Macroeconomic knowledge of higher education students in Germany and Japan – a multilevel analysis of contextual and personal effects

Olga Zlatkin-Troitschanskaia, Susanne Schmidt, Sebastian Brückner, Manuel Förster, Michio Yamaoka, Tadayoshi Asano

Research output: Contribution to journalArticle

8 Citations (Scopus)


Recent trends towards harmonising and internationalising business and economics studies in higher education are affecting the structure and content of programmes and courses, and necessitate more transparent and comparable information on students’ economic knowledge and skills. In this study, we examine by linear multilevel regression modelling the current state of macroeconomic knowledge of higher education students in Germany and Japan, while controlling for the effects of key study-related aspects such as study progress and completion of economics courses. We assess macroeconomic knowledge using the internationally established Test of Understanding in College Economics, which has been adapted and validated for use in Germany and Japan. We found a significant positive correlation between students’ level of knowledge and study progress in both countries, as well as varied gender-related and country-specific differences. Implications for assessment practices and future research are discussed.

Original languageEnglish
Pages (from-to)787-801
Number of pages15
JournalAssessment and Evaluation in Higher Education
Issue number5
Publication statusPublished - 2016 Jul 3



  • cross-country comparison
  • macroeconomic knowledge
  • multi-level analysis

ASJC Scopus subject areas

  • Education

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