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dc.contributor.authorManning, Paul
dc.date.accessioned2018-11-30T08:48:51Z
dc.date.available2018-11-30T08:48:51Z
dc.date.issued2019-08-12
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/621604/Manning%2c%20Behavioural%20Economics.pdf?sequence=8
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/621604/Manning%2c%20Behavioural%20Economics%20abstract.pdf?sequence=9
dc.identifier.citationManning, P. (2019). Behavioural Economics and Social Economics: Opportunities for an Expanded Curriculum. International Journal of Social Economics, 46(8), 992-1003.
dc.identifier.issn0306-8293
dc.identifier.doi10.1108/IJSE-05-2018-0250
dc.identifier.urihttp://hdl.handle.net/10034/621604
dc.description.abstractThe Global Financial Crisis (GFC) undermined the legitimacy of orthodox economic assumptions, which nevertheless continue to frame business school pedagogy. In consequence, there is an opportunity for socio-economic insights to be more fully incorporated into the business school curriculum. This article reports and reflects on a socio-economic case study that was delivered to MBA students. The article demonstrates that the developing literature on behavioural economics has the potential to enhance students’ social-economic understanding of key areas of the curriculum. The paper presents an inter-disciplinary socio-economic teaching case that was informed by insights from behavioural economics. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The aim of the teaching case was to develop an appreciation among students that corruption and white-collar crime can be analyzed within a social economics lens. The teaching case example discussed in this article offered an alternative socio-economic understanding to core areas of the MBA curriculum, enabling students to apply a behavioural economic approach to corruption and more generally to white-collar-crime. The findings derived from this case study is that behavioural l economics has the potential to enhance the teaching of socio-economics. The GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and consequently to offer an alternative to the dominant ontological assumptions -taken from the economic understanding of rationality-that have previously under-pinned business school pedagogy. The originality of this article is to apply behavioural economics to a socio-economic teaching case studies in core subject areas of the MBA curriculum.
dc.language.isoenen
dc.publisherEmerald
dc.relation.urlhttps://www.emeraldinsight.com/journal/ijse
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectWhite-collar crime
dc.subjectBehavioural economics
dc.subjectSocial economics
dc.subjectTeaching case study
dc.titleBehavioural Economics and Social Economics: Opportunities for an Expanded Curriculum
dc.typeArticle
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalInternational Journal of Social Economicsen
dc.date.accepted2018-11-18
or.grant.openaccessYesen
rioxxterms.funderunfundeden_US
rioxxterms.funderunfunded
rioxxterms.identifier.projectRKT16/01en_US
rioxxterms.identifier.projectRKT16/01
rioxxterms.versionAMen_US
rioxxterms.versionofrecordhttps://doi.org/10.1108/IJSE-05-2018-0250
rioxxterms.licenseref.startdate2019-08-12
rioxxterms.publicationdate2019-08-12


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