ECON 3529 - Rethinking Capitalism III

North Terrace Campus - Semester 2 - 2020

This course may provide a broad ranging discussion of many of the most pressing issues confronting modern market economies, adopting a pluralist perspective throughout. While technological advances and economic globalisation have contributed to economic growth over time, they have been accompanied in many countries by underemployment and insecure employment; higher levels of income and wealth inequality; financialisation and rising private indebtedness; higher concentrations of carbon dioxide and other greenhouse gases in the atmosphere; and a variety of other ecological problems. In recent years, secular stagnation, low investment rates and stalling productivity growth have been widespread. The course may consider innovative and often controversial approaches to addressing these issues, drawn from both neoclassical and heterodox economists. It is intended to be challenging to students who already possess an extensive background in economics, while at the same time remaining accessible to those who have not progressed beyond the first year Principles course. The approach taken is discursive and empirical, rather than being either mathematical or heavily theoretical and technical.

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Course Details

Course Code	ECON 3529
Course	Rethinking Capitalism III
Coordinating Unit	Economics
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	ECON 1012

Course Staff

Course Coordinator: Dr Steven Hail

Office hours: to be advised at the beginning of the course.

Office location: Nexus 10, Level 3, Room 3.34.

Course Timetable

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

Each student is expected to attend two one hour lectures each week, and a one hour tutorial. A full timetable of the lectures and tutorials can be found on the Course Planner at: http://access.adelaide.edu.au/courses/search.asp

The lectures will be used to explain the concepts, theories and models relevant to rethinking capitalism, whilst the tutorial time will be used to apply the acquired knowledge to active discussions. The tutorial questions will consist of a mix of real world and theoretical, quantitative and analytical, questions which will be posted on MyUni prior to the tutorials.

Students are expected to study the course materials carefully and to fully engage in class discussions. All work discussed in both the lectures and the tutorials and any submitted material can form the basis for the final examination.

Course Learning Outcomes

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

1. Identify and explain a range of contemporary economic issues which are currently subject to debate and controversy.
2. Identify, explain and apply contributions from a variety of prominent economists and various schools of thought to modern controversies relating to economic policy
3. Construct effective pieces of written work, both individually and in groups, of a professional standard, to communicate the results of economic analysis to non-economists.
4. Present economic analysis to a diverse group of students and members of staff, making appropriate use of the available technology for the purpose.

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	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	3,4
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
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
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	3,4

Learning Resources

Required Resources

1) Kelton, S. (2020). The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. New York: Public Affairs and London: John Murray.

and

2) Jacobs, M. and M. Mazzucato (eds. 2016). Rethinking Capitalism. Economics and Policy for Sustainable and Inclusive Growth. Chichester: Wiley Blackwell.

Recommended Resources

Other resources will be supplied on the Canvas course web-site.

Online Learning

All of the material related to the course, e.g. supportive readings, tutorial questions, lecture slides, supplementary materials, mock examinations, and the full details of each assessment task will be available on MyUni.

To encourage collaborative learning, the course will also make use of discussion groups and a chat function on the MyUni webpage.

These forums will be monitored regularly and managed by the course co-ordinator.

The purpose of the forums is to encourage student’s collaborative learning and provide all students with equal access to information related to the course.

Course Website: www.myuni@adelaide.edu.au

Learning & Teaching Modes

The lectures will closely follow the readings provided on-line, and the core text. The idea is that the lectures and the text should reinforce each other. You are strongly advised to keep up with the reading, and to do the core reading for each week prior to the lecture. You will find that the lectures are far easier to follow if you have done this.

Core Texts.

Jacobs, M. and M. Mazzucato eds. 2016. Rethinking Capitalism. Economics and Policy for Sustainable and Inclusive Growth. Wiley Blackwell.

Kelton, S. 2020. The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray

The tutorials will reinforce the lectures, but also be based on a series of videos, and provide opportunities for student presentations and class discussions.

Workload

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

Lectures: 2 Hours per week.

Tutorials: 1 Hour per week.

Home study expectation: 10 Hours per week.

Learning Activities Summary

Schedule
Week	Topic	Readings
The schedule of activities will differ in some respects from what is listed below, due to recent events, including Covid-19.
1	Rethinking capitalism: an introduction.	Keynes, J.M. 1930. “Economic Possibilities for our Grandchildren”. http://www.econ.yale.edu/smith/econ116a/keynes1.pdf Varoufakis,V 2017. “The Birth of the Market Society”. Chapter Two, pp 27-50 in Talking to My Daughter About the Economy. Penguin.
2	Rethinking value - contending perspectives.	Mazzucato, M. 2018. “Value in the Eye of the Beholder”. Chapter Three, pp 57-74 in The Value of Everything: Making and Taking in The Global Economy. Allen Lane. Schneider, G. 2019. “Scarcity, choice and opportunity cost. The mainstream approach, the limits of this approach, and the importance of institutions”. Chapter Two, pp 22-44 in The Evolution of Economic Ideas and Systems. A Pluralist Introduction. Routledge.
3	The macroeconomic environment.	Kelton, S. 2020. “Don’t Think of a Household”. Chapter One, pp 15-40 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray. Kelton, S. 2020. “Think of Inflation”. Chapter Two, pp 41-73 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray.
4	Rethinking macroeconomic policy.	Kelton, S. 2020. “The National Debt (That Isn’t)”. Chapter Three, pp 75-100 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray. Kelton, S. 2020. “Their Red Ink is My Black Ink”. Chapter Four, pp 101-126 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray.
5	Rethinking trade and trade policy.	Kelton, S. 2020. “’Winning’ at Trade”. Chapter Five, pp 127-155 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray. Hail, S. 2017. “Ignore the Trade Balance. Concentrate on Full Employment”. http://www.global-isp.org/policy-note-114/
6	Inequality and human behaviour.	Stiglitz, J. 2016. “Inequality and Economic Growth”. Chapter Eight, pp 134-155 in Rethinking Capitalism, M. Jacobs and M. Mazzucato eds. Wiley Blackwell, in association with The Political Quarterly. Young, S. 2018. “Behavioural economics”. Chapter Six, pp 76-90 in Rethinking Economics, L. Fischer et al. eds. Routledge.
7	Financialisation and full employment.	Tcherneva, P. 2020. “The Job Guarantee. A New Social Contract and Macroeconomic Model”. Chapter Three, pp 42-66 in The Case for a Job Guarantee. Polity Books. Wray, L.R. 2016. “Minsky and the Global Financial Crisis”. Chapter Six, pp 137-161 in Why Minsky Matters: An Introduction to the Work of a Maverick Economist. Princeton University Press.
8	Rethinking innovation.	Mazzucato, M. 2016. “Innovation, the State, and Patient Capital”. Chapter Six, pp 98-118 in Rethinking Capitalism, M. Jacobs and M. Mazzucato eds. Wiley Blackwell, in association with The Political Quarterly. Lazonick, W. 2016. “Innovative Enterprise and the Theory of the Firm.” Chapter Five, pp 77-97 in Rethinking Capitalism, M. Jacobs and M. Mazzucato eds. Wiley Blackwell, in association with The Political Quarterly
9	Rethinking privatisation.	Crouch, C. 2016. “Privatisation and Public Service Outsourcing”. Chapter Nine, pp 156-171 in Rethinking Capitalism, M. Jacobs and M. Mazzucato eds. Wiley Blackwell, in association with The Political Quarterly. Murray, C. and P Frijters. 2017 “The Great Transportation Game”. Chapter Three in Game of Mates: How Favours Bleed the Nation.
10	Rethinking the environment.	Raworth, K. 2017. “See the Big Picture”. Chapter Two, pp 61-93 in Doughnut Economics: Seven Ways to Think Like a 21st Century Economist. Random House. Perez, C. 2016. “Capitalism, Technology and a Green Global Golden Age: The Role of History in Helping to Shape the Future.” Chapter Eleven, pp 191-217 in Rethinking Capitalism, M. Jacobs and M. Mazzucato eds. Wiley Blackwell, in association with The Political Quarterly.
11	Rethinking the public purpose.	Kelton, S. 2020. “’The Deficits that Matter”. Chapter Seven, pp 191-228 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray. Kelton, S. 2020. “Building a Better Economy”. Chapter Eight, pp 229-263 in The Deficit Myth. Modern Monetary Theory and How to Build a Better Economy. John Murray.
12	Rethinking capitalism: economics for sustainable prosperity.	Nersisyan, Y and L.R.Wray. 2019. “How to Pay for a Green New Deal”. Working Paper No. 931. Levy Economics Institute of Bard College. May 2019. http://www.levyinstitute.org/pubs/wp_931.pdf Hail, S. 2018. “Conclusion: Economics for Sustainable Prosperity”. Chapter Eight, pp 141-182 in Economics for Sustainable Prosperity. Palgrave Macmillan.
Exam Period	N/A	Final exam

Specific Course Requirements

The minimum grade to pass this subject is a mark of 50% overall. There are no separate requirements for individual assessments.

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	Length	Weighting	Learning Outcome
Tutorial participation	Collaborative; Formative	Weekly, ongoing	N/A	10%	1,2,4
Individual written article	Individual; Formative	Week 8	1,000 words	10%	1,2,3
Group report	Collaborative; Formative	Week 10	3,000 words	10%	1,2,3
On-line quizzes	Individual; Formative	Weeks 4, 8 and 12	N/A	30%	2
Final Exam	Individual; Formative	Exam period	2 hours	40%	1,2,3
Total				100%

Assessment Related Requirements

The minimum grade to pass this subject is a mark of 50% overall. There are no separate requirements for individual assessments.

Assessment Detail

1) Short Individual Article: 1,000 words – suggested limit (Due: Friday of Week 8).10% Weight.

A short article, written as if for a magazine, relating to a topic selected by the course co-ordinator from those covered during weeks 1-6. This is designed to assess CLOs 1, 2 and 3.

2) Group Report: 3,000 words– strict limit (Due: Friday of Week 10).10% Weight.

A more extensive short group report, on a topic selected from a short-list provided by the course co-ordinator at the beginning of the course. This is also designed to assess CLO 1, 2 and 3.

3) Three on-line quizzes – (Due: Weeks 4, 8 and 12). 30% Weight.

These are designed to assess the extent to which students have assimilated the materials covered during the previous four weeks, and to help students to prepare for the final examination. This is designed to assess CLO 2.

4) Tutorial Participation. 10% Weight.

Students will be expected to participate actively in tutorials at all times. An assessment rubric relating to this item of assessment will be made available to students at the beginning of the course. This assesses CLO 1, 2 and 4.

5) Final Examination – 2 hours, Closed Book. 40% Weight.

The exam will comprise a mix of compulsory short answer questions and optional longer written questions. A mock examination will be posted on MyUni at the beginning of the course. The final examination assesses CLOs 1, 2 and 3.

Date: Please refer to the examination timetable for details of exam location and time.

Submission

1. Assessments are to be submitted on-line, via the MyUni site. Failure to submit an assessment on time will lead to a zero mark.

2. Extensions and alternative assessment conditions: It is your responsibility to contact the lecturer in the first 2 weeks of the semester to discuss extension or alternative assessment options. This applies to ALL students, including but not limited to those registered with the disability centre or the elite athletes program. Exceptional circumstances will be evaluated by your lecturer on a case-by-case basis and should be discussed whenever possible at least 48 hours before the due date.

3. Assignments will generally be graded, with appropriate written feedback, within two weeks of the assessment due date. .

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.
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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.

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