CTaLE Working Papers and projects related to the lived experiences and opportunities of economists working in universities on contracts that are designed to put most emphasis on education (teaching-focused, teaching and scholarship track, and similar). If interested, please get in touch with the respective academics of each project.

Lived experiences of Teaching-Track Economists

Prof. Cloda Jenkins with Fabio Arico, Alvin Birdi, Avi J Cohen, Caroline Elliott, Tisha Emerson, Gail Hoyt, Ashley Lait, Jennifer Murdock and Christian Spielmann (a joint project with colleagues from the Economics Network)

In 2023/24 a cross-country team undertook a research study to better understand the lived experiences of economics academics working in Canada, the US and the UK on teaching-focused contracts. The research was conducted using a mixed methods approach, combining thematic analysis from interviews with empirical analysis of a large scale survey. The work was presented in a session on The Status of Teaching-Track Positions in Economics: International Comparisons at the AEA Conference in January 2024 and subsequently published in the AEA Papers and Proceedings in May 2024. Links to the papers are provided here:

• Arico, Fabio, Alvin Birdi, Avi J. Cohen, Caroline Elliott, Tisha Emerson, Gail Hoyt, Cloda Jenkins, Ashley Lait, Jennifer Murdock, and Christian Spielmann. 2024. “Teaching-Track Economists in Canada, the United Kingdom, and the United States.” AEA Papers and Proceedings 114: 305–13.DOI: 10.1257/pandp.20241031
• Emerson, Tisha L. N., and Gail M. Hoyt. 2024. “Teaching-Track Faculty at US National Universities.” AEA Papers and Proceedings 114: 314–17.DOI: 10.1257/pandp.20241032
• Murdock, Jennifer, and Avi J. Cohen. 2024. “Teaching-Track Economists: A Canadian Perspective.” AEA Papers and Proceedings 114: 318–22.DOI: 10.1257/pandp.20241033
• Arico, Fabio, Alvin Birdi, Caroline Elliott, Cloda Jenkins, Ashley Lait, and Christian Spielmann. 2024. “Teaching-Track Economists in the United Kingdom.” AEA Papers and Proceedings 114: 323–27.DOI: 10.1257/pandp.2024103

The UK team continue to explore questions raised in this research, running pulse surveys over time and investigating evolution in the importance of teaching-track economists for the delivery of economics degrees across the UK.

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Mid-Career Challenges and Opportunities for Economics Educators

Dr. Stefania Paredes Fuentes (CTaLE Associate) and Tim Burnett

In this CTaLE working paper, Dr Paredes Fuentes and Dr Burnett examine career progression opportunities and experiences for education-focused economists in UK universities. Education-focused academic roles in UK economics departments grew to represent 19% of the academic staff in 2022 (from 8% in 2012). Yet mid-career economists in these positions often navigate careers lacking clear progression pathways, institutional recognition, and adequate support, what we term the “unwritten path.” The research draws on staff data, literature on academic career development and disciplinary culture, and insights from a Mid-Career Workshop for Economics Educators. The authors develop a conceptual framework that explains why the unwritten path emerges situating mid-career trajectories at the intersection of three dimensions: individual trajectory, institutional structures, and disciplinary/departmental culture. Their analysis reveals how the unclear frameworks, combined with economics’ hierarchical culture and narrow definitions of success, create particular challenges for this growing community. They identify strategies for individual navigation while arguing that sustainable change requires systemic reform.

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