Is Economics STEM? Trends in the Discipline from 1997 to 2018

Autor/inn/en	Marshall, Emily C.; Underwood, Anthony
Titel	Is Economics STEM? Trends in the Discipline from 1997 to 2018
Quelle	In: Journal of Economic Education, 51 (2020) 2, S.167-174 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Underwood, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2020.1731387
Schlagwörter	Economics Education; Educational Trends; Undergraduate Study; STEM Education; Classification; Bachelors Degrees; Labor Market; Foreign Students + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Bildungsentwicklung; Grundstudium; STEM; Classification system; Klassifikation; Klassifikationssystem; 'Bachelor''s degrees'; Bachelor-Studiengang; Labour market; Arbeitsmarkt
Abstract	The authors of this article examine trends in the economics discipline regarding the classification of some undergraduate economics majors, i.e., econometrics and quantitative economics degrees, as STEM. According to the Integrated Postsecondary Education Data System (IPEDS), the number of institutions conferring undergraduate econometrics and quantitative economics (STEM-eligible) degrees rose from 25 in 2012 to 71 in 2018, with total degrees conferred increasing 12-fold. By 2018, STEM-eligible economics degrees comprised 13.2 percent of all undergraduate economics degrees conferred, up from just 1.2 percent in 2012. This brief note outlines trends in undergraduate economics majors regarding STEM and non-STEM degree distinctions and discusses potential motivations for these changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01