The teacher proposes an issue to be addressed by the students (for example, is the Walloon Marshall Plan effective?).
Students
- identify the theoretical elements that address the issue. They identify the logic that guides the economic question;
- They identify empirical methods that would answer the question;
- They collect data relevant to the empirical analysis;
- They perform the empirical analysis;
- They interpret the results and explain the problems and the underlying statistical limits.
At the end of the activity, students will be able
- to synthesize the elements that are essential to the understanding of a generic economic problem,
- to collect, select and analyze relevant data and information using rigorous and state-of-the-art methods
- to express a message in a clear, concise and structured way, both orally and in writing,
- to manage their work: set priorities, anticipate and plan all the relevant steps,
- to work in team.
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
The evaluation is based onthe quality of intermediate and final written work, on the quality of oral presentations and on the discussion about the work of the other students.
Students workin small groups. They write progress reports and present these reports orally.
The final report ispresented and discussed with all students.
The topic may change each year, according to the economic questions of the moment.
Students identify the theoretical elements that address the issue. They identify the logic that guides the economic question. They identify empirical methods that would answer the question. They collect data relevant to the empirical analysis. They perform the empirical analysis. They interpret the results and explain the problems and the underlying statistical limits.
According to the topic of the year.
