BE101x - BEHAVIOURAL ECONOMICS IN ACTION
INSTRUCTOR: DILIP SOMAN
Course Open: 10 April 2018
Last day to register as verified learner (certificate holder): 7 May 2018
Course End: 17 June 2018
Certificate available for verified learner: 22 June 2018
(See SCHEDULE section for a complete schedule)
OVERVIEW
How can we get people to save more money, eat healthy foods and engage in healthy behaviours, and more generally make better choices? There has been a lot written about the fact that human beings do not process information and make decisions in an optimal fashion. This course builds on much of the fascinating work in the area of the behavioural sciences and allows the student to develop a hands-on approach by learning its methods and more importantly, how it can be harnessed by suitably designing contexts to “nudge” choice. In three modules, learners will be able to a) explain and interpret the principles underlying decision- making and compare the nudging approach to other methods of behaviour change, b) learn how to critique, design and interpret experiments; and c) design nudges and decision-tools to help people make better decisions. Learners will also witness and participate in topical debates on like “does irrationality impact welfare?” or “Is nudging manipulative?” If you’ve been fascinated with the buzz surrounding behavioural economics but are not sure how to actually use it, this course is for you.
COURSE STRUCTURE
This 6-week course is made up of lessons, units and modules. A lesson is a cohesive unit of content that should take you around 10 - 30 minutes to complete. A unit is a collection of lessons that comprise a larger unit of learning. A module represents a major subsegment. BE101x has three modules.
Each of the three modules lasts for two units. Within each unit are a number of different lessons. Each unit will occupy one week.
Lessons
- Each lesson typically includes between 1 - 3 videos and at least one short quiz (not for grades) to test your understanding of the material that was just presented.
- Lessons may also include supplemental readings, discussions and assignments.
- Each lesson is structured around 1-2 clear learning objectives.
Units
- Each unit has multiple lessons. A unit may be as short as 3 lessons, or may include 6 or more lessons; the average length is around 3-5 lessons.
Please see the diagram below for an illustration of what a unit and lesson is.
You can join the course at any time before the course closes. If you do, we strongly suggest you work through the units in the sequence that we have structured them under the Courseware tab. Likewise, we recommend you follow the lesson order as structured within each unit.
The learning objectives for each of the three broad modules of the course are for you to:
Principles:
- Develop an understanding of the philosophy and the principles underlying the field of behavioural economics, and to understand the differences between choice architecture/nudging and other approaches to behaviour change
- Identify factors that constitute rational decision making
- Learn to create decision-points that can help curb consumption and increase savings
- Understand the principles of mental accounting, choice overload, self-control and the effects of payment mechanism on spending
Methods:
- Understand the key elements of an experiment, to differentiate between three basic types of experimental designs, and to gain an insight into ANOVA and regression techniques for analyzing data
- Develop criteria for deciding between laboratory and field experiments
- Develop some intuition about intuition, and use data to model and understand it.
- Understand the concept of a consumption vocabulary and identify situations where it can aid decision-making
Applications:
- Use a prescribed process for designing your own nudges, and to identify specific resources and tools you will need to execute a nudging strategy
- Develop an understanding of how to audit a decision context
- Learn about ways in which several governments around the world have embedded behavioural economics into welfare and policy initiatives
- Identify specific ways in which you can use decision-aids to improve your decision-making, and to help others around you
- Apply some of the ideas we have learnt in this course to other policy tools, for example disclosure
At the beginning of each unit, we will identify specific learning objectives for the unit before proceeding to the material.
The topics covered under each module are as follows:
|
Module |
Unit |
Topics |
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Principles |
Unit 1 (Week 1) |
Key Concepts, Behaviour Change, and Choice Architecture Topics Covered: What is Behavioural Economics and how is Nudging different from other techniques of behaviour change; What is rational choice; A theory of decision points |
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Unit 2 (Week 2) |
Major Principles of Behavioural Economics Topics Covered: Mental accounting, Choice overload, Self-control, Effect of payment mechanism on spending |
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Methods |
Unit 3 (Week 3) |
Evidence & Experimentation Topics Covered: The basics of experiments (terminology, design), Analysis of results, Lab and field studies, Examples of experiments |
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Unit 4 (Week 4) |
Tools for understanding preferences Topics Covered: Understanding intuition, Decision analysis, Judgment bootstrapping, Educating intuition, Developing a consumption vocabulary |
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Applications |
Unit 5 (Week 5) |
Guide to Nudging Topics Covered: Nudging – A progress report, Getting started, Nudger’s toolkit, A practitioner’s guide |
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Unit 6 (Week 6) |
Decision Aids and Wrap-up Topics Covered: Some recent examples, decision aides, disclosure and smart disclosure |
DEBATES
In each unit, we will present a debate on a current topic in behavioural economics. You will see a video in which several leading scholars or practitioners (from the world of policy and business) present their viewpoint on a given topic. After viewing the video, you will be asked to:
1) Vote on which side of the debate you endorse
2) Participate in a discussion forum dedicated to that topic.
The debate portion of the course gives you the opportunity to interact with your fellow learners and also to use their thinking (and those of the experts) in shaping your own opinions about our ever evolving field.
THE MATERIALS
The materials within each unit are organized by sections, and further as lessons within each section. Each unit will begin with an overview that summarizes the learning objectives and topics covered in the unit, and also reminds learners of course requirements. Each lesson could take several forms (or a combination of these forms):
1) Videos: Videos are short (anywhere between 5-10 minutes) and could either be in the form of the instructor delivering a lecture, or slides with a voiceover.
2) Text: Some units are in text; either as short articles or bullet point summaries and reviews of some topics
3) Practice Quizzes: These are extremely short quizzes. Their goal is to reinforce the key learning from the unit that immediately precedes the quiz.
The materials are arranged in a sequence that makes the most logical sense from the perspective of learners who are beginners to this area. Learners with a background (or expertise) in some of these topics could choose to skim through some of these units or bypass them entirely. The practice quizzes should help you make this decision.
All the materials required to complete the course are available to all learners online. However, students who might want additional materials could purchase a copy of Dilip Soman’s book “The Last Mile: Creating Social and Economic Value from Behavioural Insights” (University of Toronto Press: 2015). The book is available online at the University of Toronto Press site (https://utorontopress.com/ca/the-last-mile-4) or at e-retailers like Amazon (http://www.amazon.com/The-Last-Mile-Behavioral-Rotman-UTP/dp/1442650435)
DISCUSSION BOARDS
Learners are urged to communicate with the instructor, the teaching assistants and their fellow learners through the BE101x discussion board. Given the large number of learners, it may be difficult for your teaching team to respond to all questions immediately, so posting the question to the discussion board increases the likelihood that you will get a response quickly.
In addition to the general BE101x discussion board, there will be six additional discussion boards, each dedicated to the debate topic in a given unit.
RESEARCH CORNER
The goal of the research corner will be to expose learners to some new and interesting research done by leading academics from the University of Toronto and elsewhere. You will find a number of short videos under the research corner. In each video, a behavioural researchers talks briefly about recent research. We encourage you to digest, reflect and comment on these research corner videos in the discussion boards, and we will relay any interesting comments and suggestions back to the particular researcher. The content of the research corner is designed to be a supplement to the course. However, you will not be tested on this material during the final exam.
Behavioural Economics IN government & policy
This section will feature several organizations (including academic, government, and business) that have successfully used the principles of behavioural economics and evidence-based decision making in their work.
EXPECTATIONS AND ASSESSMENT
1) A Nudge Challenge Project (40%): At the end of the course, students will be given a challenge and asked to design a nudge to help tackle that challenge. A template for writing your report will be provided.The assignment carries a 40% weight which will be assessed through two methods,peer assessment and self assessment.
Each assignment will be evaluated by 3-5 peers using a grading rubric. You will also be expected to evaluate 5 of your peers’ projects. Finally, you will be asked to evaluate your own assignment using the same rubric. Your grade will reflect the average of the grades given to you by your peers as well as the grade you provided in the self assessment step.
2) A Reflection on the Debates (20%): You will be asked to complete a very short reflection piece. You will be asked to choose one of the debates you saw and answer some questions about your initial opinion on the topic and how that opinion changed. This assignment will be self-assessed.
3) Exam (40%): At the end of the course, you will be asked to complete an exam.
In addition to above, we expect and encourage students to actively participate in weekly debates and discussions. Students who complete all these three components and achieve a score of 60% on the total assessment will earn a certificate of accomplishment.
COURSE Schedule
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Will be available from |
Due time |
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Course |
Assignment |
Toronto (EDT) |
UTC |
Toronto (EDT) |
UTC |
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Open |
April 10, 8AM |
April 10, 12PM |
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Unit 1 (Week 1) |
April 16, 8AM |
April 16, 12PM |
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Unit 2 (Week 2) |
April 23, 8AM |
April 23, 12PM |
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Unit 3 (Week 3) |
April 30, 8AM |
April 30, 12PM |
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Reflection on Debates Released |
May 3, 12AM |
May 3, 4AM |
May 20, 11:59PM |
May 21, 3:59AM |
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Unit 4 (Week 4) |
May 7, 8AM |
May 7, 12PM |
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Last day to register as verified learner (certificate holder) |
May 7, 8AM |
May 7, 12PM |
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Exam Released |
May 10, 12AM |
May 10, 4AM |
May 20, 11:59PM |
May 21, 3:59AM |
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Unit 5 (Week 5) |
May 14, 8AM |
May 14, 12PM |
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Nudge Challenge Submission Released |
May 14, 8AM |
May 14, 12PM |
May 27, 11:59PM |
May 28, 3:59AM |
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Reflection on Debates Due |
May 20, 11:59PM |
May 21, 3:59AM |
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Exam Due |
May 20, 11:59PM |
May 21, 3:59AM |
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Unit 6 (Week 6) |
May 21, 8AM |
May 21, 12PM |
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Nudge Challenge Submission Due |
May 27, 11:59PM |
May 28, 3:59AM |
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Nudge Challenge Peer/Self Grading Released |
May 28, 12AM |
May 28, 4AM |
June 10, 11:59PM |
June 11, 3:59AM |
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Nudge Challenge Peer/Self Grading Due |
June 10, 11:59PM |
June 11, 3:59AM |
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End |
June 17, 12AM |
June 17, 4AM |
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Certificate available for verified learner |
June 22, 12AM |
June 22, 4AM |
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COURSE STAFF
Dilip Soman, Professor at the Rotman School of Management, University of Toronto. Dilip does research on interesting human behaviours and their applications to consumer welfare, policy and financial literacy. He is also interested in research on poverty, global health, education and development in the global south. In his past life, he has degrees in engineering and management, worked in sales and advertising, consulted for several organizations, and taught at Colorado, Hong Kong and now in Toronto. When not working, he spends time on photography, reading, taking weekends seriously and agonizing over successive Indian cricket teams.
FINAL COMMENT: WHAT’S IN A NAME?
"What's in a name? That which we call a rose
By any other name would smell as sweet."
Shakespeare, William, Romeo and Juliet
There has been some recent debate and discussion about whether the term “Behavioural Economics” is the best label to describe the content that is typically described by this term, or whether it should be broadly labeled as “psychology” or “Judgment and Decision Making.” We agree with much that has been said, but in this course will steer away from the debate. In this course, we will discuss any behavioural insights that have implications for economic decisions and have economic consequences for both the individual and societies as a whole. This will be our working definition of behavioural economics!