AEA-CEE Poster Session
Poster Session
Saturday, Jan. 7, 2023 2:30 PM - 4:30 PM (CST)
- Chair: Rita A. Balaban, University of North Carolina-Chapel Hill
Enhancing Portfolio Management with Economic Analysis
Game Theory of Thrones
Understanding Inflation: An Active Learning Approach
Foreign Direct Investment Risk Assessment Using the CAGE Matrix
Abstract
Foreign Direct Investment (FDI) inflows are significant sources of investment capital. In 2021, global FDI amounted to $1.65 trillion. What factors influence the decision to invest in a particular country? What type of investment is preferable given country characteristics? These questions and more can be addressed through understanding the factors that affect the risk of an investment project. The CAGE Matrix approach will help students understand the conditions that contribute to a more favorable investment climate and will provide students a mechanism to comparatively rank the FDI riskiness of countries. The ranking helps to partly explain the patterns of global FDI.The CAGE Matrix was developed by Pankaj Ghemawat and discussed in a Harvard Business Review article entitled Distance Still Matters: The Hard Reality of Global Expansion. (Harvard Business Review, September 2001, 137-147) We find the CAGE matrix to be a useful framework for helping students assess complex, interwoven relationships among economic, cultural, and public agents. Investment decisions should not be made on the basis of potential sales or production alone. Investment decisions are made within the context of commerce-predation theory as opposed to profit maximization alone.
The attractiveness of foreign markets are routinely exaggerated. Part of this exaggeration is to overemphasize the importance of macroeconomic variables such as GDP, household income, size of market, number of competitors and the potential for sales. However, even the most attractive markets with favorable macroeconomic variables may mask the difficulties of investing within the country. These difficulties are non-economic in nature.
The CAGE matrix is an acronym that stands for Culture, Administrative, Geographic and Economic (CAGD) factors. We have students read the article by Ghemawat, choose a country and then collect data with respect to each element of the matrix. We teach students how to use quantitative data to make a qualitative assessment and then then affix a quantitative weighting in order to rank order different countries from least to most risky.
We find that when students participate in an active learning project using the CAGE matric, they will engage both the cognitive and affective domains. Often students choose to assess countries because they are familiar with the location, perhaps a place they have visited and doing so connect with the project on a more personal level, the connections made to economic reasoning are more concrete, meaningful and result in greater comprehension of economic theory, incentives and patterns.
The Tools of Monetary Policy Have Changed. Has Your Instruction?
Taking Micro Home: Building and Assessing Students’ Higher Order Thinking in Intermediate Microeconomics
The Economics Behind Jacob Lawrence’s Migration Series
Active Learning in Online Principles of Macroeconomics: Students as Policymakers
Abstract
The poster describes a set of assignments for online principles of macroeconomics where students are cast as policymakers. The goals for the assignment are to provide students the opportunity to build community in an online course, personalize abstract macroeconomics concepts, and familiarize students with macroeconomic data. Student are normally placed randomly into groups and complete 3 or 4 group assignments and an individual reflection assignment during the term. The poster provides examples of the assignment questions and examples of typical student responses.Econometrics with YouTube Data: A Time Series Teaching Case
Abstract
This poster explains a teaching case I have designed for econometrics and business analytics courses. Time series remains a difficult topic to teach, in part because existing textbooks lack examples using real data and applicable to business problems students may encounter. This case uses data from my own YouTube channel to give students an opportunity to practice time series analysis. Issues include endogeneity, seasonality, and unit roots. I also include discussion on how the case can be adapted for different course levels.Excel Literacy in the Classroom
The Benefit of Choice: Undergraduate Capstones
Abstract
Poster presentation on the benefit of creating a 3 options for the undergraduate capstone experience.Student-Driven Modules for Macroeconomics Classes: Lessons from the Fed Challenge
Evaluating Active Learning through “Relevance, Belonging, and the Growth Mindset”
Breaking the 4th Wall – The Sage gets Upstaged!
Classroom Use of Public Data to Inform Students’ Career Choices
Using Open Educational Resources from the Federal Reserve to Effectively Teach Money, Banking & Credit
Pop Culture as Pedagogy: Using Music to Improve Student Engagement, Humanize Economic Experiences, and Enhance Economic Literacy
Active Learning in Economics: Lessons from SUMMIT-P
Active Learning and Student-Staff Partnerships: A Workshop on Blockchain Technologies at UCL Economics
Empirical Training for a Successful Course-Based Undergraduate Research Experience
Venn meets DAG: Using Visual Tools in Teaching Undergraduate Econometrics
MrBeast: Economics for Gen-Z
An Activity for Teaching the Production Possibilities Frontier Model in the Principles Classroom
KLIQED: A Feedback Tool for Fostering Peer-Engagement during Student Oral Presentations
Abstract
Oral communication skills are important in economic literacy, liberal art education, and hiring decisions. These skills are often developed and assessed through students' oral presentations in college courses including economics. When requiring peer feedback, many instructors observe distractions, a lack of engagement, and low quantity and quality of feedback from non-presenting students.We developed a tool called KLIQED which offers a mnemonic template for students to use and comment in specific areas of the presentations they are attending or watching. The tool is unique in that it is specifically intended for use during oral presentations, when attention and good listening skills are essential for students to be able to provide strong peer feedback. The intuition behind the acronym is to help the presentations resonate or “click” with students in the audience.
This poster introduces the KLIQED tool along with its rationale, a template, emerging evidence on its effectiveness from student’s perspectives, and tips for instructors.
One-Stop Shop: e-Learning Modules for Economics Courses
A Virtual Journal Club as an International Exchange Experience
Markets and Morality: A Version of EC100 Grounded in Critical Inquiry, Moral Philosophy and Creativity
An In-Class Experiment for Teaching Mechanism Design and Non-Price Allocation of Scarce Resources
JEL Classifications
- A2 - Economic Education and Teaching of Economics