Improving learning outcomes by seeing “vision”: teaching economics to resource students

Abstract

This paper describes an innovative approach to teaching introductory economics to students enrolled in resource degrees. A new course was designed to help these students engage with the subject by incorporating their “vision” into the study of economic principles. Quantitative evidence supported the hypothesis that first-year resource students have a different vision of economics than commerce students, and suggested that the new course improved learning outcomes for this group of students.