Abstract
Teaching heterodox economics to postgraduate students trained in the more traditional aspects of economics using Problem-Based Learning (PBL) methods requires a significant rewriting of the module curriculum, as well as flexibility on the part of both students and the lecturer in the delivery of content. This short article describes the approach taken to the module, the implementation of the PBL method, and reports student and lecturer feedback of their experiences of the module as an alternative both to the traditional content and delivery of a monetary economics module at postgraduate level. I conclude that careful thought is required for the delivery of such a module, and student's expectations of such a module need to be managed throughout to obtain the highest level of student and lecturer satisfaction with the module as a whole.
Submitted to Journal of Economic Education, Sept 11, 2007.