About Us

We, The Post-Crash Economics Society, are a group of economics students at The University of Manchester. It is our belief that the content of the economics syllabus and teaching methods could and should be seriously rethought.

The Report

We have published a Report outlining what is wrong with economics education at the University of Manchester and in the UK. It includes a foreword by the director for Financial Stability at the Bank of England, Andrew Haldane.

Contact Us

If you want to join our mailing list, if you have any questions about upcoming events and lectures, schools of thought, what we’re working on or, if you have any suggestions for speakers you would like to see at our events or anything else please get in touch and we will endeavour to get back to you as soon as possible.

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Latest from our Blog

What You Won’t Learn In An Economics Degree: The Workshop

On the evening of Tuesday the 27th of September, the society held a workshop to discuss topics that we believe should be studied as part of an economics degree. We had tables discussing the recent Rio Olympic games, tax havens, the role of the IMF and World Bank and the possibility of a basic income. The debates got heated at times, with people polarising on either side of the argument, disagreeing at times on the most fundamental premises of eachother’s argument. These topics stimulated a discussion of questions that cut to the very numb of economic thought. Questions like: who creates wealth? What motivates people? And who deserves this wealth? In discussing these topics themselves and getting such well thought out and articulate responses from students, many of them first years, to us here at PCES confirmed our conviction that economics should be more pluralistic, quite because people are capable of making valuable contributions to these debates, despite not being a qualified economist. While there was much disagreement over the topics themselves, there was no disagreement over the importance of discussing them and what can be gained by the very process of debating them. One student said that: ‘I think this makes you better at thinking’, and she wasn’t the only one who picked up on the critical thinking development. Others picked up on the communication and arguing skills that would be developed by this kind of approach. These are the kind of skills that really help you out in the working world as we’re sure a lot of major employers would agree. Sadly, we did seem to be...

Gender Challenges by Bina Agarwal

I had the pleasure of attending the launch of Gender Challenges earlier this month. Gender Challenges is a monumental three-volume compendium of selected papers written by Bina Agarwal over three decades and published by Oxford University Press. This impressive body of work examines gender inequality in different countries and communities, relating to agriculture, food security, property, land rights, and the environment, and how policy makers can tackle them. Bina, a Professor of Development Economics and Environment at the Global Development Institute of the University of Manchester approaches these issues from a gender perspective and challenges mainstream assumptions in the social sciences and policy. She rightly uses both qualitative and quantitative analysis. The issues are not simply presented as economic ones. Bina uses many disciplines from the social sciences and also law to examine gender inequalities and suggest workable solutions. Reading the work, what first struck me was the variety of ways women are affected globally and the inadequate one-size-fits-all approach of policy makers in these countries. The first volume looks at agriculture, technology and food security and covers her writings from 1981 to today. In the early years, agricultural growth was made possible by the Green Revolution but women’s role was ignored. A key assumption questioned by Bina is the idea that women are less efficient than men in farming, and the attributing of the gender wage gap to productivity differences rather than to gender discrimination. These assumptions are also challenged by her using data from an experiment with potato-digging equipment which found that women are more efficient than men in doing the same job: they took 69 hours...

Calling all economics students, your department still doesn’t listen

It is that time of the year when 3rd years receive emails from their departments to tell them to fill in the NSS survey. The NSS helps the university to get an idea of the delight or disdain that you have had from your 3 years of studying economics. It is therefore imperative that students fill in the survey. Our opinion still remains that the dismal science is not seeing the change that is necessary to create economics students that are fit for purpose. Ask yourself the following questions: What have you learnt from your economics degree? Have you been exposed to economic history in your degree? Are you confident in communicating your economic knowledge to different groups such as the public, academics and fellow students? Has your curriculum made any mention of theories such as endogenous money, cost plus pricing or the financial instability hypothesis, all heterodox theories which have a good degree of empirical support? Has the assessment challenged you at university or do you find that you memorise a model and regurgitate it in an exam? Have you been encouraged in tutorials to think critically about the subject? The reaction of the department in the last academic year and since their dreadful 2013/2014 NSS results has not been good enough. Proposed new modules which would take students’ concerns into account were a case of all talk and little action. Consultations with students have become token gestures where opinions are monopolised and students’ pleas fall on deaf ears. Take the current course restructuring as an example. In student consultations the message was clear from students represented by PCES,...