2026-04-17T07:32:26Zhttps://recercat.cat/oai/requestoai:recercat.cat:2445/685152025-12-05T04:24:17Zcom_2072_1057col_2072_478809col_2072_478917
RECERCAT
author
Choi Mendizábal, Álvaro B. (Álvaro Borja)
author
Escardíbul Ferrà, Josep Oriol
author
Mediavilla, Mauro
2015-12-18T11:02:56Z2015-12-18T11:02:56Z2014-092015-12-18T11:02:56Z
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.
(c) Choi Mendizábal, Álvaro B. (Álvaro Borja) et al., 2014 info:eu-repo/semantics/openAccess
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
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion