Parkinson’s Law, the principle that “work expands to fill the time available for its completion,” was originally intended as a satirical observation on bureaucratic inefficiencies. However, it has broader applications, especially in academic life. When preparing to teach an intermediate microeconomics class, for example, I often find that Parkinson’s Law applies: no matter how much time I dedicate, there’s always more content, illustrative examples, and analysis that could be included. The time invested in preparation creates a tradeoff between covering the broad spectrum of microeconomic theories versus delving deeply into a few core concepts. Either approach can be effective, but Parkinson’s Law reminds me that more preparation doesn’t always imply improvement.

Teaching intermediate microeconomics presents a natural tradeoff between breadth and depth. The course covers foundational concepts like consumer and producer theory, market structures, and welfare economics, and each of these areas is rich with intricate details, special cases, and real-world applications. A broader approach would expose students to more topics, providing a more comprehensive view of microeconomics. Exploring fewer topics fosters more critical thinking and analytical skills. Too much preparation on one topic can detract from time that could be spent introducing other essential concepts… Or other classes for that matter.

Let’s say I have a few hours to prepare for a Monday lecture on consumer theory. I might fall into a spiral of over-preparation: digging into endless variations of consumer surplus or finding additional applications that illustrate price elasticity. This is precisely what Parkinson’s Law warns against; if I pour time into my preparation, then the lecture becomes denser beyond the ideal for my students’ comprehension.

The extra hours may result in a more detailed presentation, but this doesn’t necessarily mean better learning outcomes. A concise, well-planned lecture is often just as effective—if not more so—than one crammed with detail. Overwhelming students with information that won’t stick is bad pedagogy.

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