We find that over two-thirds of economics departments in large Canadian universities have full-time teaching-track faculty positions that parallel traditional research-track positions but with a heavier teaching focus. Teaching-track economists approach one-sixth of the faculty complement—a substantial shift in resource allocations since 2000. This paper—a companion to Arico et al. (2024)—uses a mixed-methods approach with interview and survey data to draw on the firsthand experience of teaching-track economists. Pioneers helped craft a Canadian model that allows economics departments to attract passionate educators, and the teaching track continues to evolve.
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Murdock et al. (2024) studied this question.
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