2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
TEACHING ECONOMICS IN AREA STUDIES:
CHALLENGES AND RESPONSES
Dr Teofilo C. Daquila
Southeast Asian Studies Programme
National University of Singapore
3 Arts Link, AS3/06-15, Singapore 117570
Tel: +65 – 6516 6247, Fax: +65 – 6777 6608, Email: seatcd@nus.edu.sg
Homepage: http://www.fas.nus.edu.sg/sea/people/faculty/fac_tdaquila.htm
ABSTRACT
The Faculty of Arts and Social Sciences at the National University of Singapore is
divided into three divisions: Humanities, Social Sciences, and Asian Studies – the latter
consists of departments/programmes dealing with area studies such as Southeast Asian
Studies, Malay Studies, South Asian Studies, Chinese Studies, and Japanese Studies. With a
multi-disciplinary background, these area studies departments provide opportunities for their
students to learn and understand the political, social, economic, cultural and other related
issues pertaining to the different areas or regions of Asia.
As a senior lecturer of economics in the Southeast Asian Studies Programme since
1996, I have taught various economics courses across different levels. These courses include
(i) Growth and Development of Southeast Asia (a second-year module), (ii) Industrial
Challenge in Southeast Asia (a third-year module), (iii) Southeast Asia in the Global
Economy (an honours module), and (iv) Southeast Asian Economies in Transition (a graduate
module). I have also coordinated and taught a large introductory first-year class called
“Southeast Asia: A Changing Region.” In teaching these modules, I have encountered various
challenges as follows. Firstly, how do I teach these economics-based modules to a diverse
group of students, with or without economics background? Secondly, how can I make these
modules interesting? Can I introduce graphs and statistics to facilitate teaching and learning?
Thirdly, how can I promote a two-way teaching and learning environment? How can I
encourage students to participate actively in lectures, seminars and other class activities?
Finally, how can I incorporate economics in a large first-year introductory class with 500
students in which majority of the students do not have any background in economics? I have
responded to these challenges using a variety of teaching methods and styles as well as using
technology in the classroom. These include the use of a three-stage approach (introducing the
inquiry questions, explaining the various relevant economic concepts and terminologies, and
proceeding to the applied or empirical analysis), an interdisciplinary approach to teaching and
learning, fieldtrips, case studies, group discussions and projects, multimedia aids (e.g. videos,
IVLE), personalised approach to teaching, and attending various workshops on teaching and
learning organized by the university.
June 24-26, 2007
Oxford University, UK
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