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2014-09

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/68515

What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists

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Abstract

The adaptation process to the European Higher Education Area (EHEA) provides an opportunity for incorporating new methodologies and making students play the main role in the learning process. In this context, a group of teachers from the University of Barcelona began in the 2012-13 academic year a new pedagogical experience, which consisted in the introduction of case-study methodology in the subject Economic Evaluation of Public Policies, taught at the Political and Administration Sciences undergraduate programme. The aims of the experience were the following: Firstly, making more attractive the subject to non-economists; secondly, developing skills such as collaborative work and critical analysis; finally, increasing academic performance. Results from the experience show enhanced levels of student satisfaction and motivation. Additionally, 2012 students outperform their 2011 colleagues.

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Educació superior, Avaluació formativa, Satisfacció en el treball

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Higher education, Formative evaluation, Job satisfaction

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Articles publicats en revistes (Economia)

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CHOI MENDIZÁBAL, Álvaro B. (Álvaro Borja), ESCARDÍBUL FERRÀ, Josep Oriol and MEDIAVILLA, Mauro. What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists. e-pública. 2014. Vol. Sept, num. 15, pags. 33-47. ISSN 1885-5628. [consulted: 16 of June of 2026]. Available at: https://hdl.handle.net/2445/68515

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