Evaluating Economics Education Transformation in a Regional Public University

Thesis Abstract

This study investigates the effectiveness and mechanisms of economics education transformation at a regional public university, addressing concerns about curriculum relevance, teaching quality, and student learning outcomes amid resource constraints and rapid local economic change. The aim is to evaluate how reform initiatives—grounded in competency-based pedagogy, enhanced faculty development, and blended learning modalities—impact student engagement, achievement, and employability in economics-related fields. Specific objectives are to (1) examine changes in curriculum design and delivery over the past five years, (2) assess student learning outcomes across core economics courses, (3) evaluate lecturer professional development and its alignment with pedagogy reform, (4) analyze student and employer perceptions of program relevance, and (5) identify contextual enablers and barriers to sustaining transformation. The study adopts a mixed-methods design anchored in pragmatism to triangulate quantitative and qualitative insights. The population comprises final-year economics, econometrics, and development economics majors and their lecturers at the regional university, with a purposive sample of 420 students and 40 teaching staff across three consecutive cohorts (2019–2023). Data collection instruments include structured student achievement records (course pass rates, grade Point Averages, and progression rates), standardized attitude and engagement surveys administered to 380 students, semi-structured interviews with 24 lecturers, focus groups with 10 department chairpersons, and documentary evidence from curriculum committees, policy documents, and annual program reports. Validity and reliability are ensured through pilot testing, triangulation of sources, and member checks. Data analysis employs descriptive statistics, inferential techniques (multivariate regression to assess predictors of academic performance; ANOVA to compare outcomes across cohorts and reform stages), and thematic analysis of interview and focus group transcripts, supported by NVivo for coding. A conceptual model integrating the Theory of Planned Behavior, Kolb’s Experiential Learning Cycle, and the Resource-Based View of the university guides interpretation of how faculty agency, student motivation, and institutional resources interact to drive transformation. Expected findings indicate that curriculum alignment with labor market needs, reinforced by active learning strategies and digital tools, is associated with improved student engagement (higher participation in seminars and practical projects) and modest but meaningful gains in final-year economics course performance (average grade increase of 0.25 to 0.40 on a 5.0 scale) when controlling for prior achievement. The study anticipates that faculty development participation correlates with more frequent use of case-based instruction, data analysis labs, and formative feedback, which in turn mediates student outcomes. Perceptions from employers and alumni suggest enhanced perceived relevance of competencies such as econometric analysis, policy evaluation, and data literacy, though resource constraints and large class sizes remain salient barriers to scalable transformation. The contribution to knowledge lies in (i) providing an empirically grounded, context-specific evaluation framework for economics education reform in a regional university setting, (ii) identifying actionable levers—curricular redesign, faculty development intensity, and blended-learning implementation—that significantly influence learning outcomes and employability, (iii) extending the application of the Theory of Planned Behavior and experiential learning concepts to a higher-education transformation context, and (iv) generating evidence to inform policy debates on resource allocation, accreditation standards, and regional development planning. The study concludes that a coherent, resource-sensitive transformation strategy—combining competency-based modules, structured teacher-support programs, and scalable blended-learning infrastructure—can yield meaningful improvements in student learning experiences and employability without requiring proportionally large increases in teaching resources. Recommendations include institutionalizing continuous curriculum audit mechanisms, expanding micro-credential offerings to signal competencies to employers, prioritizing targeted investments in data-analytic laboratories, and establishing a community-of-practice among economics educators to sustain iterative improvements. Further research is advised to explore long-term graduate trajectories and comparative analyses with neighboring regional universities to generalize findings and refine the theoretical model.