Neoclassical theory and institutional economics
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Neoclassical theory and institutional economics
Neoclassical economics is a school of economic thought that emerged in the late 19th century as a reaction to classical economics. Neoclassical economists rejected the classical view that the economy was driven by exogenous factors, such as population growth and technological change. Instead, they argued that the economy was self-regulating and that market forces would ultimately lead to an equilibrium in which all resources were fully employed.
The central concept in neoclassical economics is the utility function. The utility function is a mathematical representation of a person’s preferences. It tells us how much satisfaction a person gets from consuming different goods and services. Neoclassical economists assume that people are rational and that they will always choose the combination of goods and services that gives them the greatest utility.
Another key concept in neoclassical economics is the production function. The production function is a mathematical representation of how firms produce goods and services. It tells us how much output a firm can produce with a given amount of inputs, such as labor, capital, and land. Neoclassical economists assume that firms are profit-maximizers and that they will always choose the combination of inputs that minimizes their costs.
The neoclassical model of the economy is based on the following assumptions:
Individuals are rational and self-interested.
Markets are competitive.
Information is perfect.
There are no externalities.
There are no public goods.
These assumptions allow neoclassical economists to use mathematical models to analyze the economy. The models can be used to predict how the economy will respond to changes in government policy, technological change, or other factors.
Institutional Economics
Institutional economics is a school of economic thought that emerged in the early 20th century as a reaction to neoclassical economics. Institutional economists argue that neoclassical economics is too simplistic and that it ignores the role of institutions in the economy. Institutions are the rules, norms, and conventions that govern economic activity. They include things like laws, regulations, customs, and norms.
Institutional economists argue that institutions play a crucial role in shaping the economy. They determine who has access to resources, how resources are allocated, and how economic transactions are conducted. Institutional economists also argue that institutions are not static. They can evolve over time in response to changes in the economic environment.
The central concept in institutional economics is the transaction cost. The transaction cost is the cost of using an institution. It includes things like the cost of enforcing contracts, the cost of acquiring information, and the cost of bargaining. Institutional economists argue that transaction costs are an important determinant of economic activity. They can discourage economic activity by making it more expensive to use institutions.
Another key concept in institutional economics is the path dependency. Path dependency refers to the fact that the historical development of an institution can lock in a particular path of economic development. For example, if a country has a history of government intervention in the economy, it may be difficult to change that path in the future.
The institutional model of the economy is based on the following assumptions:
Individuals are boundedly rational.
Markets are imperfect.
Information is imperfect.
There are externalities.
There are public goods.
These assumptions allow institutional economists to analyze the economy in a more realistic way than neoclassical economists. The models can be used to explain why the economy does not always behave in the way that neoclassical economists predict.
Comparison of Neoclassical Theory and Institutional Economics
Neoclassical theory and institutional economics are two different schools of economic thought. They have different assumptions about the nature of the economy and they use different methods to analyze the economy.
Neoclassical theory is based on the assumptions of rational individuals, competitive markets, and perfect information. It uses mathematical models to analyze the economy. Institutional economics is based on the assumptions of boundedly rational individuals, imperfect markets, and imperfect information. It uses historical and case studies to analyze the economy.
Neoclassical theory has been more influential than institutional economics in recent years. However, institutional economics is gaining renewed interest as economists recognize the importance of institutions in the economy.
Conclusion
Neoclassical theory and institutional economics are two important schools of economic thought. They have different perspectives on the economy, but they both offer insights into how the economy works. Both schools of thought have their strengths and weaknesses. Neoclassical theory is more rigorous and mathematical, while institutional economics is more historical and case-based. Ultimately, the best approach to understanding the economy is to use both neoclassical theory and institutional economics.
I hope this overview of neoclassical theory and institutional economics has been helpful.
Neoclassical theory and institutional economics
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
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5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
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7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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