I joined the School of Finance & Economics, UTS in 2001 to teach undergraduate and postgraduate economics. Prior to joining UTS I was Head of the Department of Economics at INSEARCH, where I taught both micro and macro economics since 1995. I am experienced in designing subjects and in my current position have developed and economics teaching package which uses technology to facilitate learning. I have also published in the area of economics education. In addition I am actively involved in assisting disadvantaged students and students from non-English speaking backgrounds.
Introductory economics, business statistics, macroeconomics, labour and industry economics
Tse, H 2019, 'There must be another way: Non-traditional Teaching Methods in the International Handbook on Teaching and Learning Economics', Australasian Journal of Economics Education, vol. 16, no. 1, pp. 32-37.
Tse, H & Kane, L 2018, 'Keeping Up-to-date: Regular Online Multiple-choice Quizzes and Post-graduate Students’ Performance', Australian Academy of Business and Economics Review, vol. 4, no. 3, pp. 201-213.
This article argues that, while not without their limitations, multiple choice quizzes (MCQs) have a place in innovative pedagogical practice. It evaluates how the introduction of a series of online MCQs affected students’ performance in a post-graduate introductory economics subject in 2016. The authors also explore students’ engagement with and attitudes toward MCQs through surveys and focus groups. Drawing on an econometric analysis, the authors demonstrate that regular practice multiple choice questions that provide high-quality feedback can have a significant positive effect on students’ performance. This analysis also revealed that some demographic characteristics – namely, ability, mathematics skills, and region of origin – had a strong effect on students’ outcomes. While focus groups indicated that MCQs helped students to self-regulate their learning, there was some negative feedback, especially about perceived prevalence of cheating. The paper concludes by providing suggestions for how some of the limitations of MCQs can be overcome.
Tse, HP & Tam, KL 2017, 'Getting the basics right: Factors shaping student performance in intermediate economics', Economic Analysis and Policy, vol. 53, no. March 2017, pp. 1-8.View/Download from: Publisher's site
This article examines the determinants of student performance in a second-year undergraduate economics course at a major Australian university - the University of Technology, Sydney. This article contributes to the literature by focusing on economics teaching in second-year, which is an area that has received little scholarly interest. The ultimately providing a usable sample group of 122 students. Out of a wide range of variables, two strong determinants of performance emerged: namely, students' pre-course aptitude and hours spent in paid employment. Based on these findings suggestions for increasing student performance in second-year economics are provided.
Support for developing writing within a disciplinary context has led to widespread embedding of academic literacy in the curriculum. Yet when embedding does take place it is often left to delivery from writing specialists working collaboratively with the discipline academic. Despite the widely held opinion that it is “the tutor‟s role as expert speaker of a specialized discourse” (Northedge, 2003) to give students access to that discourse, programs that embed writing practices into academic content teaching taught by disciplinary academics remain largely under-researched. This paper explores student perceptions of three different embedded writing programs taught by tutors who had attended professional development sessions with ALL staff. The paper briefly outlines the three different programs and presents the results of surveys of and interviews with students who participated in embedded writing programs of different class size, intensity and epistemological content. One of the key issues arising from students‟ responses relates to tutors‟ academic identity, in particular whether the disciplinary staff saw themselves as able and willing to deliver the program.
The paper examines the determination of academic performance in tertiary economics by adding a slightly broader range of factors that include socio-economic background to the main factors already identified in the literature.
Hunter, KA & Tse, HP 2013, 'Making disciplinary writing and thinking practices an integral part of academic content teaching', Active Learning in Higher Education, vol. 14, no. 3, pp. 227-239.View/Download from: Publisher's site
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline.
Tse, HP 2011, 'Using oil price shocks to teach the AS-AD Model in a blended learning strategy', Australasian Journal of Economics Education, vol. 8, no. 2, pp. 63-87.
This paper reports a pedagogical strategy employed to teach the AS-AD model. Dolan & Stevens (2006) stress the importance of teaching macroeconomics with relevance, and in this vein the issue of the macroeconomic effect of substantial increases in oil prices was used as a focus for teaching the AS-AD model in the first semester of 2006. This strategy also had a substantial blended learning dimension which Fox & MacKeogh (2003) argue can generate deeper student learning than traditional, pure, face to face strategies and which Hughes (2007) suggests can enhance the confidence with which students approach learning tasks, improving what they take away from these experiences. The paper describes the behaviour of oil prices in the years leading up to 2006 and the factors affecting this price. It outlines the structure of the AS-AD model presented to students and how oil prices can be incorporated into this model. It then discusses details of the overall strategy used for teaching the model and finally presents some evidence that students reported better and more relevant learning experiences than did students in the three prior semesters which had not used this strategy.
Docherty, PT & Tse, HP 2010, 'Reducing the expectations gap: Using an academic literacies approach to improve student writing in economics', Australasian Journal of Economics Education, vol. 7, no. 1, pp. 31-58.
This paper reports on the evaluation of a writing program embedded within an intermediate macroeconomics course at an Australian university. This program was designed to address core issues identified by an academic literacies analysis of what might be called the higher education writing problem: an observed poor quality in the writing of higher education students across a range of disciplines. The program attempted to close an expectations gap between student and academic perceptions of what constitutes good writing by using clear and detailed assessment criteria, providing exemplars of good writing, and interacting with students about their writing in a series of writing workshops. Regressions of assignment results on a range of factors and a comparison of assignment results for students who attended the writing workshops versus those who did not, indicate a small but positive, and statistically significant, effect of important aspects of the writing program on assignment outcomes. A distributional effect was also observed whereby students at the pass-fail margin who attended the writing workshops performed better than those who did not. Limitations of the study are identified and suggestions are made for further work.
Docherty, PT, Tse, HP, Forman, SR & McKenzie, JA 2010, 'Extending the principles of intensive writing to large macroeconomics classes', Journal of Economic Education, vol. 41, no. 4, pp. 370-382.View/Download from: Publisher's site
The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course.
The Aggregate Supply-Aggregate Demand (AS-AD) model has been an important part of undergraduate teaching in economics for many years. It has, however, been the subject of recent criticism and new frameworks have been suggested to replace it. Given this antagonism, it seems a useful time to reflect on the AS-AD models suitability for teaching intermediate macroeconomics. A preliminary step in this process would be to provide a careful survey of AS-AD models used at this level. This paper surveys four common versions of the AS-AD model used in intermediate macroeconomics texts, considers the structure of these models, and carefully analyses their adjustment dynamics for negative demand and supply shocks. It argues that incorporating more than one of the approaches considered into intermediate classes would provide students with a better understanding of the state of economics and would enhance their critical skills by requiring them to understand the similarities and differences between the different approaches.
In the previous issue of this journal, we provided a survey of AS-AD models used in intermediate macroeconomic textbooks. That exercise was seen as preliminary to a careful consideration of criticisms made of the AS-AD model that suggest it should cease to be used as a device for teaching intermediate macroeconomics. In this paper, we undertake this investigation and examine a range of problems that have been identified with the AS-AD model. We argue that that while a number of these criticisms are valid, they may be overcome in ways that leave the model largely intact as a device for teaching the neoclassical explanation of price-output determination. One of these ways involves a new interpretation the model. We do, however, point out two more fundamental criticisms of the AS-AD model that have not featured in the literature, and argue that acceptance of these criticisms would require replacement of the neoclassical paradigm itself. Until a decision to do this is taken by the profession, we argue that a revised AS-AD model has a continuing role to play in teaching intermediate macroeconomics.
It is a concern amongst academics that students, unless required, attend tutorials on an irregular basis and when they do attend
do very little preparation. Tutors often find that many students simply attend the tutorial to copy down answers written by the tutor on
the board. This paper examines the problem of tutorial attendance using two approaches. The first approach evaluates quantitatively whether
there is a link between tutorial attendance and the grades achieved by students for assessment tasks. The second approach involves the
analysis of responses made by students to a survey completed in the Spring Semester 2005. In the survey students are asked questions on
how regularly they attend tutorials, on their preparation of tutorial questions and for reasons why they do not attend tutorials.