| Summary: | Often academic departments have little knowledge about the course content that
is presented by similar departments at other universities. This study aims to
investigate the economics curricula offered by South African universities in order
to contribute to the quality and content of the economics courses. International
best practices with regard to the structure and content of, as well as the logistics
behind an economics curriculum are identified, and the economics curricula
offered by South African universities are compared to these international best
practices. This study is attempted through gathering of available open source
information as well as conducting a survey study to determine the status quo
situation with regard to various issues relating to the economics curricula offered
at South African universities.
In terms of the structure of an economics curriculum, a benchmark tree structure
is drawn from international best practices. To compare the structure of the
economics curricula offered by the South African universities included in this
study to international best practices, a tree structure of each university's
curriculum is drafted in the same format as the benchmark tree structure. These
tree structures are used to determine how each university's curriculum complies
to international best practices.
The textbooks that are used in a course are thought to be an indication of the
content of that course. Therefore, the textbooks that are used by the different
universities in each course are indicated in this study.
With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer
ratios, the actual situation at most universities differs substantially from
international best practices. International best practices suggest class sizes of
no more than 25 students. Student-lecturer ratios in economics courses offered
by South African universities are far remote from this. === Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.
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