The Democratic Economy - PEP00001H
- Department: Philosophy, Politics and Economics
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2022-23
Module summary
There is a substantial economics component to this module, and we therefore recommend that students on the BA Philosophy & Politics programme talk to the module tutors before selecting this module.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 |
Module aims
To provide a genuinely interdisciplinary course of study, by exploring areas of mutual concern to economists and political scientists and by using in parallel the analytical methods of these two disciplines.
Module learning outcomes
The general learning outcomes can be summarised as:
• familiarity with public choice theory as an approach to analysing political institutions
• some understanding of the significance of political structures for economic outcomes
An underlying concern is to examine ways in which each discipline can bring insight to the study of social phenomena usually thought to be within the sphere of the other. For example, political, especially electoral, behaviour is increasingly being analysed in terms of 'rationality' and 'equilibrium' - concepts associated with the methodology of economics. Conversely, the process of national economic policy-making may be better understood in political terms, as much as economic.
Indicative assessment
| Task | % of module mark |
|---|---|
| Online Exam -less than 24hrs (Centrally scheduled) | 100 |
Special assessment rules
None
Additional assessment information
Attendance
Seminar attendance is compulsory. There is a good reason for this. The nature of the coursework and, in particular, the examination in this module make it especially important for students to prepare for, participate in, and learn from the seminars. Specifically, the first part of each seminar meeting is designed to help students develop an understanding of how to produce good short answers in the exam. The second (main) part of each seminar meeting is designed to guide seminar discussion, on specific questions and issues arising from the key references, that students will be expected to reflect and draw on in the exam.
Past experience suggests a strong positive correlation between (i) seminar attendance, preparation and participation and (ii) achievement in the exam.
Preparation
In advance of each seminar students are expected to:
- attend the lecture for that topic
- read the key references for that topic
- prepare answers to the seminar questions for that topic
The seminar questions for each topic will be posted on the topic page.
At the seminar, the questions will provide the framework for seminar discussion, in which everyone will be expected to participate. So students should bring along their prepared answers in whatever form enables them to participate effectively. The answers themselves are not for submission. Open discussion can continue after the seminar meeting, on the discussion board of this site.
For formative self-assessment purposes, and also for future reference in preparing essays and/or short answers, students are recommended to take notes during seminar discussion.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Online Exam -less than 24hrs (Centrally scheduled) | 100 |
Module feedback
In Demecon, this formative assessment is provided primarily by:
- seminar discussion, with tutors and student colleagues, based on students' reading of the key references, and on students' answers to the corresponding seminar questions (details below)
- continuation of that discussion, beyond the seminar meeting itself and possibly right up to the exam, on the discussion board of this vle site
- the feedback, from student colleagues as well as from the tutors, on each student's team's short answer (details below)
- written comments on students' conventional essays (details below)
In addition, students will receive detailed feedback on the exam, including comments on each of the six answers they write, which could have formative value for students in subsequent assessments in other modules.
Indicative reading
P Dunleavy, Democracy, Bureaucracy and Public Choice, Harvester Wheatsheaf, 1991.