ECON 3527 - Strategy of Australian and European Integration III

North Terrace Campus - Semester 2 - 2021

The course analyses economic relations between Australia and the EU. The main focus is on applying economic theory, especially trade theory, but also public finance and micro topics related to harmonizing competition policy, regulation, etc., Attention will be paid to the historical and institutional background and the political economy of decision-making in Australia and in Europe. The course will include a study tour as well as more formal classes providing background on the EU and its policies. Assessment will be based on a mix of reports on site visits and assignments and a final exam.

  • General Course Information
    Course Details
    Course Code ECON 3527
    Course Strategy of Australian and European Integration III
    Coordinating Unit Economics
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Intensive course beginning with 6 weeks of face-to-face classes and then a two week study tour during the mid-semester break
    Available for Study Abroad and Exchange Y
    Assumed Knowledge ECON 2506 and ECON 2507 or equivalent
    Assessment Typically, assignments, paper and presentation, final exam
    Course Staff

    Course Coordinator: Professor Richard Pomfret

    Location: Room 536, Nexus 10 Building
    Telephone: 8313 4751
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    The University of Adelaide is a research-intensive university, which seeks to develop graduates of international distinction by supporting high quality education. The University of Adelaide provides an environment where students are encouraged to take responsibility for developing the graduate attributes listed below. Achievement of the first two attributes is primarily assessed in an in-class examination which tests analytical thinking, use of evidence, and ability to apply the analysis to assess alternative social and policy outcomes. Additionally, the continuing development of good inter-personal and communication skills is widely recognised as important for all graduates, and this course seeks to develop students’ abilities to make oral contributions, and to write analyses/reports based on site visits and assigned reading material.

    On successful completion of this course, students will be able to:
    1. Describe the main concepts used to explain the process and present situation of Australian and European economic integration.
    2. Identify how economic ideas and theories have informed economic policy.
    3. Identify and analyse historical developments which enhance our understanding of contemporary economic conditions.
    4. Compile and judge relevant quantitative and qualitative information about Australia-EU economic relations in a range of formats from a variety of sources.
    5. Discuss and communicate, in particular present, economic topics in a clear, concise and competent manner.
    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
    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
    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, 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
    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
    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
  • Learning Resources
    Required Resources
    Course-related announcements are communicated via email. The overheads from the lectures and selected reading materials will be available on MyUni. The principal readings will be from J. Drake-Brockman and P.Messerlin (eds.) Potential Benefits of an EU-Australia Free Trade Agreement: Key issues and options (University of Adelaide Press, Adelaide, 2018) - a free pdf can be downloaded from -- listed as PotBen below
    Recommended Resources
    The final exam consists of essay questions; the more widely you read (and think about the readings), the more likely you are to write better essays.

    The principal readings will be from J. Drake-Brockman and P.Messerlin (eds.) Potential Benefits of an EU-Australia Free Trade Agreement: Key issues and options (University of Adelaide Press, Adelaide).

    If you have not studied trade theory, see Richard Pomfret, International Trade: Theory, Evidence and Policy (World Scientific Publishing Company, Singapore, 2016).

    On GVCs: Baldwin, Richard (2017): The Great Convergence (Harvard University Press: Cambridge).

    On Australian trade policies:  Richard Pomfret “Reorientation of Trade, Investment, and Migration” in S. Ville and G. Withers (eds.)
    The Cambridge Economic History of Australia (Cambridge University Press, Port Melbourne, 2015), 397-418.

    Richard Pomfret: “Australia’s Approach to Preferential Trade Agreements” in R. Looney (ed.) Routledge Handbook of International Trade Agreements (Routledge, London, 2019), 423-33. 

    On the EU, the most useful textbook is: Richard Baldwin and Charles Wyplosz: The Economics of European Integration, which is available from the BSL.

    Jacques Pelkmans (2016) Why the single market remains the EU’s core business, West European Politics, 39:5, 1095-1113.

    On the CAP, Alan Swinbank and Carsten Daugbjerg "The Changed Architecture of the EU’s Agricultural Policy Over Four Decades: Trade Policy Implications for Australia", in Australia, the European Union and the New Trade Agenda (ANU Press, 2017) available at

    On Australia-EU relations:
    Margherita Matera and Philomena Murray: “Australia’s Relationship with the European Union: From conflict to cooperation”, Australian Journal of International Affairs 72(3), 2018, 179-93.
    Bruno Mascitelli and Bruce Wilson: “Against the Odds – a free trade agreement between the European Union and Australia”, Asia Europe Journal 16(4), January 2018, 333-49.

    Other academic articles and media/blog releases will be available online or distributed in class.  If you are uncertain about how to access online articles, e-books or other materials read the MyUni Blurb for Economics Students posted on MyUni.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is based on a series of seminars/lectures and (during the study tour component) site visits in Paris and Brussels, and both formative and summative assessments.

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

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This translates to 12 hours per week for a typical 3-unit semester course.  This course is divided into two parts.  During the first part, comprising six weeks of face-to-face coursework in Adelaide, students are expected to devote at least 12 hours per week to this course, including attendance at all seminars.  During the second part, comprising the two week study tour, the workload will be intensive, and will include attendance at all activities as well as after hours student directed study.

    Learning Activities Summary
    Week 1 Tuesday 28 July Introduction; International Trade Theory and Practice
    Week 1 Thursday 30 July Australia-EU relations background PotBen p.3-59
    Matera & Murray; Mascitelli
    & Wilson
    Week 4 Tuesday 18 August Analyzing the European customs union
    Week 4 Thursday 20 August European economic integration and the EU common
    agricultural policy
    Swinbank & Daugbjerg
    Week 5 Tuesday 25 August Eurosclerosis and the death of the Snake
    Week 5 Thursday 27 August Heading for Reform – Australia and the EU in the 1980s
    Week 6 Tuesday 1 September Creating the Single Market
    Week 6 Thursday 3 September Monetary union
    Week 7 Tuesday 8 September Services trade
    e-commerce and digital trade
    PotBen p.225-77
    PotBen 211-24
    Week 7 Thursday 10 September EU crises of the 2010s: sovereign debt,migration & refugees, Brexit
    Week 8 Tuesday 15 September Australia-EU relations in a wider context
    PotBen 61-93
    Week 8 Thursday 17 September Mid-term exam
    21  September – 2
    European study tour to Brussels and Paris
    5 October Site visit report due before midnight 5 October
    30 October Research paper due before 5pm
    7-21 November Final exam in Adelaide during University exam period
  • 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 Task Task Type Weighting Learning Outcome
    Mid-term exam Individual 20% 1, 2, 3, 4
    Site visit report Individual 10% 5
    Class participation Individual 10% 5
    Research paper Individual 30% 1, 2, 3, 4
    Final exam Individual 30% 1, 2, 3, 4, 5
    Assessment Detail
    Students are expected to hand in two sets of written work and to prepare for and participate in class discussion.
    • One report, of 750-1,000 words, that links your experience on the site visits to the material in the first part of the course.
    • A research paper on a topic to be determined before the end of August.

    The final examination requires students to write extended essay-style answers to two questions. The final exam will cover the entire course; wider reading and deeper thinking are likely to be rewarded by higher grades. Students’ work will be assessed on the logical quality of the arguments presented and on their ability to determine which arguments better explain the facts. Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process and may affect marks. Students may NOT take a DICTIONARY  (English or English-Foreign) or a CALCULATOR into the examination.

    No information currently available.

    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 ( 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.