308612 Pang, 2006, Beyond lesson studies and design experiments–Using theoretical tools in practice and finding out how they work, Int. Rev. Econ. Educ., 5, 28, 10.1016/S1477-3880(15)30126-2 Prosser, 2008, University academics’ experience of research and its relationship to their experience of teaching, Instruct. Sci., 36, 3, 10.1007/s11251-007-9019-4 Prosser, 1999 Prosser, 2014, Qualitative variation in approaches to university teaching and learning in large first-year classes, High. Educ., 67, 783, 10.1007/s10734-013-9690-0 Reimann, 2004, First-year teaching-learning environments in economics, Int. Rev. Econ. Educ., 3, 9, 10.1016/S1477-3880(15)30147-X Salemi, 2005, Teaching economic literacy: why, what and how, Int. Rev. Econ. Educ., 4, 46, 10.1016/S1477-3880(15)30132-8 Samuelowicz, 1992, Conceptions of teaching held by academic teachers, High. Educ., 24, 93, 10.1007/BF00138620 Schoer, 2010, A blurred signal? The usefulness of national senior certificate (NSC) mathematics marks as predictors of academic performance at university level, Perspect. Educ., 28, 9 Tight, 2016, Phenomenography: the development and application of an innovative research design in higher education research, Int. J. Soc. Res. Methodol., 19, 319, 10.1080/13645579.2015.1010284 Trigwell, 2014, Qualitative variation in constructive alignment in curriculum design, High. Educ., 67, 141, 10.1007/s10734-013-9701-1 Ward-Perkins, 2013, Economics students need to be taught more than neoclassical theory Watts, 2008, A little more than chalk and talk: results from a third national survey of teaching methods in undergraduate economics courses, J. Econ. Educ., 39, 273, 10.3200/JECE.39.3.273-286