TRADE 7008 - Services Trade & Developing World Labour Markets

North Terrace Campus - Trimester 1 - 2018

The course examines the important role trade in services can play in assisting with the economic growth and development of emerging and developing economies. The role of services is divided into three sections: the first looking at those 'backbone' services whose efficient functioning is essential for the emergence of a successful and competitive private sector such as banking, telecommunication and transport services. The course focuses on those areas of traded services where great potential lies for developing countries, including health, education and tourist services but also the development of rural and agricultural services. The third section of the course focuses exclusively on the role of labour markets and the temporary movement of labour between nations. Students will be exposed to the economic and social issues around the treatment of labour mobility in trade agreements and reasons for and against 'guest worker schemes'. The course concludes with an update about the treatment of trade in services in contemporary trade agreements and a discussion of appropriate strategies for developing countries to capture the benefits from trade in services in the future.

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Course Details

Course Code	TRADE 7008
Course	Services Trade & Developing World Labour Markets
Coordinating Unit	Institute for International Trade
Term	Trimester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 36 hours
Available for Study Abroad and Exchange	Y

Course Staff

Course Coordinator: Ms Jane Drake-Brockman

Name:	Ms Jane Drake-Brockman
Role:	Course Coordinator and Director - EU Centre for Global Affairs
Email:	jane.drake-brockman@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

On successful completion of this course, students will be able to:

1	Understand and explain of the role of trade in services in the modern global economy.
2	Understand the “infrastructure” role of so-called “backbone” services, the efficient functioning of which is key to the overall functioning of the modern economy (e.g., financial services, telecommunications services, transportation services).
3	Appreciate areas in which developing country services providers have a comparative advantage and where the development of trade in these services (such as health, education and tourism services) can have an important positive impact on economic development in developing countries.
4	Appreciate the significance of trade in services through mobility of workers and the importance of remittances to developing country economies.
5	Consider how best developing country policymakers might organize national strategies for economic development in relation to trade in services.

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	2,3,4
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	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	1,5
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	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	1,5

Learning Resources
Online Learning
Additional background information on trade in services can be found on the following websites:
Learning & Teaching Activities

Learning & Teaching Modes

The 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.

Workload

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

As this is an intensive course, students are expected to attend all classes throughout the semester. This course comprise of approximately 36 contact hours (structured learning). In addition to time spent in class, students in TRADE 7008 are expected to devote an additional 120 non-contact hours of study in this course.

Learning Activities Summary

The course will be delivered through a mix of three face-to-face sessions (Modules) and online modules.

The course is designed to build deep understanding of the local and global economic importance of the services sector.

The course has a strong focus on the role of services in international trade and investment flows and people movement. Close attention is given to international governance for services, in the WTO and in other multilateral organisations and to trends in services governance in a variety of regional, bilateral and plurilateral intergovernmental agreements.

The course provides a modern 21st Century approach to the role of services in global and regional value chains and in transformation towards the digital economy.

The course also specifically examines the vital role services and services trade can play in assisting with the economic growth and development of emerging and developing economies. The course includes a discussion of appropriate strategies for developing countries to capture the benefits from trade in services.

Identifying and addressing the key constraints to services sector competitiveness is a key theme of the course.

Specific services sectors are given some detailed attention (for example the 'backbone” or infrastructural services whose efficient functioning is essential for the emergence of a successful and competitive private sector such as banking and telecommunication) but the course is essentially generic in its approach providing a comprehensive overview of the services sector. The course does provide some focus on those areas of traded services where great potential lies for developing countries, including IT and business services outsourcing, professional services and tourism.

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 Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Online quizzes	Formative	TBA -After each Modules	30%	1,2,3
Group work	Formative	TBA - Module 2	25%	1,2,3,4
Peer assessment	Formative	TBA - Module 2	5%	1,2,3,4
Report/Policy brief	Summative	TBA - End of Term	40%	1,2,3,4,5

Assessment Detail

Online Quizzes (30%)

Students will be required to complete online assessments on MyUni after each face-to-face session (Modules).

Group work (25%)

Groups will be formed at the beginning of Module 2. Students will work on and resolve a problem/case assigned by the lecturer and present their results to the class.

Peer assessment (5%)

Group members are expected to evaluate the conduct and contributions of their team members through peer evaluation.

Report/Policy brief (40%)

Students will individually work on a report/policy brief assigned by the lecturer. Students are to synthesize materials, concepts, topics and tools covered throughout the course. Students are expected to demonstrate their ability to apply knowledge while expressing themselves clearly and in a structured manner.

Submission

Assignments must be submitted in:

1. Softcopy 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 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 course work, assignments or any concerns that may arise. Assignments will normally be returned two weeks after they have been submitted.

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator