“When I was an undergraduate law student in Dublin in the 1970s, the content of my degree programme was largely fixed for me, but there were some choices …” (more)
[Ferdinand von Prondzynski, University Blog, 16 December]
“Given the time of year and given that one of my functions here in UCD is to provide the undergrad behavioural economics curriculum forgive me another random post on what we are actually supposed to do in the undergrad domain. Below is the result of scribbling on a piece of paper in an attempt to get motivated for this year’s endeavours …” (more)
[Liam Delaney, Geary Behavioural Economics Blog, 31 August]
“When I was a student – and indeed, when I was first a university lecturer – universities in these islands (and, I believe, in much of the English-speaking world) all had a similar academic year: it was structured into three ‘terms’, each with typically between eight and ten weeks. The basic teaching unit was a year-long course, which would be examined at the end of the academic year, usually in a written examination which alone would account for the marks on which student progression would be decided. Through the 1980s it became more common to allow some non-examination assessment, but on the whole this remained the standard approach. However, there was always some awareness that in other countries this was not the norm …” (more)
[Ferdinand von Prondzynski, University Blog, 9 December]
