2026-04-13T01:15:20Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/685152025-12-05T04:24:17Zcom_2072_1057col_2072_478809col_2072_478917

00925njm 22002777a 4500 dc Choi Mendizábal, Álvaro B. (Álvaro Borja) author Escardíbul Ferrà, Josep Oriol author Mediavilla, Mauro author 2015-12-18T11:02:56Z 2015-12-18T11:02:56Z 2014-09 2015-12-18T11:02:56Z 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. Educació superior Avaluació formativa Satisfacció en el treball Higher education Formative evaluation Job satisfaction What a Difference a Case Makes: Teaching Economic Evaluation of Public Policies to Non-Economists