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Spanish Real Es a e Bubble: A Class oom Expe imen
Fe nando Cas ello-Si en
[email p o ec ed]
ESIC, Business and Ma ke ing School - EINTLab Resea ch
A da. Blasco Ibáñez, 55, 46021 Valencia, Spain.
Recei ed: 2016-01-14; Accep ed: 2016-06-22
Abs ac
The Eu opean Highe Educa ion A ea (EHEA) equi es de elopmen o eaching
me hodologies ha encou age ac i e pa icipa ion by s uden s in he au onomous lea ning
p ocess, aking he igu e o he p o esso as he media o . On he o he hand, he economy
is a undamen al aspec in oday’s socie y inso a ha i con ibu es o explaining he
beha iou o indi iduals. In his sense, he expe imen al economy applied in lec u e ooms
is p esen ed as an inno a i e educa ional p ocedu e ha is pe ec ly adap ed o uni e si y
eaching, since i acili a es acquisi ion and consolida ion o cu icula knowledge and
a ou s he de elopmen o capabili ies by s uden s, whils a he same ime imp o ing he
quali y o eaching and has a posi i e impac on he in e es s uden s ha e in he subjec .
This pape desc ibes he applica ion o an economic expe imen as an ac i e lea ning
me hod o p o e he mechanisms used o se p ices. The expe ience ook place a he ESIC
Business and Ma ke ing School Valencia uni e si y cen e, wi hin he subjec o “Spanish
Economy” in O icial Business Managemen and Adminis a ion deg ees and in Ma ke ing
and Sales Managemen deg ees. The s a ing poin o his expe ience was he wo k by
Radim Boháček (2002), adding changes aimed a empi ically explaining in la ion, he eal
es a e bubble and subsequen economic c isis in Spain. The ob ained esul s p o e ha his
educa ional expe ience a ou s lea ning o he economic concep s s uden s s udy, and
s imula es p oac i e in e es in he subjec . F om he ob ained esul s a second expe imen
is p oposed in o de o consolida e concep s conce ning p ice se ing mechanisms in he
p esence o in e en ion by he Public Sec o ( axes and subsidies) o es ablishing
incen i es ha model collusi e beha iou leading o si ua ions whe e ma ke o e s a e
concen a ed in oligopolies.
Keywo ds
EHEA, au onomous lea ning, Spanish economy, expe imen al economy, p icing, eal es a e bubble
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.6377
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1. In oduc ion
The implemen a ion o he Eu opean Highe Educa ion A ea (EHEA) has ans o med how
knowledge is ansmi ed. In ac , one o he main goals o he EHEA is o imp o e he
quali y o uni e si y eaching by ocusing i s a en ion on he adop ion o compe encies
among s uden s (Cano, 2008).
The inco po a ion o he new uni e si y sys em is an a emp o es ablish a dynamic, ac i e
and lexible aining s a egy o ensu e s uden s a e able o ca y ou au onomous lea ning
(Whi ehead, 2008). In his way, i is possible o de elop he skillse s demanded on he
cu en changing, compe i i e and complex employmen ma ke (Hun , Eagle and Ki chen,
2004).
Fo his eason, uni e si ies mus d i e inno a i e expe iences in eaching-lea ning
p ocesses in o de o combine consis en ly he gene ic, o e a ching and speci ic skills ha
acili a e p o essional guidance o enable g adua es o en e he wo king a ena success ully
(Roge e al., 2016).
A his poin , i is app op ia e o highligh ha he skill acquisi ion p ocess is mo e
success ul i i akes place h ough eamwo k ins ead o eso ing o he adi ional
ansmission o knowledge (Exley and Dennick, 2007). In his sense, he EHEA encou ages
me hodologies d i ing he de elopmen o compe encies in which co-ope a ion and
eamwo k cons i u e undamen al me hod o eaching and lea ning, as he lea ning so
acqui ed is conside ed o be deepe and longe las ing (Gil e al., 2006).
The con en ional me hodology based on he ans e o knowledge mus p ecisely be
eplaced by a p ojec con empla ing he acquisi ion o skills and ap i udes based on sel -
lea ning (Ma ín e al., 2014). In o he wo ds, s uden s mus become he p o agonis s o
hei own lea ning. To do so, i is o i al impo ance o conduc p ac ical sessions and
deba es in he class oom o enable s uden s o de elop an in e en ion a bo h pe sonal and
eam le el ma e ialized in he gaining o he skills needed o app oach hei p o essional
ca ee success ully (De Juan, González, Pa a, Kan he and Sa abia, 2008).
The p esen a icle explains he di e en s ages ca ied ou o d aw up a p ojec o
educa ional inno a ion based on he de elopmen o an economic expe imen wi hin he
class oom. The expe imen is es ablished on he basis o ha p oposed by Boháček (2002)
by in oducing a se ies o di e en al e a ions enabling he p ocess and he ou comes o
app oach a la ge pa o he conclusions d awn om he heo e ical co pus o he subjec
wi hin which his inno a ion p ojec is housed.
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Thus, co-ope a i e lea ning is seen in his expe imen as a e y in e es ing op ion o
o ganize he eaching p ocesses and he acquisi ion o skillse s. None heless, i is impo an
o poin ou ha i is no enough o b ing a se ies o s uden s oge he o ensu e co-ope a i e
e o . The success o eamwo k lies in unde s anding how people lea n, p ocess and use
he in o ma ion p o ided o hem (Es ada e al., 2014).
The goal o his expe imen in ol ed acili a ing au onomous lea ning by s uden s in he
con ex o he cu iculum o he subjec o “Spanish Economy” as pa o i s in eg a ion
in o he syllabus o he deg ees in Business Managemen and Sales & Ma ke ing a ESIC
Business and Ma ke ing School. These o icial quali ica ions a e awa ded h ough he
Miguel He nández Uni e si y in Elche.
The inno a ion p ojec a emp ed o make mo e accessible a subjec amed wi hin he
domain o applied economics and habi ually dis an and inaccessible o second-yea
s uden s. This economic expe imen in ol ed 36 s uden s, o whom 8 we e E asmus
exchange s uden s om a Ge man uni e si y.
S a ing om he design o he pedagogical expe ience, conside a ion was gi en o
achie ing highe le els o de elopmen among s uden s in he subjec ’s gene al and
speci ic skills, making i possible o he lea ning ou comes es ablished by he uni e si y
o a ise in a comp ehensi e and mo e sa is ac o y manne o s uden s.
2. Desc ip ion o he eaching inno a ion p ojec
The goal o he inno a ion p ojec was o achie e he a icula ion o a p ac ical lea ning
me hod whe eby s uden s could e i y, in addi ion, he alidi y o pa o he economic
heo y s udied in he subjec .
In pa icula , one impo an goal in ol ed analysing p ice o ma ion and, in he speci ic
case o he Spanish p ope y ma ke , assessing he ole o egula o s in he design o
incen i es. I was also undamen al o pa icipan s in he expe imen o be able o make i
angibly appa en how he a ious supply-side es ic ions (land egula ions) and, on he
demand side on he o he hand, he e ec s caused by he mone a y policies on low in e es
a es applied by he Eu opean Cen al Bank (ECB) ha ul ima ely con ibu ed o he
gene a ion o ou eal es a e bubble.
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Thus, he elemen s in ol ed in he o ma ion o ela i e p ices, i.e. why one i em should
be wo h mo e han ano he , a e c ucial o s uden s o be able o unde s and no only he
p ocess o in la ion in he Spanish p ope y sec o bu also, on a wide scale, any dis o ion
in ma ke equilib ium.
S a ing om he pape published by Radim Boháček (2002) and he a ian s p oposed by
Rey-Biel (2015), an economic expe imen was designed a ound he exchange o a ious
legumes (beans and chickpeas) ha was subjec ed o h ee majo condi ions:
a) Con ingency: The amoun o incen i e ecei ed by each pa icipan mus depend a
leas on he decision aken by he subjec in ol ed.
b) Dominance: Changes in he subjec ’s sa is ac ion wi h espec o he expe imen
had o be due, undamen ally, o changes in he amoun s o incen i e ecei ed.
c) Mono onici y: A highe incen i e paymen had always o be p e e ed by s uden s
o a smalle paymen , and subjec s mus no become sa ia ed.
The sequen ial design o he s uc u e o he expe imen p oposed is p esen ed below.
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Table 1. S uc u e o he economic expe imen
PHASE 1
A) NORMATIVE STAGE
- Sha e-ou o he ini ial p o ision o beans and
chickpeas, and o he pape eco ds o all
pa icipan s
- Explana ion o he me hodology (in oduc ion)
How o ca y ou exchanges, how o eco d he
imeline anno a ions on he pape eco d
p o ided, he agen making he exchange and
he exchange a e
B) RANDOM CONTROL STAGE (Du a ion:
5’)
C) EXCHANGE STAGE (Du a ion: 15’)
- F ee exchange be ween any pai o agen s wi h
moni o ing o he imeline and anno a ions
p oposed wi h espec o he me hodology
PHASE 2
A) NORMATIVE STAGE
- Mone a y injec ion o mo e chickpeas o lea e
he o al p opo ion on he ma ke a 1/6
- Explana ion o he me hodology (winne ’s
ules)
B) RANDOM CONTROL STAGE (Du a ion:
5’)
C) EXCHANGE STAGE (Du a ion: 15’)
- F ee exchange be ween any pai o agen s wi h
moni o ing o he imeline and anno a ions
p oposed wi h espec o he me hodology
PHASE 3
A) NORMATIVE STAGE
- Explana ion o he me hodology ( a ia ion)
B) RANDOM CONTROL STAGE (Du a ion:
5’)
C) EXCHANGE STAGE (Du a ion: 15’)
- F ee exchange be ween any pai o agen s wi h
moni o ing o he imeline and anno a ions
p oposed wi h espec o he me hodology
Sou ce: Own p oduc ion

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In PHASE 1A, i was es ablished ha each indi idual could ake an ini ial p o ision o ed
beans and o dina y chickpeas p e-es ablished in di e en sacks dis ibu ed a andom and
con ained in a box.
This ini ial p o ision p esen ed, o he class as a whole ( he ma ke ), an une en p opo ion
o 1/3, in which 3 chickpeas we e p esen ed o each bean.
In his way, some economic agen s (s uden s) migh ind hemsel es wi h a p opo ion o
2/1 in hei ini ial p o ision; o he s wi h a p opo ion o 5/1; and o he s wi h a p opo ion
o 1/6. The o al amoun s o legumes con ained in each bag we e he same o all s uden s,
bu no he p opo ion be ween beans and chickpeas. Dis ibu ion in he class oom was a
andom.
In o de o esol e he con ingency condi ion, h ee Exchange S ages (1C, 2C, 3C) we e
designed wi h he aim o allowing s uden s o pe o m unlimi ed ee exchanges wi h hei
classma es. The momen a which he ma ke was decla ed exhaus ed was when i was no
longe possible o engage in any u he ansac ion as all pa icipan s we e sa is ied wi h
he amoun s exchanged and, in consequence, wi h he combina ion o beans and chickpeas
e ained.
In o de o esol e he dominance condi ion, h ee No ma i e S ages (1A, 2A, 3A) we e
designed o he pu pose o p o iding a sequenced explana ion o he me hodology and he
ules go e ning he expe imen so as o u nish pa icipan s wi h ools and c i e ia o enable
hem o inc ease hei own u ili y. In PHASES 1A and 2A, he in o ma ion p esen ed was
delibe a ely incomple e in o de o igge a design ha would cons ain he beha iou o
indi iduals.
In o de o esol e he mono onici y condi ion, a inal incen i e was de e mined o he
‘mos compe i i e’ economic agen . This consis ed in a 50-eu o gi ouche om a well-
known depa men s o e. Al hough all he pa icipan s knew abou he inal incen i e, hey
we e g adually in o med h ough PHASES 1A, 2A and 3A abou he speci ic ules ha
would enable hem o be ‘mo e compe i i e’.
Simila ly, and in iew o he possibili y o aud being pe pe a ed by pa icipan s, h ee
Random Con ol S ages (1B, 2B, 3B) we e designed. In each o he con ol s ages, he
lec u e inspec ed he da a shee s and he balances (beans and chickpeas) o h ee s uden s,
chosen a andom, and hei mos ecen coun e pa ies, i.e. he las h ee s uden s wi h
whom ag eemen had been eached o a ansac ion wi h he s uden being inspec ed. In
his way, a o al o 9 s uden s we e inspec ed a andom (25% o he class) along wi h hei
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inal coun e pa ies o each immedia ely p eceding exchange phase, so he possibili y o
a check a ec ed p ac ically 50% o he ma ke .
This inspec ion and con ol condi ion is simila he unc ion pe o med by he Public
Excheque acing ax aud in a eal ma ke . The goal in ou case, as o he Tax O ice,
in ol ed inhibi ing oppo unis ic beha iou leading o he exploi a ion o he egula o y
c acks in he game, hus p e en ing he gene a ion o dis o ions and ex e nali ies.
In he e en o aud being de ec ed, he penal y mean ha bo h he s uden unde
inspec ion and he coun e pa y would lose hei s ock o legumes and would cease o
pa icipa e in he game, hus making i impossible o hem o win he inal p ize. I should
be indica ed ha any inaccu acy in he amoun no ed be ween a pai o economic agen s o
any misma ch in hese amoun s, o in hei s ock o legumes wi h espec o he balance
no ed a he momen o he inspec ion, would imply he expulsion o bo h pa icipan s om
he game. I mus be emembe ed ha S uden A in he las exchange o a phase wi h
S uden B should ha e no ed down he same amoun s as S uden B bu in he e e se o de ,
and bo h should coincide in hei ally o he eal balances o beans and chickpeas, o
bo h A and B.
We mus s ess ha he e we e no mis akes in he allies kep and we can he e o e in e he
high le el o a en ion gi en by pa icipan s du ing he expe imen , as any ca elessness
would ha e implied a se e e penal y.
The design o he expe imen also mi iga ed he impac ha migh ha e been caused by he
economic agen s becoming sa ed h ough i edness o bo edom in iew o he epe i i e
mechanics o he game and his was possible h ough a lexible, unc ional design wi h a
o al du a ion o less han 75 minu es.
Du ing PHASE 2A, he lec u e , ac ing as a Cen al Bank, looded he ma ke wi h
chickpeas by aising he mone a y supply o chickpeas o c ea e, on agg ega e and
analysing he ma ke as a whole, a disp opo ion o 1/6 (beans/chickpeas). The sha e-ou
was ai and p opo ional, wi h each s uden ecei ing he same numbe o chickpeas.
Due o he in insic cha ac e is ics o his design, a s uden who had in e ed an equilib ium
p ice o 1/3 p io o he mone a y injec ion passed o an in e ed p ice o 1/6.
Du ing PHASE 2A, he lec u e explained he winne would no be he pa icipan who, as
mos o he s uden s had guessed, had he la ges numbe o beans and chickpeas (added
oge he ), bu a he ha he ou come would be decided by mul iplying he numbe o beans
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by he numbe o chickpeas. Thus, pa icipan s we e able o in e ha hey should seek
exchanges enabling hem o achie e a ce ain equilib ium be ween beans and chickpeas
because, i a playe managed o accumula e a lo o beans bu ew chickpeas, o example
6x2 = 12, and ano he achie ed a deg ee o balance be ween beans and chickpeas, o
example 4x4 = 16, hen he second one would bea he i s .
Du ing PHASE 3A, he lec u e in oduced a u he modi ica ion. By hen all he
pa icipan s we e awa e o he disp opo ion ha exis ed be ween he di e en legumes;
hey we e no able o speci y i in nume ical e ms bu hey we e able o gauge i .
A he end o PHASE 3C, he pai o pa icipan s in ol ed in a las exchange ha had been
eco ded as he inal exchange ep esen ing he highes ela i e p ices would ob ain om
he Cen al Bank an addi ional 50 beans and 50 chickpeas each, which would be added o
hei s ock a ha momen and he game would hen come o an end and he inal ally
would be d awn up (mul iplica ion o beans and chickpeas o all he pa icipan s) o
de e mine he winne .
3. Me hodology
A s opwa ch was p ojec ed in he class oom o gi e an accu a e e e ence o he ime in
minu es and seconds, p og ammed in h ee blocks o 15 minu es each, o p o ide he
imeline du ing he exchanges in PHASES 1C, 2C and 3C o inclusion on he con ol
shee s dis ibu ed oge he wi h he ini ial p o ision o legumes.
Each pa icipan had o eco d he ollowing in o ma ion on his o he da a shee o each
exchange:
a) The PHASE in which i ook place (1C, 2C, 3C)
b) The exac momen i ook place (minu e and second)
c) The playe wi h whom he exchange was made
1
d) The swap a io (numbe o beans and he numbe o chickpeas exchanged
2
)
1
The pa icipan s we e assigned numbe s om 1 o 36 and no ed he speci ic code assigned o hei
espec i e coun e pa ies in hei di e en ades.
2
The swap a ios admi ed any p opo ional ac ion in he o m 2/5; 6/7; 9/4; ep esen ing 2 beans
o 5 chickpeas, 6 beans o 7 chickpeas o 9 beans o 4 chickpeas.
In his way, he exchange a e o a bean can be calcula ed by di iding he denomina o by he
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e) The balance a he end o he ade (how many beans and how many chickpeas)
Bea ing in mind he ma ke ’s dimensions (36 pa icipan s ading wi h each o he , all
s anding up) mean ha i was di icul o playe s, and cos ly in compa a i e e ms, o
ca y ou a comple e, o e a ching co-o dina ion o all he membe s on he ma ke because,
i hey had ied o, hey would ha e missed he chance o make mo e and be e exchanges.
A he end o PHASES 1C, 2C and 3C, he lec u e asked he pa icipan s o shou ou he
a ios o he las ades hey had made on he ma ke . In o he wo ds, he exchange a es o
supply and demand in he las ope a ions be ween pai s o s uden s. This ga e ise o a ios
a ying be ween 1/1 o he exchange o one bean o one chickpea and 1/8 o he
exchange o one bean o 8 chickpeas.
As hese exchange a es we e sha ed aloud, pa icipan s could become awa e o he
in la iona y p ocess ha was being c ea ed on he ma ke , e en hough his would no ha e
been appa en o hem un il ha momen due o he bias caused by he asymme y in he
in o ma ion.
4. Ou comes
A he end o PHASE 1C, i was possible o see ha in la ion exceeded eal sca ci y on he
ma ke . While he p opo ion in he ini ial p o ision was 1/3, by he end o PHASE 1C, he
closing p ices be ween supply and demand we e 1/3, 1/6 and 1/8.
This indica es he exis ence o ola ili y due o he ac ha , in a non-o ganized ma ke ,
in o ma ion asymme y mean ha no all he pa icipan s we e awa e o he las p ice
aded and, in consequence, hey we e igno an o he ‘bes con ac ual posi ion’ ha would
allow hem o buy chickpeas o sell beans, and ice e sa.
nume a o . In he p eceding examples, he p ice o a bean would espec i ely be 2.5, 1.17 and 0.44
chickpeas.
Analogously, he p ice o a chickpea can be calcula ed by di iding he nume a o by he
denomina o in he swap a io indica ed abo e. Using he same examples, he p ice o a chickpea
would espec i ely be: 0.4, 0.86 and 2.5 beans.
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In e ms o he analysis o he ou comes om he ques ionnai e posed o he s uden s
ollowing his inno a ion p ojec , he esul s sugges a e y posi i e assessmen o his kind
o expe imen in he class oom.
T aining ac ions o his ype a e highly app ecia ed by s uden s as hey enable hem,
h ough p ac ice ( aci knowledge), o app oach a e lexi e i e a ion o he cu iculum’s
heo e ical co pus (exp ess knowledge) and inally c ys allize in a deepe le el o
unde s anding o he mechanisms gi ing ise o his lea ning p ocess based on expe ience
(Nonaka and Takeuchi, 1995).
The abula ion o he quali a i e ou comes p esen ed in he las sec ion o he ques ionnai e
which allowed pa icipan s o exp ess hemsel es eely and openly showed g ea
consis ency among a la ge numbe o s uden s ega ding hei assessmen o he
conce a ion and collusion s a egy h oughou PHASE 3C.
Wi h all he cau ions inhe en o a quali a i e me hodology (Gu ié ez B i o, J., 2009), we
mus di ide he e alua ions gi en by he pa icipan s hemsel es wi h espec o hei
espec i e oligopolis ic s a egies in o wo main schools o hough .
On he one hand, s uden s who deemed hei beha iou ep ehensible, e en hough hey
had engaged in i ; and, on he o he , s uden s who openly e alua ed i as hones and
de ensible.
Wi h espec o he mo i a ions o he i s g oup, as he i ually unanimous jus i ica ion
o hei beha iou , hey alleged hey we e aking ad an age o a oid in he sys em, in he
design o he game, and he non-exis ence ule p ohibi ing such collusi e beha iou .
The second g oup, on he o he hand, a gued in a ou o he exploi a ion o ma ke
syne gies, and he compe i i e ad an age ep esen ed by he size and olume o
ansac ions ac ing a ound a cen al ope a o o g oup o economic agen s.
While he i s alleged a ulne abili y in he game design, he second g oup ound a
compe i i e oppo uni y. Cu iously, all he E asmus s uden s we e among he second g oup.
Quali a i e obse a ions o his ype led us o p opose he u u e design o new economic
expe imen s inspi ed by he expe imen explained in his pape . In his case, expe imen s
o e ing g ea e ele ance o he Public Sec o , wi h he in oduc ion o subsidies and axes,
wi h he aim o p o iling e icien mechanisms on highly egula ed ma ke s wi h ba ie s
o access on he supply side, such as he elec ici y ma ke (S a opoli and Jullien, 2006).

Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.6377
Social and Technological Sciences EISSN: 2341-2593
Cas elló-Si en (2016)
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Simila ly, in he assessmen ques ionnai es used in he class oom o he esul o he
eaching inno a ion ac i i y, we p opose he u u e quan i a i e abula ion o a gumen s in
a ou and agains he oligopolis ic beha iou disco e ed by he pa icipan s in he cou se o
he expe imen , and an inc ease in sample so as o allow he pe o mance o disc imina ing
quan i a i e analyses in he ligh o social and demog aphic pa ame e s such as gende ,
o iginal quali ica ion o na ionali y o he s uden .
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