Programming and the economics curriculum: Evidence from undergraduate student attitudes

Abstract

A significant and growing proportion of graduate economics job advertisements in the UK and other countries mentions programming skills. Do undergraduates see that shift, and do they want their degree programme to keep pace? We answer these questions with the first multi-year survey of student attitudes towards programming, administered to 317 economics majors in Years 2–4 at a UK university. The support for curricular integration is overwhelming: 92% favours adding programming and 55% favour making it mandatory. Further analysis shows that support for a compulsory course is strongest among final-year and international students, while the preference for earlier programming exposure is the highest among those still uncertain about their career plans. Confidence in programming skills remains low even in the final year, and students regard generic computer science modules as poor substitutes for economics-focused instruction. Taken together, the survey results strongly suggest that in undergraduate economics programming should be introduced early on and that it should be embedded in discipline-specific content. Moreover, its teaching should be supported throughout the economics curriculum to meet the students’ demand, enhance their employability, and close the skill gaps before they become entrenched.