Protection for the U.S. Automobile Industry: A Joint Class Simulation in Trade Policy.

Autor/inn/en	Hess, Peter N.; Ortmayer, Louis M.
Titel	Protection for the U.S. Automobile Industry: A Joint Class Simulation in Trade Policy.
Quelle	(1984), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economics; Economics Education; Educational Research; Foreign Policy; Higher Education; Industry; International Trade; Learning Activities; Simulation; Teaching Methods + Suchen Sie Ihr Suchwort? Volkswirtschaftslehre; Wirtschaftskunde; Bildungsforschung; Pädagogische Forschung; Außenpolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Industrie; Trade; International relations; Handel; Internationale Beziehungen; Lernaktivität; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A description of a joint class simulation in trade policy undertaken by an international economics class and a political science class at Davidson College (Pennsylvania) is presented in three sections. Section I describes the structure of the simulation. Students were divided into groups of United States auto manufacturers, the United Auto Workers, foreign auto manufacturers, foreign governments, U.S. suppliers, U.S. car dealers, consumers, and politicians. The issue of whether American industries should receive more or less protection from foreign imports than currently exists was argued in front of a student International Trade Commission. Section II describes a survey conducted to measure the impact of the simulation exercise. A questionnaire that measured positions on free trade in principle and the applications of this idea to the auto industry was administered on the opening day of class and an additional three times over the course of the term. Class averages as well as a constructed "index of change" were tabulated. Initially, students ranked national security as the most valid reason for protection. Over the course of the term, students increasingly supported free trade. Survey findings are presented in a series of charts. Section III summarizes the educational value of such a simulation exercise in light of survey findings, and concludes with a note on the policy implications of this particular simulation. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC