AGRIBUS 7053 - Globalisation & Agriculture in Emerging Economies

North Terrace Campus - Trimester 3 - 2019

In this course we will examine the interconnections between development, growth, agriculture and globalization, the role of agriculture in economic development and how that role is affected by public policy. Topics include economic growth, economic development, inequality, poverty and how they are measured. Globalization and international trade of agricultural products, the role of the emerging economies and international food and trade system, agricultural systems and its determinants, agricultural technology transfer, human resources and gender roles in agriculture, land, labour, input and credit markets, risk and uncertainty, food aid, and the evaluation of agricultural development policies.

  • General Course Information
    Course Details
    Course Code AGRIBUS 7053
    Course Globalisation & Agriculture in Emerging Economies
    Coordinating Unit Centre for Global Food and Resources
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Taught as an Intensive
    Available for Study Abroad and Exchange Y
    Course Description In this course we will examine the interconnections between development, growth, agriculture and globalization, the role of agriculture in economic development and how that role is affected by public policy. Topics include economic growth, economic development, inequality, poverty and how they are measured. Globalization and international trade of agricultural products, the role of the emerging economies and international food and trade system, agricultural systems and its determinants, agricultural technology transfer, human resources and gender roles in agriculture, land, labour, input and credit markets, risk and uncertainty, food aid, and the evaluation of agricultural development policies.
    Course Staff

    Course Coordinator: Dr Alexandra Peralta

    Course Coordinator: 
    Name: Dr. Alexandra Peralta
    Email: alexandra.peralta@adelaide.edu.au
    Location: Nexus 10 - Level 5
    Phone: 8313 1783
    Consultation Hours: TBA


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1. Idenfity the concepts of economic growth and economic development, poverty and inequality, their differences and importance for policy, how they are measure and how they evolve in time.
    2. Examine the role of emerging economies and the changes in world agricultural trade systems.
    3. Compare the basic characteristics of agricultural systems around the world and how they have changed.
    4. Identify components of agricultural development strategies and potential solutions to current world development issues.
    5. Identify the role of human capital and gender  in agriculture and identify the characteristics of land, labour, inputs and credit markets in agriculture, the role of risk and uncertainty on farmers' decision-making.
    6. Apply concepts learned during the course to analyse case studies and particular problems.
    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)
    1,2,3,4,5
    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
    1,2,3,4,5,6
    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
    5,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6
    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
    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
    6
  • Learning Resources
    Required Resources
    The required and suggested readings for the course are found in the modules section of the course in myUni. Students are expected to read all required readings before class, and prepare for class discussion. The suggested readings list is provided for students who want to gain in depth understanding of the class topics. During the course some readings may be changed or added. Students will be notified with anticipation of these changes so they can prepare for class.
    Recommended Resources
    Textbooks:

    Norton, G. W., Alwang, J., & Masters, W. A. (2014). Economics of Agricultural Development: World Food Systems and Resource Use (3 edition). New York: Routledge.

    Hansen, H. O. (2013). Food Economics: Industry and Markets. New York: Routledge.

    Journal articles and peer reviewed journals. Some recommended peer review journals are Agricultural Economics, American Journal of Agricultural Economics, Food Policy, World Development, Global Food Security. Some websites with working papers and policy briefs include http://repec.org/, http://ideas.repec.org/, http://econpapers.repec.org/, International Food Research Policy Institute IFPRI (www.ifpri.org), World Bank (www.worldbank.org) Human Development Report (http://hdr.undp.org/en). Resources are not limited to these ones, newspaper articles and research centre working papers are additional excellent sources of information.

    Information on resources to be accessed from the Library (including specialist libraries at the Waite and Roseworthy campuses, and in Law and Music. If relevant provide the contact details of the relevant subject librarian).

    Study/essay writing/referencing guides that may be available at the Discipline/School/Faculty level. There are often particular Discipline-related conventions for the presentation of work.
    Online Learning
    The course makes extensive use of MyUni for purposes including the posting of lecture notes, and important announcements. It is expected that all students will regularly check the MyUni course website, and regularly check their university email accounts.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Students are required to attend all lectures. The material is cumulative and intensive, so it is highly undesirable to miss any lecture.

    Lectures will follow a seminar format followed by class discussion. Class discussion will focus on concepts and problems raised in the assigned readings for each day. Groups of students will make presentations starting the second week of class.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is an intensive course, with 12 contact hours per week, every other week. At least 7 to 10 hours per week of independent or group study outside of the classroom. Since this course is thought as an intensive course, students are expected to start reading and preparing the material for contact hours before day 1, when contact hours begin.
    Learning Activities Summary
    Week Learning Activity Learning Activities Summary Related Learning Outcomes
    Every week Lectures Students come prepare to class, they read the assigned materials and are ready to actively participate in class. The lecturer discusses key issues for each topic, provides examples and opens the floor for discussion 1,2,3,4,5,6
    Week TBA Presentations Students present in teams. The other teams peer assess each presenting team with a feedback form provided by the lecturer. Students provide constructive feedback. The same form is use by the lecturer to mark the presentations. The floor is open for facilitated discussion. 1,2,3,4,5,6
    Topics to be covered in this course
    Session Topic
    1 Introduction to the course. Overview and basic concepts. Class activity. Teams formed, and presentation topics assigned.
    2 Economic growth. Development theory and growth strategies.
    3 The food sector during economic development. Structural transformation.
    4 Emerging Economies and agri-food markets. Presentation.
    5 Globalisation and food markets. Presentation.
    6 Strategies for agricultural development. Technology adoption. Presentation
    7 Traditional Agriculture. Farming Systems. Changes in Ag land. Presentations.
    8 Human resources, family structure and gender roles. Land and labour markets. Presentation.
    9 Input and credit markets. Risk and uncertainty. Class activity. Presentation.
    The tentative lecture schedule will be posed in MyUni. Any major changes to this schedule will be announced in class and on MyUni.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment for this class is in the form of assigned policy briefs, papers, student presentations, class participation and a final examination. There will not be any exemption from any of these components on account of previous studies or under any circumstances. In other words, you are required to submit all policy brief and paper, make presentations by the specified due date or you will not receive full credit for the policy brief, paper or presentation.

    Assessment Task Task Type Weight Learning Outcomes
    Oral presentations Group 30% 1,2,3,4,5,6
    Paper 1 Individual 30% 1,2,3,4,5,6
    Paper 2 Individual 30% 1,2,3,4,5,6
    Class participation Individual 10% 1,2,3,4,5,6
    Total 100%
    Assessment Detail
    (i) Papers


    Students will turn two papers (no less than 700 words, and no more than 800 words). These papers will respond to a question that will be posted by the lecturer, and students will be given two weeks to complete the assignment. The paper is expected to be analytical, rather than a summary of journal articles or class contents, supporting their discussion with relevant references and/or citations. The paper should focus on broad issues rather than on specific details, show your understanding of the concepts presented in the class and how they relate to the question for the paper assignment.

    The paper should contain introduction, analysis and conclusions. A cover letter with the class title, referring to the assignment, your name, student id, and date should accompany the assignment. References should follow the American Psychological Association (APA) format and the list of references should be presented at the end of the paper. The word limit is strict, exclusive of cover letter, graphs, tables, and references. Graphs and tables should be use sparsely, and only with the aim to help you make your point, they should be listed at the end of the paper, and you should indicate their location in the text. Paper should be double spaced, with 2.6 cm margins, font size 12, Times New Roman or Times, in A4 size paper.

    This is an individual assignment,
    you can discuss with your classmates about the topic of the paper, but you should write your own and turn it individually.


    (ii) Presentations


    Presentations will start on Day 4. For each class, students should be prepared a presentation (lenght to be determined, depending on course numbers) about the topic to be discuss the day of the presentation. Students are expected to read and critically present the material. Some examples include discussing a country case related to the class topic, discussing a recent research paper on a related topic, discussing a possible solution/critique for an issue/concept related to the lecture etc. Presenters will be assigned at the beginning of the class (number of students presenting per class to be determined on day 1). The main objectives of the presentation are to (1) raise interesting topics for discussion and (2) to practice short presentation skills. You should write one (01) page A4 paper, one side, double space, with 2.6 cm margins, font size 12 Times New Roman/Times with a short summary if your presentation. The criteria for marking the presentations and to provide feedback to presenters will be provided on the Day 1.

    Students in the audience are expected to listen politely, take notes of interesting points, and to actively participate in discussion.
    On day 1 time will be alloted for planning the presentations, determine how many students will present per class, and provide explanations about the papers and other class activities.

    (iii) Class participation

    Students not presenting will be filling the presentation feedback and grading form. This information will be used by the lecturer as part of the participation points. The feedback provided will be shared with the presenters, after the names of the evaluators are removed. After each presentation students in the audience will get together to briefly discuss the presentation to write questions to the presenters for discussion with classmates (2 to 3 questions). The questions will be collected and mark according to their quality (1 for needs improvement, 2 for average and 3 for good). We will have three class activities where attendance will be required. Quality of questions, presentations feedback and attendance to class activities count for your participation points.

    Submission
    Papers should be submitted electronically through Turnitin by 5:00 pm the day of the deadline. Paper turned after the deadline will not be accepted. Medical and compassionate reasons will be considered, students should notify the lecturer before the deadline to make arrangements. The lecturer reserves the right to change the paper assignment for students that cannot turn their papers on the deadline because of medical or compassionate reasons. Medical and compassionate reasons will be considered, students should notify the lecturer to make arrangements.

    You must be present the date you are presenting, otherwise you lose presentation points. The opportunity to present another time will only be granted under medical and compassionate reasons, other reasons may be considered ONLY if communicated with anticipation to the lecturer.
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.