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Mr Stephen Hickson

Contact

Department: Business Taught Masters Programmes

Email: stephen.hickson@canterbury.ac.nz

Phone Number: +64 3 369 3999 ext. null

Office: Rehua 612

Language: English

About
Research / Creative works
Networks
Projects
Methods & Equipment

Fields of Research

  • Economics education: teaching principles
  • National accounts
  • NZ official statistics

Researcher Summary

My research interests centre around teaching and assessment in economics.  Do different types of assessments measure different things?  Do different types of students perform better or worse in different types of assessments?  I am also interested in what we actually achieve in principles of economics classes.  Are we creating economically literate people or just people who can pass the exam?

Subject Area: Disciplines

  • Economics: Macroeconomics; Microeconomics
  • Resilience: Social: Education

Resources

  • Staff webpage

Research/Scholarly/Creative Works

Journal Articles
  • Woodfield A., Menclova A. and Hickson S. (2014) Analysing Sentencing Starting Points for HSE Offences. Employment Law Bulletin (1): 1-7.
  • Hickson S. and Agnew S. (2013) Assigning grades during an earthquake - shaken or stirred? New Zealand Economic Papers 47(3): 288-303. http://dx.doi.org/10.1080/00779954.2012.715825.
  • Woodfield A., Hickson S. and Menclova A. (2013) HSE sentencing: changing guidelines. New Zealand Law Journal Aug 2013(7): 267-272.
  • Woodfield A., Hickson S. and Menclova A. (2013) Predicting HSE fines. New Zealand Law Journal Sep 2013(8): 312-316.
  • Agnew SR. and Hickson SM. (2012) Using online assessment to replace invigilated assessment in times of a natural disaster: Are some online assessment conditions better than others? Journal of Open, Flexible and Distance Learning 16(1): 13.
  • Hickson S., Reed WR. and Sander NA. (2012) Estimating the Effect on Grades of Using Multiple-Choice Versus Constructive-Response Questions: Data From the Classroom. Educational Assessment 17(4): 200-213. http://dx.doi.org/10.1080/10627197.2012.735915.
  • Hickson S. and Reed B. (2011) More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes. International Review of Economic Education 10(2): 28-49.
  • Hickson S. (2010) The impact of question format in principles of economics classes: Evidence from New Zealand. New Zealand Economic Papers 44(3): 269-287. http://dx.doi.org/10.1080/00779954.2010.522165.
Conference Contributions - Other
  • Hickson S. and Gunby P. (2016) The velocity of circulation – not constant and not irrelevant. Melbourne: Australasian Teaching Economics Conference, 7-8 Jul 2016.
  • Hickson SM. (2015) Maybe the boys just like Economics more - The gender gap and the role of personality type in Economics Education. Brisbane, Australia: 20th Australasian Teaching Economics Conference (ATEC), 6-7 Jul 2015.
  • Hickson S. and Agnew S. (2012) Assigning Grades During An Earthquake - Shaken Or Stirred? Kauai, HI: Applied Business and Entrepreneurship Association International Conference, 16-20 Nov 2012.
  • Hickson S. and Agnew S. (2012) Assigning grades during an earthquake - shaken or stirred? Palmerston North, New Zealand: 53rd New Zealand Association of Economists Annual Conference, 27-29 Jun 2012.
  • Woodfield A., Menclova A. and Hickson S. (2012) Changing Health and Safety in Employment Guidelines and the Composition of Sentences in New Zealand: An Empirical Analysis. Palmerston North, New Zealand: 53rd New Zealand Association of Economists Annual Conference, 27-29 Jun 2012.
  • Hickson S., Reed WR. and Sander N. (2011) To Use Constructed-response Assessments, or not to Use Constructed-response Assessments? That is the Question. Wellington, New Zealand: 52nd Annual Conference of the New Zealand Association of Economics (NZAE), 29 Jun-1 Jul 2011.
  • Hickson S. (2010) Predicting student achievement in intermediate university economics from principles assessments. Hamilton, New Zealand: 15th Australasian Teaching Economics Conference (ATEC2010), 28-29 Jun 2010.
  • Hickson S. (2010) The impact of question format in principles of economics classes: Evidence from New Zealand. University of Auckland, New Zealand: 51st New Zealand Association of Economists Annual Conference, 30 Jun-2 Jul 2010.
  • Reed B. and Hickson S. (2009) Do Construed-response and Multiple-choice Questions Measure the Same Thing? Wellington, New Zealand: New Zealand Association of Economists (NZAE) Annual Conference 2009, 1-3 Jul 2009.
Discussion/Working Papers
  • Gunby P. and Hickson S. (2016) Is Cash Dead? Using Economic Concepts To Motivate Learning and Economic Thinking. .
  • Woodfield A., Hickson S. and Menclova A. (2013) An Empirical Analysis of Changing Guidelines for Health and Safety in Employment Sentences in New Zealand. University of Canterbury.
  • Woodfield A., Hickson S. and Menclova A. (2013) Forecasting Fines for Health and Safety in Employment Offences in New Zealand. University of Canterbury.
  • Woodfield A., Menclova AK. and Hickson S. (2013) An Empirical Analysis of Sentencing Starting Points for HSE Offences. .
  • Agnew S. and Hickson SM. (2011) Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others? University of Canterbury. 18pp.
  • Hickson S. and Agnew S. (2011) Assigning Grades During an Earthquake - Shaken or Stirred? University of Canterbury. 35pp.
  • Hickson S. and Reed R. (2011) More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes. University of Canterbury. 41pp.
  • Hickson S. (2010) Predicting student achievement in intermediate university economics from principles assessments. University of Canterbury. 28pp.
  • Hickson S. (2010) The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand. University of Canterbury.
  • Hickson S., Reed WR. and Sander N. (2010) To Use Constructed-Response Questions, or not to Use Constructed-Response Questions? That is the Question. University of Canterbury. 31pp.
  • Hickson S. and Reed WR. (2009) Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing? Department of Economics and Finance, University of Canterbury. 34pp.
Additional Publications
  • Gunby P. and Hickson S. (2018) Is Cash Dead? Using Economic Concepts To Motivate Learning and Economic Thinking..
  • Hickson S. and Gunby P. (2016) The velocity of circulation - not constant and not irrelevant. In.

Review and Refereeing

Displaying all items.
  • International Review of Economics Education ( 2011 )
  • Journal of Economic Education ( 2013 )
  • New Zealand Economic Papers ( 2011 )

Research Groups

  • Resilience: Social Research

Research Projects

  • Undergraduate teaching of economics

Key Methodologies

  • Economics education: teaching principles
  • NZ Official statistics and national accounts
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