Pedagogic insight by Ashley B. Simpson, MSc. Teaching and Research Associate

One of our core teaching values is that students should develop skills that will serve them well in their future studies, careers, and everyday lives. Achieving this within the constraints of a two-hour class, where we cover complex topics like the influence of banking sector structures on bailout packages, the role of institutions in FDI’s impact on inequality, or firms’ preferences regarding climate change policies, requires a focused and intentional approach.

To address this, we dedicate 5-7 minutes of each class session to a targeted mini-lecture on a practical skill. These mini-lectures cover topics such as developing causal mechanisms, critiquing arguments, reading regression tables, selecting case studies to test hypotheses, and understanding endogeneity.

Our session on interpreting regression tables is a good example of this approach. Many students find these tables in research papers intimidating. Questions often arise about the meaning of stars, the significance of p-values, or the role of R². As a result, students may skip these tables entirely and accept claims without scrutiny. While it isn’t possible to teach the fundamentals of regression analysis in five minutes, we believe we can equip students with the basics to understand what a regression table can and cannot tell us. Our goal is to help students develop the skills to approach published research and arguments with greater skepticism and critical thinking.

By integrating these focused skill-building moments into each class, we aim to give students practical tools that extend beyond the classroom.

Curious to learn more about our teaching? Read about:

Our Teaching Philosophy

WUPOL Specialisation “Politics and Money”

Our Courses

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