Book Recommendations

I am often asked by students in my introductory economics courses (and to a lesser extent, in upper-year courses) for recommendations of economics books, and I struggle to answer this question. The truth is that I don’t read many books about economics, for (at least) three reasons. First, economists don’t write a lot of books. Second, when economists do write books, they write them for a general audience, not for economists. Third, and less charitably, most economists just aren’t that interesting. For most economists, more space to write does not seem to be helpful.

Economics is a framework, not a set of questions, and definitely not a set of answers. When we teach economics, we teach that framework, and as a starting point, we teach the same framework everywhere. This means that essentially all economists have learned the same basic framework, that discusses utility and choice, competitive markets, externalities and comparative advantage. Backgrounds in macroeconomics are more diverse, since no one can seem to agree on anything, but even there, we have some agreement on what we are trying to measure.

This common framework explains why economists usually write articles, not books – we don’t have to explain the framework every time. In other disciplines, authors need to define an analytical framework in more detail, as one can’t assume that everyone knows what you are talking about. In economics, we can largely skip that detail, and get right to the math. Which brings me to the second point – within a mathematical structure, any variations to the framework can be defined quickly. If an author wants to assume something outside of the basic framework, it is usually transparent to state that assumption mathematically, and move forward. This all lends itself to economics being written in articles, not books. (I will post another time about articles being too long – which mostly seems to be an issue of a lack of trust in the profession.)

Instead, authors write books to give themselves the space to explain the framework within which they work. This leads to two problems. First, for an audience that has already learned that framework, this is often not very interesting. Second, (most) economists can’t concisely explain an economic framework in words – it isn’t something we are trained to do.

As a result, my book recommendations for students are limited. Before you learn any economics in a structured way, you are probably better off reading about history, geography, philosophy or politics. Once you have learned some economics, shift to reading economics articles, and when you read books, keep reading about other subjects. The one exception to this – if someone writes a book that you think that you will fundamentally disagree with, read that. See the differences between your mindset and theirs, and how it leads to differences in the answers. That is when you shift from learning about economics to learning economics.

For my students, feel free to keep asking. But don’t be surprised when I tell you that I am reading about history, politics or sports.

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EC120 Students

A quick hello and thank you to all my students in EC120 this term. The remote environment has made for an interesting term – and I appreciate the level of work and professionalism demonstrated by all my students. 72 Zoom lectures, probably a similar number of tutorials and review sessions – and no real problems.

Good luck on all of your exams.

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9/11 and COVID-19 – My Experience

I ran an online student discussion session tonight, mostly to test out a new-to-me Virtual Classroom in MyLearningSpace (Laurier’s version of D2L), and partly to hear what the students were worried about.

First note – the Virtual Classroom worked better than I expected. I went in totally blind – started not sure if my microphone was working or if any students were online. They were, and it was, so the students got to hear me start with, is this working? Is anyone here? Can anyone hear me? For a while. Oh well. The students were patient and polite enough to not give me too much grief.

And just playing around live, I had slides up, was writing on them, letting students write on them (or not), students asking questions through chat, or voice – it worked. I am now confident that I can move forward. I also have a few ideas running for when we get back to normal.

Now, to the point of this post. I got a lot of questions, on Coronavirus, on the economy, about Laurier and what happens next. But one question got me thinking. How does this event compare to other big events you have lived through?

I was born in the mid-70’s. So nothing really happened until 9/11 – that is my only comparison. The students have no frame of reference for that, so I didn’t really dwell on it at the time – but it got me thinking. How does 9/11 compare? For me, there are significant connections. In particular, at the time, I was working in the aviation industry, so there was a similar mix of personal fear and professional chaos.

The difference is that with 9/11, the entire time, it felt like it was over. The first plane hit, and everyone assumed that was it. Until the second plane hit, and again, we assumed that was it. And the Pentagon. And then one more. But I remember a sense of holding your breath – but pretty quickly it felt like it was over. There was residual fear, what’s going to happen next – but the continual expectation was that nothing more was going to happen.

This is different. In one sense, the uncertainty is smaller – we can model how viruses spread so that we know more about what will happen next – and also larger – is work going to be normal in 1 month, 3 months, or are we waiting for a vaccine in a year?

That particular dimension of uncertainty seems important for me – the current situation feels more unsettling. It might be something boring, like nothing is unsettling when you are in your 20’s and everything is once you have kids.

But writing this has me thinking that it might relate to the distinction between risk and uncertainty (which economists use in a way that always feels backwards to me). To simplify slightly, risk is when you can assign probabilities to future events, while uncertainty is when you can’t. So, in my mind, the events of 9/11 were uncertain, while the current events are about risk. There are definitely more measurable models about virus spread than there are about how terrorists make attack plans.

Writing this was my way of thinking out loud. (For my students, please don’t write essays this way.) But in writing it I realize something – I think that I find risk more unsettling than uncertainty. Risk feels like something that I need to worry about, plan for. Since uncertainty is uncalculated, I can’t plan for uncertainty, so it doesn’t really matter.

Given that, I should go to sleep. My life right now is about risk, which creates work – which I should do tomorrow.

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The Starting Point for the Economics of Sports

It is fairly well-recognized that the starting point for the academic field in the Economics of Sports is an article on The Baseball Players’ Labour Market by Simon Rottenberg, published in the Journal of Political Economy in 1956.

The article covers a variety of relevant topics in baseball, including player compensation, league structures such as the draft, the reserve clause, the minor league system, waiver rules. For students interested in any of these topics, this is a fantastic place to start. A key result of the paper is that from an efficiency perspective, the league rules restricting player movement don’t generate any value – though they likely do significantly increase the profitability of professional sports teams.

According to Google Scholar, it has been cited over 1,600 times – searching within those citations for specific sports may be a useful way to start looking for academic articles on narrower topics.

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Problem Solving vs. Critical Thinking

We spend a lot of time in Economics courses looking at problem solving. Given a problem in a specific form, can you figure out the (usually) well-defined answer?

But in economics research, and in the work that most students will do after graduation, we don’t normally spend much time trying to solve well-defined problems. The trick, almost always, is to figure out how to define a problem and simplify it to something you can solve, while being aware of the limitations of that solution. This is the heart of critical thinking.

To be successful in economics, you need to be able to do both. Some bad economics is done by people with pretty good critical thinking skills – able to look at a problem and simplify it down to something that they can solve. The challenge is when the problems are simplified too far and we lose the essence of the original issue. At that point, it isn’t clear what we are solving anymore.

More commonly, bad economics is high level problem solving without critical thinking. When this happens, we lose awareness of the limitations of our knowledge. If you spend days, weeks or years trying to solve a problem, it becomes far too easy to overstate the value of your solution by simply ignoring that your answer is only as valuable as the assumptions that you made. And I guarantee that you made some critical assumptions.

(Maybe) especially at the undergraduate level, the best papers are those that fully recognize their limitations – limitations of data, or key theoretical assumptions, or an alternate methodology that might be more appropriate next time.

In Sports Economics, we can simplify problems – should a football offense run or pass, and how should the defense respond? But the reality is that the underlying situation is normally far more complicated. The key step is to simplify problems so that we learn something – such as why mixed strategies make sense – and then use that knowledge to say something about the more complicated issue.

My intention is to discuss this far more in EC310F this term – and to encourage students to explicitly recognize which simplifications matter most in their papers.

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What is a Course Outline?

This post on the Chronicle of Higher Education came up in my LinkedIn feed today, and it is a great starting point for something that I spend too much time thinking about at this time of year – what should be on a syllabus or course outline?

The article makes a few points that I agree with, such as the need for basic information and that the course outline is intended to set the tone for the course. That said, there are also some that I don’t agree with. My main concern is that it is a mistake to worry about whether the syllabus is complete or that it explains how to be successful in a course. A course outline is not a contract, or if it is a contract, it is a very incomplete one, and that it. And incomplete contracts rely heavily on trust.

Trust is the starting point for any course worth taking. Students need to trust that I will treat them fairly when something comes up outside of our “contract” – and this becomes my goal in the first phase of the course – which includes writing a course outline, the initial set up of a Learning Management System (LMS), pre-class communication and the first class meeting. I might argue that this first phase of the course extends all the way through to the first graded assessment. If I can get to that point of the course having built some trust, then everything can get better. The main point here is that the course outline is only one part of an extended collection of information for students – delivered in the outline, in person, online and even in the form of assessment.

In this context, the tone of the course outline matters more than the content. There is information that needs to be there – my contact information, the required textbooks, course assessment details – but the most critical step is to acknowledge that not everything can be covered in a readable outline, and that this is OK. The first class then starts to fill in the gaps – the most important being that I will work to resolve any problems that arise as the course moves forward.

Hopefully this is something developing for EC310F. First class is Monday.

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Topics in the Economics of Sports

Within the context of Sports Economics, there are a wide range of topics. Within the course, my hope is that students will embrace that variety, and choose something that is of interest to them.

In the current news, obvious topics include:

  1. Should a city pay for a new stadium for a professional team? A BNN/Bloomberg article on the arena deal last summer in Calgary. Or A CTV article on whether Halifax should support a new CFL franchise.
  2. Should college players be paid directly? Or at least be able to sell access to their name/image/likeness rights, as is now law in California? CNBC article on the NCAA response to the California law
  3. How much are broadcast rights worth? Forbes article on the new contract between ESPN/ABC and the SEC (Southeastern Conference)
  4. How much are or should teams be willing to pay particular players, and why? FanGraphs article on the 9-year, $324 million contract for Gerrit Cole with the New York Yankees

And there are a wide variety of more academic topics – here are three recent papers in the Journal of Sports Economics:

  1. How do a variety of factors affect game attendance? New paper in the Journal of Sports Economics on basketball, the presence of superstar players and game attendance
  2. How much should players be paid? Measuring marginal revenue product in MMA. On the Marginal Revenue Product of UFC Fighters
  3. Or measuring marginal revenue product of college football coaches. Salaries of Group of Five Football Coaches
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Happy New Year

Starting Monday, I am teaching a new course on Sports Economics – EC310F. A recent draft of the course outline is available on the EC310F page on this site, or (for students in the course), on MyLearningSpace.

A couple of weeks ago, I posted a request on LinkedIn for any suggestions that people have for the course – guest speakers, topics to cover, suggestions of things that people in industry wish they had known before they started. The response to that post was quite positive, and since I have this outlet, I am going to use this site as a secondary outlet to talk through course concepts, my ideas about teaching and some other stuff. As such, this will likely be fairly academic, but will include some discussion of sports content.

Current students will find everything that they need for the course on MyLearningSpace – if something is posted here but not on MyLearningSpace, I won’t expect you to have read it. This is intended to be a little more free-form, and available to anyone that wants to participate. Comments are appreciated, but also (lightly) moderated, so it may take some time for them to show up. Anyone looking for a response from me would be better off to e-mail me anyway.

Course Structure

Part A – Economic Analysis and Sports

The first half of the course focuses on the economic tools for analysis in the context of sports – mostly microeconomics topics such as game theory (both simultaneous and sequential games), market structure analysis, labour markets and also just enough macroeconomics to understand why the public finance of stadiums and/or teams won’t lead to economic growth.

Part B – Critical Thinking and Communicating Economic Ideas

The second half of the course is based on the idea that Sports can provide a medium to learn to convey economic ideas to a non-economic audience. There is a vast audience of non-economists that are open to understanding economic concepts in the context of their favourite team – students need to learn to write for that audience, as they will probably end up working for or with that audience at some point in the future. The challenge hear is to convey an economic idea without sounding condescending, or overly scientific. I am not sure that I am good at this – it is probably something that most of us could practice more.

As I indicated on the LinkedIn post, the course design is fairly flexible – there are specific concepts that I am planning to cover, but I am open to adjusting to include topics that I might not have considered yet.

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Interesting Story from the Athletic

https://theathletic.com/1442638/2019/12/16/emilie-castonguay-blazes-a-trail-as-the-agent-for-probable-no-1-pick-alexis-lafreniere/?source=shared-article

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Markets, Monopsony and UFC

Relevant for the Sports Economics course next Winter, this article goes through an ongoing antitrust case based on monopsony power – topics that we discuss in EC120 in the Fall.

https://theathletic.com/1126043/2019/08/13/ufc-fighters-antitrust-case-lessons-for-how-pro-sports-are-organized-and-whether-they-serve-fan-interests/

(Note – there is a paywall.)

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