TRADE 7003 - Research Methods in International Trade

North Terrace Campus - Trimester 3 - 2018

Research Methods in International Trade Policy is a course designed to assist making the transition to the Masters of International Trade and Development studies at the University of Adelaide. The first component of the course reviews the different approaches to learning, academic reading and note taking in the various disciplines. It includes a component on critical thinking skills required to make sense of the vast literature on international trade, much of which presents data in sophisticated ways. Activities include memo writing, report writing, assignment writing, and preparation of trade policy papers. The second component addresses the fundamental research skills which are required by students to access relevant data across the three primary disciplines of international relations, economics and law. The course is delivered through a blended learning approach with teaching materials and online modules provided through the MyUni course page. Students are expected to complete all online modules prior to the face-to-face sessions.

  • General Course Information
    Course Details
    Course Code TRADE 7003
    Course Research Methods in International Trade
    Coordinating Unit Institute for International Trade
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours
    Available for Study Abroad and Exchange Y
    Course Description Research Methods in International Trade Policy is a course designed to assist making the transition to the Masters of International Trade and Development studies at the University of Adelaide. The first component of the course reviews the different approaches to learning, academic reading and note taking in the various disciplines. It includes a component on critical thinking skills required to make sense of the vast literature on international trade, much of which presents data in sophisticated ways. Activities include memo writing, report writing, assignment writing, and preparation of trade policy papers. The second component addresses the fundamental research skills which are required by students to access relevant data across the three primary disciplines of international relations, economics and law.
    The course is delivered through a blended learning approach with teaching materials and online modules provided through the MyUni course page. Students are expected to complete all online modules prior to the face-to-face sessions.
    Course Staff

    Course Coordinator: Dr Laura Marquez-Ramos

    Name: Dr Laura Marquez-Ramos
    Role: Course Coordinator
    Location: Level 5, Nexus 10 (10 Pulteney Street)
    Email: laura.marquez-ramos@adelaide.edu.au
    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 Identify, critically analyse and develop the evidence necessary for effective and durable trade policies.
    2 Draw on a foundation knowledge of international trade resources and research techniques in further international trade courses.
    3 Distinguish between different kinds of resource associated with the law, political context and economics of international trade.
    4 Design and undertake an efficient trade policy research project, using skills associated with effective electronic database and Internet searching in the international trade analysis and trade policy environments.
    5 Find and present international trade and trade policy information so it is meaningful and effective in policy and analytical contexts.
    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
    1,3,4
    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
    1,5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4,5
    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
    3,5
    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
    5
  • Learning Resources
    Required Resources
    Required Reading

    For details, please, visit the corresponding virtual website of the course.

    *** NOTE WELL***: In order to cover a wide range of topics in three modules, students must undertake a LARGE AMOUNT of preliminary reading IN ADVANCE of the class.

    There is at least two to three hours of preliminary reading to be done for each day of the course. Then, students would be well advised to start their reading as soon as possible, well in advance of the start of classes.

    Recommended Resources
    This course is an introduction to the concepts and methods relevant to trade research. The supplementary texts mentioned here will help you to better understand the material we will discuss in class and will help you, after the course, to continue to improve your understanding of trade analysis

    1. Students with no background in international economics or trade may wish to to read an introductory text before starting the classes.

    * “International Trade: Free, Fair and Open?”, is an OECD publication that contains an easy introduction to the concepts and the data. It is FREELY AVAILABLE in different formats here http://www.oecd-ilibrary.org/trade/international-trade_9789264060265-en

    * Alternately (or as well) students should consult the introductory chapters of a standard textbook (available in the Library or frequently at second-hand bookstores) such as Chapter 1 of “International Econmics” by Krugman and Obstfeld (Addison-Wesley – several editions)

    2. Students not familiar with the structure and content of the WTO Agreements, could read at least the second chapter of ‘Understanding the WTO’ that can be found on-line here: http://www.wto.org/english/thewto_e/whatis_e/tif_e/utw_chap2_e.pdf

    * Students should also acquaint themselves with the content of at least Articles I - III of the GATT (1947) that can be found at http://www.wto.org/english/docs_e/legal_e/gatt47_01_e.htm

    3. Any elementary statistics text will provide the basic descriptive statistics needed as a preliminary for this course. Students with no previous background in statistics or probability will improve their understanding of the concepts introduced by consulting a good introductory text such as “Statistics Essentials for Dummies”, by Deborah Rumsey, available in many bookshops and on line (e.g. Amazon.com) for about $20 or less.

    * A good, introductory, on-line (free) text covering this same material is “Concepts and Applications of Inferential Statistics” at http://vassarstats.net/textbook/

    4. Students may find these Excel spread-sheet models of static equilibrium analysis of trade interventions helpful: https://sites.google.com/site/jgilberteconomics/Home/excel

    5. Students should be familiar with, and to practice, good English grammar and expression. A suitable modern grammar such as Patricia T. O’Conner’s “Woe is I” (the latest edition, 2009, published by Penguin Putnam is available from many large bookstores e.g. Dymocks. The on-line price is $19.95 plus shipping).
    Online Learning
    Laptops/Tablets

    This course relies heavily on the use of on-line research materials. Students are strongly encouraged to bring a wifi-enabled device (preferably a laptop or tablet) to class to follow along with the demonstrations.

    Online Resources

    For more information about the organizations whose publications we will use, the best sources are their websites:

    World Trade Organization www.wto.org
    World Bank www.worldbank.org/research/trade
    Organization for Economic Cooperation and Development www.oecd.org
    International Trade Centre www.intracen.org
    Food and Agriculture Organization www.fao.org
    United Nations Conference on Trade and Development www.unctad.org
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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 TaskTask TypeLengthWeightLearning Outcomes
    1 Reports and essays 60%
    2 Presentation 20%
    3 Final test 20%
    Total 100%
    1) Students will work on reports and essays assigned by the lecturer.
     
    2) Students will prove their ability to present their research output during the lessons.

    3) Students will be assessed based on the results of a final test.

    Assessment Detail

    No information currently available.

    Submission
    Assignments must be presented professionally with clear headings, appropriate referencing and using one and a half spacing. 

    Extensions will only be granted if requests are received in writing to the course coordinator at least 24 hours before the final due date unless they are requested on medical or compassionate grounds and are supported by appropriate documents. Late assignments will be penalised at a rate of 20% per day.

    Your assignment must include your student ID and name. 

    Please contact the course coordinator, preferably by email, at any time to make an appointment for assistance or guidance in relation to course work, assignments or any concerns that may arise.
    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.