Table of Contents

The Rapid Evolution of Homo Economicus: Brief Exposure to Neoclassical Assumptions Increases Self-Interested Behavior

John Ifcher, Santa Clara University - Leavey School of Business - Economics Department
Homa Zarghamee, Santa Clara University - Leavey School of Business

Instructional Games: Implications for Curriculum and Instruction

Alice E. Udosen, University of Uyo (UNIUYO)
Uwakmfon Ekpo, University of Uyo (UNIUYO)

Rankings and Trends in Finance Publishing: An Iterative Approach

Matthew Crook, The University of Tulsa
Brian Walkup, University of Tulsa


"The Rapid Evolution of Homo Economicus: Brief Exposure to Neoclassical Assumptions Increases Self-Interested Behavior" Free Download
IZA Discussion Paper No. 10171

JOHN IFCHER, Santa Clara University - Leavey School of Business - Economics Department
HOMA ZARGHAMEE, Santa Clara University - Leavey School of Business

Economics students have been shown to exhibit more selfishness than other students. Because the literature identifies the impact of long-term exposure to economics instruction (e.g., taking a course), it cannot isolate the specific course content responsible; nor can selection, peer effects, or other confounds be properly controlled for. In a laboratory experiment, we use a within- and across-subject design to identify the impact of brief, randomly-assigned economics lessons on behavior in games often used to measure selfishness: the ultimatum game (UG), dictator game (DG), prisoner's dilemma (PD), and public-goods game (PGG). We find that a brief lesson that includes the assumptions of self-interest and strategic considerations moves behavior toward traditional economic rationality in UG, PD, and DG. Despite entering the study with higher levels of selfishness than others, subjects with prior exposure to economics instruction have similar training effects. We show that the lesson reduces efficiency and increases inequity in the UG. The results demonstrate that even brief exposure to commonplace neoclassical economics assumptions measurably moves behavior toward self-interest.

"Instructional Games: Implications for Curriculum and Instruction" Free Download
Online Journal of Education and Curriculum Studies,1 (1): 39- 55 (2016)

ALICE E. UDOSEN, University of Uyo (UNIUYO)
UWAKMFON EKPO, University of Uyo (UNIUYO)

Little attention has been given to the educational value of instructional games despite it is many advantages in enhancing the teaching and learning process. This paper portrayed the importance of instructional games in the teaching and learning process. The Constructivist Learning Theory was used to show the relevance of instructional games, and the advantages and limitations of instructional games were used to form the background of the implication of instructional games for curriculum and instruction. Two games were developed by the researcher Abgrace SUBADD game and Abgrace filling-the-Chart game based on the ASSURE model and Objective first rationale model respectively to serve as a model of an instructional game. It was recommended that curriculum developers should shift focus from the designing of learning contents to learning experiences that are interesting and captivating to learners and strategies should be taken to ensure that teachers appreciate the use of instructional games, and effectively utilize it.

"Rankings and Trends in Finance Publishing: An Iterative Approach" 
Journal of Financial Research, Vol. 39, No. 3, p. 291-322, 2016

MATTHEW CROOK, The University of Tulsa
BRIAN WALKUP, University of Tulsa

Using a sample of 20 finance journals from 1985 to 2014, we develop a robust, iterative loop ranking system for journals, universities, and doctoral programs across five-year intervals. Unlike past models, our dynamic model requires minimal reliance on external rankings. New journals create an immediate impact on rankings, likely because they attract high-profile authors in early issues. Niche journals rank higher than broad-based journals outside the top five. Our results demonstrate increased productivity of international universities and nonacademic institutions relative to U.S. universities. International doctoral programs experience similar increases in graduate productivity. Over time, collaboration between authors at different institutions increases.


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This eJournal is devoted to advancing the scholarship of teaching and learning economics encouraging contributors to combine ideas in economics with current ideas about teaching and learning, in a way that is public, open to critique, and in a form on which others can build in a timely manner. Unlike refereed journals, this electronic journal does not subject submissions to review but will publish abstracts as works in progress with links to the full-text working papers in the SSRN database. Eligible submissions could provide descriptions of innovative courses, case studies, student activities and other teaching materials and information related to the manner in which economics is taught or its teaching assessed at the post-secondary level. (Note: Suitable material submitted to the Journal of Economic Education ( will be considered automatically for inclusion in Economics Educator, thus, giving potential JEE authors worldwide visibility for their work during the extensive JEE refereeing and editorial process.)

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Advisory Board

Economics Educator: Courses, Cases & Teaching eJournal

Associate Professor of Economics, University of Nebraska at Lincoln - Department of Economics

Associate Professor of Economics, SUNY Oswego - Department of Economics

Dean, Kelce College of Business, Pittsburg State University, Emeritus Professor of Economics, Mississippi State University - College of Business

Professor of Economics, University of Richmond - E. Claiborne Robins School of Business

Professor of Economics and Director of the Center for Economic Education, Purdue University - Department of Economics