TRADE 7004 - Principles of International Trade and Development
North Terrace Campus - Trimester 2 - 2020
General Course Information
Course Code TRADE 7004 Course Principles of International Trade and Development Coordinating Unit Institute for International Trade Term Trimester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange Y Assumed Knowledge TRADE 5000, TRADE 7003 Course Description This course is concerned with the relationship between trade and development, and more specifically with development related issues in the WTO. The course will provide an overview of how trade can contribute to economic growth when framed by the appropriate domestic and international policies and measures. It will analyse how the GATT/WTO has evolved to take into account the interests and concerns of developing and least developed countries. Development related issues being treated by the WTO such as agriculture, NAMA and services and the Trade Facilitation Initiative will be presented and discussed.
The course is delivered through a blended learning approach with teaching materials and online activities provided through the MyUni course page. Students are expected to complete all online activities prior to the related face-to-face sessions.
Course Coordinator: Dr Naoise McDonagh
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:
1 Identify and analyse some of the major underlying causes of poverty in developing countries, the challenges they face and potential solutions that can assist in achieving sustainable economic development 2 Identify and analyse differing perspectives on the necessary conditions for trade measures to effectively contribute towards poverty reduction and the achievement of the Sustainable Development Goals 3 Discuss developing country issues within the context of the WTO, including GATT, GATS and their major agreements. 4 Compare the advantages of multilateral and regional or bilateral preferential trade agreements in assisting developing countries in achieving sustainable development. 5 Use a holistic understanding of the complex relation between trade and development to identify trade related development strategies which are context specific and can assist developing countries achieve poverty alleviation through sustainable economic growth.
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
1,2,3,5 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
1,2,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4,5 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
1,2,3,4,5 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
To cover the range of topics on international trade and development students are asked toundertake individual preliminary readings and research before class.
It is expected that students spend at least two to three hours of preliminary readingbefore each face to face session. The below suggested list of reading should be considered by each student.
This course is an introduction to the concepts of trade and development. The supplementary texts provided below will
help students to better understand the material discussed in class and to improve their understanding of trade and development.
1. Students with no background in international economics or trade may wish to read and 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. 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).
This course assumes that students are familiar with the terms and concepts of the e-learning Module 1 of Trade 5000: International Trade: Negotiations and Agreements. Access to this information can be gained through the following links:
Terms of Trade
Regional Trade Agreements
Trade Creation and Trade Diversion
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.
- World Trade Organization: www.wto.org
- World Bank on Trade: http://www.worldbank.org/en/topic/trade
- World Bank - General: www.worldbank.org/research/trade
- Organization for Economic Cooperation and Development: www.oecd.org
- International Centre for Trade and Sustainable Development: www.ictsd.org
- Institute for International Trade: http://www.iit.adelaide.edu.au/
- Institute for Agriculture and Trade Policy: www.iatp.org/
- International Trade Centre: www.intracen.org (and use of the ITC trade map)
- Food and Agriculture Organization: www.fao.org
- United Nations Conference on Trade and Development: www.unctad.org
- United Nations Development Programme: www.undp.org (see Human Development Reports)
- United Nations Millennium Project: www.unmillenniumproject.org
- Asian Development Bank: www.adb.org
- African Development Bank www.afdb.org
- Inter-American Development Bank www.iadb.org
Other online references will be given during the course.
Learning & Teaching Activities
Learning & Teaching ModesThe Learning & Teaching modes of this course will comprise of a mix of online and face-to face modules. These will include group work and presentations, discussions and debate.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The Institute requires students undertaking this course to successfully complete all online/e-modules. This course comprise of approximately 36 contact hours (structured learning). In addition to time spent in class, students are expected to devote an additional 120 non-contact hours to study and research work in this course as well as to successfully complete online/e-modules.
Learning Activities SummaryThe course will be delivered through a mix of three face-to-face sessions (Modules) and online modules. Students are also expected to participate on the discussion board on MyUni..
Schedule Module 1 The main goals of Module 1 are to help students to obtain a better understanding of the distribution and causes of poverty and how trade together with appropriate domestic policies can contribute to development and poverty reduction. 2 Module 2 will concentrate on the development of the WTO and other international institutions to trade and development and their contribution to poverty reduction. 3 Module 3 will expand on trade in services. Because the course engages visiting experts with practical experience there may be some changes in the sequencing of activities to accommodate their availability.
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 Task Type Due Weighting Learning Outcome Online activities Summative Before Module TBA 25% 1,2,3,4,5 Group work Summative TBA - Module 1 30% 2,3,5 Active Participation Summative TBA - Module 2 5% 1,2,3,4,5 Report/Policy brief Summative TBA - End of Term 40% 1,2,3,4,5
Assessment DetailOnline Activities (25%)
Students will be required to complete on line activities on the MyUni Discussion section of the course prior to the face-to-face sessions (Modules).
Group work (30%)
Students will be randomly allocated to groups to work on a research task assigned by the lecturer and to identify the contribution of each member of the group.
Active participation (5%)
The course includes three face-to-face sessions during which students will participate in a variety of scheduled activities. Consequently attendance at the sessions will contribute to each students active participation mark.
Report/policy brief (40%)
Students will individually work on a report/policy brief assigned by the lecturer. Students will be expected to synthesise materials, concepts, topics and tools covered through the course and to demonstrate their ability to apply this knowledge through a clearly expressed and well structured written report.
SubmissionAssignments must be submitted through:
Turnitin on MyUni
All 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 and program director at least 24 hours before the final due date unless they are requested on medical or compassionate grounds and are supported by appropriate documents.
Please contact the course coordinator, preferably by email, at any time to make an appointment for assistance or guidance in relation to this course.
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.
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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