Научная статья на тему 'THE ROLE OF ACADEMIC ECONOMICS'

THE ROLE OF ACADEMIC ECONOMICS Текст научной статьи по специальности «Экономика и бизнес»

CC BY
3
0
Читать
i Надоели баннеры? Вы всегда можете отключить рекламу.
Журнал
Символ науки
Область наук
Ключевые слова
academic economics / case method / problem-solving / experience

Аннотация научной статьи по экономике и бизнесу, автор научной работы — Babamyradov M.

Academic economics represents a paradox. As a discipline it is dominated by a focus on the allocation and distribution of productive and consumptive resources with a particular concern with how these resources can be affected in order to increase income, satisfaction, welfare, wellbeing or change behaviour within an interactive or market setting. However, most academic economics departments do not possess knowledge about how they can allocate resources and influence the market in order to increase the demand for their own services

i Надоели баннеры? Вы всегда можете отключить рекламу.
iНе можете найти то, что вам нужно? Попробуйте сервис подбора литературы.
Предварительный просмотр
i Надоели баннеры? Вы всегда можете отключить рекламу.

Текст научной работы на тему «THE ROLE OF ACADEMIC ECONOMICS»

3. Selection of experienced, highly qualified personnel;

4. Organizational issues of information provision. Literature

1. www.salamnews.com

2. www.turkmenportal.com

© Atdayev Y.D., Momadova J.D., Ovelekowa A., Hatjyeva E., 2024

УДК 33

Babamyradov M.

Student

Turkmen State Institute of Economics and Management

Ashgabat, Turkmenistan

THE ROLE OF ACADEMIC ECONOMICS Abstract

Academic economics represents a paradox. As a discipline it is dominated by a focus on the allocation and distribution of productive and consumptive resources with a particular concern with how these resources can be affected in order to increase income, satisfaction, welfare, wellbeing or change behaviour within an interactive or market setting. However, most academic economics departments do not possess knowledge about how they can allocate resources and influence the market in order to increase the demand for their own services

Key words:

academic economics, case method, problem-solving, experience

The main aim of economics education is to enable students to 'think like economists'. According to recent research, thinking like an economist includes not only analytical or problem-solving skills but also creative skills, which 'help determine how to frame questions, what tools and principles apply to particular problems, what data and information are pertinent to those problems, and how to understand or explain surprising and unexpected results' (Siegfried et al., 1991, p. 199). A large body of evidence (see, for example, Brown et al., 1989; Boehrer, 1990) shows that an effective way to accomplish this learning is to provide students with increased opportunities to become more actively engaged in the application of economics. However, much of the teaching in many higher education institutions takes the traditional form of lectures and seminars supplemented by problem sets, written assignments and limited class discussions. As recently pointed out by Becker and Watts (2001), the predominant teaching method in economics departments in the United States is still what they refer to as 'Chalk and Talk'. As lecturers, we would generally agree that the most vivid and powerful lessons from our own educational experiences are related to projects in which we were actively involved. Concepts, ideas and experiences are harnessed and clarified in our mind more easily and quickly through direct experience than through the reading of books and abstract theories and concepts. This is particularly true in the early development of cognitive skills. The use of the case method in the teaching of economics has received greater attention in recent years. Velenchik (1995) discusses her experience in using the method to teach international trade policy. She provides an evaluation of the method by comparing the results of students exposed to case discussion with the results of students on the same course but who have instead been taught in more traditional ways. She observed that the students on the case course had a more complete grasp of theory and did better in examination questions

requiring analysis of real-world situations using theory. She also observed a dramatic improvement in students' analytical thinking and in their ability to express themselves verbally. Carlson and Schodt (1995) discuss their experience of using the case method in teaching development economics and international monetary economics. They present a detailed account of students' evaluation of the case method and they are able to show that students are emphatically positive and convinced that the use of cases helped them to learn economics. According to their findings, students feel that the use of cases adds interest to the study of economics and makes their classroom much more real. Carlson (1999) explains how students on his statistics course are presented with a situation that requires statistical and economic analysis to solve a realistic problem. Cases with data for real applications are supplied to students who are then required to prepare a written report to a policy decision-maker. The author's evaluation of the case method shows that the students' involvement in problem solving The Handbook for Economics Lecturers 2 has greatly improved their learning of statistical methods. Traditional lectures and seminar are still valuable for transmitting information and knowledge. However, to help our students learn to 'think like economists' we need to consider seriously ways of moving beyond this more traditional mode of instruction. Some of the innovative and more active suggested forms of teaching and learning include the use of classroom games simulations, the introduction of experimental economics, the use of popular and business press, the use of case studies and co-operative learning. In this chapter we will focus on how case studies can be used in economics teaching. The remainder of this introduction explains the basic philosophy of the case method of teaching, its pedagogical value and the different approaches to the use of case studies. The case method the case method was born out of research, teaching and consultancy activities at Harvard Business School. Over the years, case programmes have been established at both Harvard Business School and the Kennedy School of Government. The experience accumulated by tutors and teachers is shared through the publication of short papers that discuss the various pedagogical approaches to case method teaching (see, for example, Boehrer, 1995; Shapiro, 1994). The classical case method has three main components: the case itself, the students' preparation for the case, and the discussion that takes place in the classroom. Cases are stories about situations in which individuals or groups must make a decision or solve a problem. Cases supply students with information, but not analysis. Although many cases are drawn from real events in which decisions have been made and the outcome is known, most do not describe the decision itself, leaving students with the task of determining what the correct course of action would be. Case method teaching is a form of discussion teaching in which students prepare a case, either individually or in groups, and then seek collectively through inclass discussion to discover a solution to the problem presented by the case. Unlike problem sets, cases do not set the problem out in clear steps; nor do they lead to a single correct answer. Unlike examples used in lectures, textbooks or scholarly articles used for discussions, cases contain facts and description but no analysis. The story in the case can be told in narrative form, with numerical data, charts or graphs, with maps or other illustrations, or with a combination of all these techniques. References:

1. Becker, W. (1998) 'Engaging students in quantitative analysis with short case examples from the academic and popular press', American Economic Review, Papers and Proceedings, vol. 88, pp. 480-6.

2. Becker, W. and Watts, M. (2001) 'Teaching methods in US undergraduate economics courses', Journal of Economic Education, vol. 32, pp. 269-80.

3. Bloom, B. S. (Ed). (1956). Taxonomy of Educational Objectives Handbook 1: Cognitive Domain. New York: Longman, Green and Co.

4. Boehrer, J. (1990) 'Spectators and gladiators: reconnecting students with the problem', Teaching Excellence, vol. 2, no. 7, pp. 1-2.

5. Boehrer, J. (1995) 'How to teach a case', Kennedy School of Government Case Programme, case no. C18-95-1285.0.*

6. Bredon, G. (1999) 'Net news - old wine in a new bottle?', Journal of Economic Education, vol. 30, pp. 28-

32. Brown, J., Collins, A. and Duguid, P. (1989) 'Situated cognition and the culture of learning', Educ

7. ational Researcher, vol. 181, pp. 34-42.

8. Carlson, J. (1999) 'A case method for teaching statistics', Journal of Economic Education, vol. 30, pp. 52-8.

©Babamyradov M., 2024

УДК 33

Bayramdurdyyeva G.G.

Lecturer of the Marketing and Management of Innovations Department

Economics of Innovations Faculty Oguz Han Engineering and Technology University

Ashgabat, Turkmenistan

THE ROLE OF INNOVATION TECHNOLOGIES IN THE MODERN DEVELOPMENT OF THE TRADE SYSTEM IN TURKMENISTAN

Abstract

In the contemporary global economy, the integration of innovation technologies has become a crucial factor in reshaping trade systems and enhancing competitiveness. Turkmenistan, a Central Asian nation with a rich cultural heritage and significant natural resources, has recognized the importance of leveraging technology to modernize its trade sector. This publication explores the role of innovation technologies in the modern development of the trade system in Turkmenistan, highlighting the opportunities and challenges associated with this transformation.

Key words

Innovation technologies, modern development, trade system, sector

Introduction

Technological Advancements in Turkmenistan. Turkmenistan has made significant strides in adopting innovation technologies to drive the modernization of its trade system. One of the key areas of focus has been the digitalization of trade processes. Digital platforms and electronic documentation systems have streamlined customs procedures, reducing paperwork and bureaucratic delays. Additionally, the implementation of ecommerce platforms has facilitated domestic and international trade, enabling businesses to reach new markets and customers more efficiently. Moreover, the adoption of block chain technology has enhanced transparency and security in transactions, instilling confidence among traders and investors. The trade system in Turkmenistan is on the cusp of a major transformation driven by the burgeoning force of innovation-technologies. As the world embraces the digital age, Turkmenistan is recognizing the immense potential these technologies hold for modernizing and revitalizing its trade landscape. This essay will explore how innovation-technologies are reshaping the way Turkmenistan conducts trade, highlighting their impact on consumer behavior, business operations, and global integration.

Impact on Trade Efficiency and Competitiveness. The integration of innovation technologies has had a profound impact on the efficiency and competitiveness of Turkmenistan's trade sector. By digitizing trade processes and embracing automation, businesses can now conduct transactions with greater speed and accuracy. This has reduced the time and costs associated with trade, making Turkmenistan a more attractive destination for investment and business expansion. Furthermore, the use of data analytics and artificial

i Надоели баннеры? Вы всегда можете отключить рекламу.