Abstract
An uncomfortable tension exists between economics and business within universities, both at the teaching and the research levels. At the teaching level, there is the challenge of business courses in accounting, management, marketing and international business that are strongly attracting students while enrolments in traditional economics degrees are declining.’ Lawson (1997) identifies the lack of “realism” in the study of economics as the source of this decline, where students are voting with their feet to more “relevant” courses in business. The irrelevancy of economics is based on both the abstract nature of the economic models taught and the perceived less vocational orientation of practical skill formation compared to business courses. The issue generally gets raised only in the context of business course coordinators demanding “more relevant and less abstract” economics material in the compulsory “economics for business” unit in their business-based degrees. EDINEB provides the appropriate forum to discuss this unease link between economics and business. The link tends to be ignored, with the focus staying firmly within each sector, except in terms of what basic economics is needed in business degrees.
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Courvisanos, J. (2002). Enterprise Development: Strategic Collaboration for Economics and Business. In: Johannessen, T.A., Pedersen, A., Petersen, K. (eds) Educational Innovation in Economics and Business VI. Educational Innovation in Economics and Business, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1390-0_15
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DOI: https://doi.org/10.1007/978-94-017-1390-0_15
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