Undergraduate research and inquiry-based learning in economics are on the rise. In this chapter we discuss the benefits and costs of undergraduate research and provide examples of good practice. Our analysis shows that economics students are actively engaged in the research process through various curriculum-based and extracurricular learning opportunities. We also observe that research content is more emphasized than research process in economics students' inquiry-based learning. Non-curricular research activities are best described by research-tutored activities according to the Healey model. Using the literature of distinguished economists and similar writing-based activities remains the most popular inquiry-based learning model in economics.
|Title of host publication||The Cambridge Handbook of Undergraduate Research|
|Editors||Harald Mieg, Elizabeth Ambos, Angela Brew, Judith Lehmann, Dominique Galli|
|Place of Publication||Cambridge|
|Publisher||Cambridge University Press|
|Publication status||Published - 11 Aug 2022|