Supply and Demand
Supply and Demand
The puzzles and potential of studying economics at Exeter
Twelve students enrolled in ECO520: Microeconomic Theory and Policy formed teams in May to debate the pros and cons of globalization. The next time the class met, the students asked History Instructor Aykut Kilinc which team had won the debate. Instead of answering, Kilinc presented them with two alternatives:
He could announce the winning team, and the members of that team would receive a 10% grade increase on the next test, while the losers would be docked 7%.
Both teams could forgo knowing the results of the debate and agree to have 2% deducted from their next test scores.
“Think like an economist,” Kilinc told the students. “Which option would you choose?”
To decide, the students confronted a version of the prisoner’s dilemma, a metaphor for situations in which individuals (or nations or businesses) acting in their own interest can sometimes lead to worse outcomes for everyone.
In the classic example, two suspects in a crime, held in separate cells, are offered a choice between confessing or staying silent. If both confess, they each will receive a moderate sentence. If both stay silent, they each will receive a lighter sentence. But if only one confesses, the confessor will receive a light sentence — or even go free — and the silent one will receive a harsh sentence.
Each suspect has a strong incentive to confess, given the possibility that the other will do the same. Therein lies the paradox, as both suspects could achieve the best outcome by staying silent.
Students in Kilinc’s class, like all who enroll in the five economics-focused courses Exeter offers, explore how financial markets work, including key concepts like scarcity, supply and demand, and opportunity cost. But as the prisoner’s dilemma illustrates, the core of economics is the study of human behavior: how people and institutions manage and use their money, time, labor and other resources. By studying economics, students gain financial literacy, a better understanding of their spending habits, and training in the analytical and problem-solving skills that will serve them well in nearly every professional field, as well as in daily life.
Perhaps that’s why economics consistently ranks high among the nation’s top college majors, including The Princeton Review’s recent list of the 10 best majors in terms of job prospects and alumni salaries, and USA Today’s ranking of majors that offer the best return on investment.
With the increasing popularity of economics in colleges has come a corresponding rise in demand for economics and personal finance education in high schools. Economics has long been viewed as applicable to many professional fields and pursuits, including finance, public policy, engineering and climate science. Exeter, like many of its peer schools, has met this growing demand by greatly expanding its economics programming over the past several decades. Today, Exonians seeking exposure to economics can find it through a robust slate of popular classes, a highly competitive student-led economics club and two international trips focused on business and entrepreneurship.

History Instructor E. Arthur Gilcreast helped develop Exeter’s early economics-focused courses.

Economics Club members Steven Chen ’25, Dhruv Nagarajan ’25, Eli Orbach ’27 and Drona Gaddam ’27 took first runners-up at the 2025 National Economics Challenge in May.