International Economic Growth & Development - ECO00019H

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  • Department: Economics and Related Studies
  • Module co-ordinator: Dr. Thilo Huning
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20 to Summer Term 2019-20

Module aims

the module aims will be:
To build on issues covered in the second year module, Development Economics, by an overview of key economic theories explaining relative economic growth over time to draw relevant insights from these theories and apply them to different parts of the world
To consider the components of growth models: namely labour, capital and technological change and how separately and together they may explain growth and lack of it in parts of the world
To evaluate the importance and role of international agencies such as the IMF and World Bank in promoting economic growth and ensuring international economic growth and stability
The second and integral part of the module explores relative economic performance taking different parts of the world as case studies. The second part of the module aims:
To explore the determinants of the East Asian miracle and subsequent slow down in growth
To explain differences in the performance of the Eastern European Transition economies
Page last updated: 30 January 2013
To consider the constraints on economic growth and development in Sub-Saharan Africa
To consider the causes, implications and effects of the growth of the Chinese and Indian economies
To assess explanations for the differences in performance of the transition economies since 1990.
To evaluate the effects of reform processes on the performance of economies in South America

Module learning outcomes

On completing the module, it is expected that students will have:
A greater appreciation of the forces which determine relative economic growth over time
A greater appreciation of how growth theory may yield important insights into our understanding of the performance of the Asian economies, the Transition economies, China, India and Sub-Saharan Africa
A greater understanding of institutional constraints and property rights as determinants of relative long run growth
A greater understanding of the causes and nature of financial crises
Acquired important transferable skills via familiarity with key international websites (United Nations Development Programme, World Bank, IMF etc) in both quantitative and qualitative materials
Acquired the technical and empirical skills to apply each and all of the above to the conditions of a range of economies in the world at the beginning of the 21st century
cquired experience of team based work in tutorial preparation work
Acquired experience of articulating and defending academic arguments through the tutorials

Assessment

Task Length % of module mark
Essay/coursework
Final report
N/A 90
Essay/coursework
Project outline
N/A 10

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Final report
N/A 90
Essay/coursework
Project outline
N/A 10

Module feedback

Information currently unavailable

Indicative reading

Collier, P. (2007). The Bottom Billion; Why the Poorest Countries are Failing and What Can Be Done About It. Oxford University Press.
Easterly, W. (2001). The Elusive Quest for Growth: Economists Adventures and Misadventures in the Tropics. MIT Press.
Page last updated: 30 January 2013
Sachs, J. (2005). The End of Poverty. Penguin



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.