Cheah, L. L.; Stokes, A. R.; and Wilson, E. J., WinEcon Fiscal Pathways: A Computer Based Learning Module for the Subject Macroeconomic Theory and Policy, Department of Economics, University of Wollongong, 1999.
There have been many national and international reports expressing concerns about the problems of teaching economics subjects in universities and colleges.Statton and McBride (1995) regard the great diversity of students as a major problem. Stokes and Wilson (1998a, 1998b). detail the many changes occurring in the make-up of the student population in economics courses in Australian universities. Historically, the great majority of students who enrolled in economics were recent Higher School Certificate graduates who brought with them a common understanding of basic economics principles. This relative homogeneity allowed lecturers to plan subject content, and progression rates, through that content, with confidence. Now there is a growing heterogeneity amongst the candidature as a result of an increasing number of high school students who have no prior knowledge of economics and an increase in the number of students from overseas with some economics background, but with little knowledge of the Australian economy and institutions.