ECON 7058 - Development Economics PG
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code ECON 7058 Course Development Economics PG Coordinating Unit School of Economics Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible ECON 3501 Assumed Knowledge ECON 7011 & ECON 7071 Restrictions Available to MFin&BusEc, GCertAppEc, GCertIntEc, GDipIT&D, GDipIntEc, GDipAppEc, MAppEc, & MITD students only Course Description This is an intermediate postgraduate course in development economics. During the weekly seminars, we will cover the following topics: the meaning and measurement of economic development, growth theories, poverty and income distribution, the role of geography and institutions, fertility and population growth, the role of credit markets and microfinance, health and nutrition, education and female empowerment.
Course Coordinator: Associate Professor Mandar Oak
Associate-Professor Mandar Oak
Location: Room 3.37, Level 3 Nexus 10 (10 Pulteney St)
Telephone: 8313 1172
Consultation hours: To be confirmed
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Recognize and apply advance tools and models used in the field of Development Economics.
- Modify, and suitably apply models used in development economics in their own research.
- Formulate a perspective on how development policies are formulated in the real world and how they differ from the prescribed standards of normative development economics.
- Discuss and critique academic articles and policy papers based on academic articles in a group setting.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesPoor Economics: A Radical Rethinking of the Way to Fight Global Poverty, by Abhijit Vinayak Banerjee, Esther Duflo, Ingram Publisher Services, U.S.
This book is also published by Penguin Books Ltd inthe U.K.
It is also available as an audiobook by Highbridge Audio.
Learning & Teaching Activities
Learning & Teaching ModesLearning in this course is through lectures, tutorials, personal and group study and online learning.
The lectures will provide you with the necessary understanding of the material to be able to solve the exercises you will be given during tutorials or exams.
Tutorials represent an important learning component of the class. The tutorials consist of 11 weekly sets of problems. Students are expected to work through the assignments independently (or as a group if the question mentions so) and prepare solutions to be discussed or presented during the tutorial time. The tutorial questions will include problem-solving exercises, policy issue discussions and exercises with spreadsheets on actual data.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students in this course are expected to attend all lectures throughout the semester plus one tutorial class each week. In addition, the workload for this class is designed for 9 hours per week of independent study.
Learning Activities Summary
Teaching & Learning Activities Related Learning Outcomes Lectures 1,2 Tutorials 3,4
Lecture Schedule Week Topics 1-2 Introduction, Trends and Patterns of Growth and Development 3 Theories of Economic Growth 4 Theories of Economic Growth 5 Inequality 6 Poverty 7 Population 8 Agriculture 9 Rural and Urban 10 International Trade 11 International Trade 12 Foreign Aid
Small Group Discovery ExperienceSome tutorial questions encourage students to work in small groups.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Due Date/Week Weight Length Learning Outcomes Mid-term Exam Week 6 25% 2 hours (in class) 1,2 Final Exam Exam period 45% 3 hours 1,2 Tutorial Presentations Throughout the course 30% TBA 3,4 Total 100%
Assessment Related RequirementsAttendance is expected for all tutorials.
Assessment DetailTutorial Presentations (30%)
Students are expected to source materials for the answers to the tutorial problem sets themselves and in discussion with their classmates. Students are expected to discuss their proposed solutions during the tutorials. The quality of tutorial prsentation will be assessed by the tutor.
Mid semester test (25%)
Will be held in Week 6, in class. The mid semester test will cover the material developed upto week 5.
Final Exam (45%)
There will be a 3 hour exam.
Please refer to http://www.adelaide.edu.au/student/exams/timetable.html
The final exam will cover the full set of material developed in this course. This includes all materials from the lectures and other readings, as well as discussions and exercises considered in the tutorials.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.Additional Assessment
If a student receives 45-49 for their final mark for the course they will automatically be granted an additional assessment. This will most likely be in the form of a new exam (Additional Assessment) and will have the same weight as the original exam unless an alternative requirement (for example a hurdle requirement) is stated in this semester’s Course Outline. If, after replacing the original exam mark with the new exam mark, it is calculated that the student has passed the course, they will receive 50 Pass as their final result for the course (no higher) but if the calculation totals less than 50, their grade will be Fail and the higher of the original mark or the mark following the Additional Assessment will be recorded as the final result.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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