tsv sp1 ec5205 subject outline

Subject Outline Subject Name: Economic Growth and Sustainable Development Subject Code: EC5205:03 Study Period: SP1, 2014 Study Mode: Internal Campus: Townsville Subject Coordinators: Riccardo Welters

School of Business EC5205:03 Economic Growth and Sustainable Development Page 2

This subject outline has been developed by Natalie Stoeckl and adapted by Riccardo Welters for the School of Business, Faculty of Law, Business and the Creative Arts, James Cook University. Updated 5 February 2014.

Q1. This subject is offered across more than one campus and/or mode and/or teaching period within the one calendar year.

Yes No

Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning outcomes and assessment types and weightings.

Yes No

Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.

Copyright 2013 This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.


Contents

Section 1. Subject at a Glance ................................................................................................................. 4

1.1 Staff contact details ........................................................................................................................... 41.2 Student participation requirements ................................................................................................... 41.3 Key dates .......................................................................................................................................... 4

Section 2. Subject Details ........................................................................................................................ 52.1 Subject description ............................................................................................................................ 52.2 Subject and course learning outcomes ............................................................................................. 52.3 Learning and teaching in this subject ................................................................................................ 52.4 Student feedback on subject ............................................................................................................. 52.5 Subject resources and special requirements .................................................................................... 6

Section 3. Assessment Details ................................................................................................................ 73.1 Requirements for completion of subject ............................................................................................ 73.2 Feedback on student learning ........................................................................................................... 73.3 Assessment Tasks ............................................................................................................................ 7

Section 4. Other Information about Assessment and Student Support ............................................ 104.1 Submission and return of assessment ............................................................................................ 104.2 Plagiarism and referencing ............................................................................................................. 104.3 Important advice relating to examinations ....................................................................................... 114.4 Student support ............................................................................................................................... 11

Section 5. Subject Calendar .................................................................................................................. 12Section 6. Assessment Criteria Sheets ................................................................................................ 14


Section 1. Subject at a Glance

The following summary provides a quick reference to the most important aspects of this subject. Please ensure that you have read the entire subject guide in full.

1.1 Staff contact details The following staff members are responsible for the preparation or delivery of this subject. Please contact the relevant staff member if you have any concerns during the study period.

Teaching team Staff member Campus Room Phone Email

Consultation times*

Coordinator Riccardo Welters TSV DA27-221 14325 [email protected] Lecturer Riccardo Welters TSV DA27-221 14325 [email protected] Tutor Riccardo Welters TSV DA27-221 14325 [email protected]

*Appointments by email

1.2 Student participation requirements The JCU Learning, Teaching and Assessment Policy (4.3) indicates that, a 3 credit point subject will require a 130 hour work load of study-related participation (including class attendance) over the duration of the study period, irrespective of mode of delivery. This work load comprises timetabled hours and other attendance requirements, as well as personal study hours, including completion of assessment requirements. Note that attendance at specified classes may be a mandatory requirement for satisfactory completion of some subjects (Learning, Teaching and Assessment Policy, 5.9); and that additional hours may be required per week for those students in need of English language, numeracy or other learning support.

Key subject activities Time Day/ Date Room/ Location

Lecture 10:00 11:50am Tuesday Commences: 25 February, 2014

DA27-001

Tutorial 12:00 12:50pm Tuesday Commences: 4 March, 2014

DA27-006

For information on the days and times when lectures, tutorials, workshops, etc. are scheduled for all of your subjects, visit JCU Lecture Timetables at http://www.jcu.edu.au/ttable/

1.3 Key dates A summary of the assessable items for EC5205 is provided in the table below. Please read through the assessment details presented later in this subject guide.

Item Supervised individual

assessmentWeight Due Date

Census date see 2014 Study Period and Census Dates Last date to withdraw without academic penalty

see 2014 Study Period and Census Dates

1. Test 1 25% 1 April 2014 (Wk 6) 2. Multi draft essay (presentation) - 13 or 20 May 2014 (Wks 11 or 12)2. Multi draft essay (essay) 50% 30 May 2014 (Wk 13) 3. Test 2 x 25% Examination Period

You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at least an average of 50% over all invigilated components (supervised individual assessment) within a subject to pass the subject overall. Any student who does not achieve a pass in the invigilated components may, in exceptional circumstances, be reviewed by the School Assessment Committee.


Students who have completed less than 100% of the assessment will be subject to review by the School Assessment Committee which could result in an overall fail.

Section 2. Subject Details

2.1 Subject description Why are some countries richer than others? Why do the incomes of some regions grow rapidly while others stagnate? What can policy makers do to promote sustainable economic development? Or, to put it another way, how can we make the most of the good things that economic growth has to offer, while minimising some of its unwanted side effects? This subject uses economics to provide insights to these, and other related questions. It does this by providing students with a set of analytical tools that allow them to (a) identify factors which influence economic growth - over time, and across 'space'; (b) consider some of the effects, and side effects, of economic growth; and (c) develop and evaluate polices that seek to promote regional development. The subject is tailored to students who (envision to) work at a position that requires advanced economics skills. The subject is a core subject in both the Master of Economics and the Postgraduate Diploma in Economics.

2.2 Subject and course learning outcomes The following table shows the alignment between the learning outcomes at the course and subject level and assessment. Students who successfully complete this subject will be able to

Subject Learning Outcomes Assessment

1. Develop critical awareness of theories that seek to explain the way in which the economies of regions/countries change over time

Test 1, Essay

2. Advanced understanding of theories that seek to explain the way in which the economic structure of communities/industries differ across space

Test 2, Essay

3. Advanced level of understanding, interpretation and compilation of measures of economic growth and regional development

Essay

4. Critical awareness of some social and environmental issues that are inextricably linked to economic growth

Test 2, Essay

5. Systemic understanding of theories (models) that are introduced in this subject to analyse real and hypothetical economic circumstances and to derive policy solutions to the problems posed in these circumstances

Essay

2.3 Learning and teaching in this subject

This subject uses a combination of approaches to teaching and learning, including both student centred and teacher directed approaches. The content of the subject is disseminated using a variety of teaching strategies including workshops, group work, case studies, discussions, simulations, and readings. At the beginning of each workshop, you will be made aware of the expected learning outcomes, how such outcomes are relevant to the world of business, and the resources that support the learning outcomes of this subject.

You are expected to be an active participant in the learning process and are encouraged to participate in workshops and undertake weekly readings.

Beyond the classroom, your learning experience will be greatly enhanced if you collaborate and share ideas with other students. One easy way to achieve this is to form a study group with 2-3 other students with similar needs and expectations. Your lecturer can assist with this.

2.4 Student feedback on subject As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback on your learning experiences. Student feedback informs evaluation of subject and teaching strengths and areas that may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and confidential method for you to provide feedback about your subjects and the staff members teaching within them. These surveys are available to all students through LearnJCU. You will receive an email invitation when the survey opens. We value your feedback and ask that you to provide considered feedback for each of your subjects.


2.5 Subject resources and special requirements Reading lists specific to each topic are provided in the lecture schedule at the end of this subject guide and further readings from sources other than the prescribed text will be made available on LearnJCU.

Prescribed Texts Weil, D. (2013) Economic Growth, 3rd edition, Pearson. Krugman, P. (1991) History and Industry Location: The Case of the Manufacturing Belt, The American

Economic Review, 81, 80-83.

Further Reading Bill A. and W. Mitchell (2006) 'Great Expectations - migration and labour market outcomes in Australia', The

Constraints to Full Employment or WorkChoices and Welfare-to-Work, 8th Path to Full Employment Conference and 13th National Conference on Unemployment, University of Newcastle.

Blien, U. and K. Wolf (2002) Regional development of employment in eastern Germany: an analysis with an econometric analogue to shift-share techniques, Papers in Regional Science, 81, 391-414.

Booth, D. (1986) Long Waves and Uneven Regional Growth, Southern Economic Journal, 53, 448-460. Egger, P., P. Huber, and M. Pfaffermayr (2005) A note on export openness and regional wage disparity in

Central and Eastern Europe, Annals of Regional Science, 39, 63-71. Fujita, M., P. Krugman, and A. Venables (2000) The Spatial Economy: Cities, Regions and International

trade, The MIT Press, Massachusetts.* Gans, J., S. King, R. Stonecash and N. Mankiw (2012) Principles of Economics, 5th Edition, Cengage

Learning Australia, Melbourne. Grtner, M. (2006) Macroeconomics, Pearson Education, London.* Giesecke, J. (2006) The national and regional economic consequences of rapid growth in Australia's

telecommunications sector, Economic Analysis and Policy, 36, 61-97. Jensen, R. (1996) Social issues in spatial economics, International Journal of Social Economics, 23, 297-

309. Kim, E. and K. Kim (2003) Impacts of the development of large cities on economic growth and income

distribution in Korea: A multiregional CGE model, Papers in Regional Science, 82, 101-122. Martin, C., and I. Sanz (2003) Real Convergence and European Integration: The Experience of the Less

Developed EU Members, Empirica, 30, 205-236. Mitchell, W. (2008) Migration and labour market outcomes by skill, Centre of Full Employment and Equity,

Working Paper No. 08-02, University of Newcastle, Australia. Mitchell, W. and A. Bill (2006) Who Benefits from Growth? Disadvantaged Workers in Growing Regions,

Australian Journal of Labour Economics, 9, 239-255. Park, S. (2004) Knowledge, networks and regional development in the periphery in the internet era,

Progress in Human Geography, 28, 283-286. Pernia, E. and P. Quising (2003) Trade openness and regional development in a developing country, The

Annals of Regional Science, 37, 391-406. PrudHomme, R. (1995) New goals for regional policy, The OECD Observer, 26, n. 193 Taylor, J. and C. Wren (1997) UK regional policy: An evaluation, Regional Studies, 31, 835-848. Zhang, W. (2001) Rethinking Regional Disparity in China, Economics of Planning, 34, 113-138. Online and Electronic Resources The prescribed text book has a website with data and links to useful resources. DXEcondata is an excellent source of macroeconomic data. It is available on the computers in JCUs computer labs. In case you have no access to JCUs computer labs, the World Bank has an excellent database as well, which is publicly available at http://data.worldbank.org/. Other useful web-sites are listed below:


The Economist: http://www.economist.com The OECD: http://www.oecd.org/statistics The international monetary fund: http://www.imf.org Exchange rate data: http://pacific.commerce.ubc.ca/xr/ Data on Australia Reserve Bank of Australia: http://www.rba.gov.au The Commonwealth Treasury: http://treasury.gov.au The Australian Bureau of Statistics: http://abs.gov.au The Australian Stock Exchange: http://www.asx.com.au US data: http://www.stats.bls.gov UK data: http://www.statistics.gov.uk

European data: http://epp.eurostat.ec.europa.eu Asian data: http://www.adb.org/data/statistics http://www.aseansec.org/aseanstats Latin American data: http://lanic.utexas.edu/la/region/statistics/ http://sedlac.econo.unlp.edu.ar/eng/ African data: http://www.afdb.org/en/knowledge/statistics/

The following libguides available from the JCU Library website will provide details on referencing, plagiarism, findings marketing books and journals http://libguides.jcu.edu.au/referencing http://libguides.jcu.edu.au/economics Learning & Writing Skills workshops and notes to assist with writing an essay; presentations etc http://www.jcu.edu.au/learningskills/index.htm Subject Website on LearnJCU Access the subject website through LearnJCU at learnjcu.jcu.edu.au for lecture slides, tutorial questions and more! Login using your JCU email username and password. The site for this subject is opened to all participants enrolled in the subject at least seven days prior to the commencement of the subject. Browser requirements for LearnJCU are provided on the opening webpage of LearnJCU.

Section 3. Assessment Details

3.1 Requirements for completion of subject In order to pass this subject, you must: You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at least an average of 50% over all invigilated components (supervised individual assessment) within a subject to pass the subject overall. Any student who does not achieve a pass in the invigilated components may, in exceptional circumstances, be reviewed by the School Assessment Committee. Students who have completed less than 100% of the assessment will be subject to review by the School Assessment Committee which could result in an overall fail.

It is important to be aware that assessment is always subject to final ratification following the examination period and that no single result represents a final grade in a subject (Learning, Teaching and Assessment Policy 5.21.).

3.2 Feedback on student learning Students will receive feedback on their progress at two points in time during the subject. In week 7, feedback will be provided on Test 1; in weeks 11 and 12 students will receive feedback following their presentation which is part of the multi draft essay.

3.3 Assessment Tasks ASSESSMENT TASK 1: TEST 1

Aligned subject learning outcomes

Subject Learning Outcome: 1


Aligned professional standards/ competencies

Weighting 25% Date 1 April 2014 Duration 2 hours

ASSESSMENT TASK 1: DESCRIPTION

Test 1 is a two hours (open book) exam which will contain short answer essay questions. All materials presented in lectures 1 to 5 (inclusive) and tutorials 1 to 4 (inclusive) are assessable.

ASSESSMENT TASK 1: EXAMINATION CRITERIA The student will pass the exam if they score 50% or more. Students can review their exam script following the exam and a marking guide will be used to explain how their mark was calculated.

ASSESSMENT TASK 2: MULTI DRAFT ESSAY [FORMATIVE ASSESSMENT] Aligned subject learning outcomes

Subject Learning Outcomes: 1, 2, 3, 4 & 5


Group or individual Individual Weighting / Length 4500 words Due date 30 May 2014

ASSESSMENT TASK 2: DESCRIPTION (1) Multi draft essay: essay

Structure essay Part A: Theoretical overview - Comprehensive overview of the economic growth theory

(describing the role of factors of production, technology and fundamentals in economic growth disparities).

Part B: Application of theoretical insights to a pair of countries (one poor; one rich)

- Collect and present relevant data to describe key variables from Part A for both countries in order to understand differences in economic growth and sustainable development between the two countries.

Part C: Make economic policy recommendations to the poor country.

Draw Parts A and B together, i.e. make policy recommendations (using your findings in Parts A and B) to the poor country, which should help to improve its economic growth.

Multi draft essay: essay Students pick two countries (or regions) that they are interested in one rich; the other poor (however not their home country). Collect data on their long-run economic growth, their factors of production, and other fundamental determinants of economic growth. Compare and contrast data for the rich and poor country, with a view towards determining key factors that may be contributors to the poor countrys economic woes. Make some policy recommendations for the poor country on ways it might try to improve its economic performance and social welfare. Further details are given below: PART A Theoretical Background

i. With the aid of an economic model, explain why countries which have few factors of production tend to be poorer than countries which have many. List the key (primary) factors of production, noting which ones are thought to be the most important contributors to economic growth.

ii. What is meant by the term productivity and why is it an important determinant of economic growth? What are some of the reasons which economists have come up with to explain why productivity varies so markedly across countries?

iii. Briefly outline some of the fundamentals of economic growth, explaining why countries that do not have those fundamentals are likely to have low growth rates.

PART B Real world Application


Collect data on per-capita income for each of the two countries you selected, over the longest period of time you are able to find data for (20 year minimum). Use graphs to show how the per-capita income in these two countries has changed over time (per-capita income should be on the vertical axis and time should be on the horizontal axis). For the same pair of countries, find (long term) data/information on key variables (e.g. factors of production, measures of productivity, indicators of the presence of the fundamentals) which are thought to influence economic growth. Use graphs to show the way in which those variables have changed over time (i.e. plot them in a graph with time on the horizontal axis). Discuss some of the similarities and differences in (a) per-capita income; and (b) the other variables for the two countries. Is it possible that some of those differences in key variables might be at least partially responsible for some of the observed differences in the per-capita income between the two countries? Use ideas from the theories of economic growth which you outlined in part A to explain and illustrate your points. PART C Policy Recommendation: Now consider your data from part B in the context of the models in part A to identify at least two different policies/actions that the government of the poor country could take to improve its long-run economic performance. Use your models to clearly explain how these policies/actions are theoretically supposed to increase per-capita income (e.g. policy x should raise variable y which would ..). Discuss some of the pros and cons of each policy, and then decide which is better {your discussion should consider social and / or environmental issues which are outside the realm of the models presented in part A}.

(2) Multi draft essay: presentation Students will be asked to give a short presentation on key findings from their essay to the class. This will be done prior to the written essays submission date so that you have the opportunity to use comments/feedback from the presentation to improve the written piece of work. The presentation will not be graded. However, if your presentation is structured well, it will be easier for your fellow students and the lecturer to provide feedback which will be valuable to you to improve your essay. Consequently, while the quality of your presentation has no direct impact on an assessment item score, it has an indirect impact through feedback on assessment item 2 (the essay). When preparing your presentation, keep the following points in mind: o Each presentation is allocated 15 minutes in total. So plan for your presentation to last 10 minutes. There

will be four minutes for question time and one minute for change over. For the benefit of your audience, you should try to make your presentation interesting, informative and stimulating.

o Rehearsals are a useful way to ensure that you use of your time efficiently and effectively. o The use of audiovisual aids is expected. PowerPoint facilities will be made available and its use is strongly

recommended although you should avoid using its fancy features, such as moving objects, excessive sound effects, as they can be distracting. Make sure the size of your text is large enough for the class to read comfortably.

o Speak clearly and not too fast. o Try to avoid any annoying mannerisms and overuse of colloquial language. Make sure you have sufficient

eye contact with the audience.

ASSESSMENT TASK 2: EXAMINATION CRITERIA 1. Essays that are submitted without an appropriately formatted reference list will be returned (unmarked) to

the student. The student will be given the opportunity to re-submit the essay with a reference list but late penalties will apply (see below).

2. Where ideas have been substantially derived from another person or source (even if not quoted directly), then please formally acknowledge that source. Far from getting marked down for using other peoples ideas, when properly acknowledged this serves as a means of showing off the extent of your research and may actually increase your grade. Further details on the Universitys policy on plagiarism are provided later in this subject guide.

3. Word limit = 4500 maximum. Essays of less than 4500 words will not be penalised. In cases where it is clear that the limit has been exceeded, only the first 4500 words will be marked.

4. The marking assessment criteria are given below see marking rubric in Section 6. Students are strongly advised to self-assess their own essay prior to submission to ensure that nothing has been forgotten. If you would really like to do something different, then please get permission from the lecturer in charge first to do so first!! Otherwise, please follow the rules.

5. There is no direct link between quantity of data/information and quantity of marks. High grades are awarded to those who demonstrate an ability to analyse information within an economic framework. An essay which presents only a small collection of facts, provides educated guesstimates of the rest and then uses economic theory to analyse those facts/guesstimates will almost certainly do better than one which simply provides page after page of facts none of which are ever analysed within an economic framework.


6. Students are encouraged to use headings where appropriate. They are also encouraged to include graphs, tables and charts of relevant data and relevant theoretical models.

7. The essay is due 5pm, 30 May 2014. The essay should be submitted electronically through the safe assignment drop box on LearnJCU. The cover sheet can be downloaded from: http://www.jcu.edu.au/business/public/groups/everyone/documents/learning_object/jcudev_014008.pdf

8. Presentation is important. It is very difficult for examiners to concentrate when trying to assess the quality of an essay if it is poorly presented and/or badly written. So please check spelling, grammar, punctuation and referencing before submitting.

ASSESSMENT TASK 2: CRITERIA SHEET See rubric on page 14 ASSESSMENT TASK 3: TEST 2

Aligned subject learning outcomes

Subject Learning Outcomes: 2 & 4


Weighting 25% Date Examination period Duration 2 hours see Special Consideration, Supplementary, Deferred and Special Examinations Requirements

ASSESSMENT TASK 3: DESCRIPTION

Test 2 is a two hours (closed book) exam which will contain short answer essay questions. All materials presented in lectures 6 to 9 (inclusive) and tutorials 6 to 9 (inclusive) are assessable.

ASSESSMENT TASK 3: EXAMINATION CRITERIA The student will pass the exam if they score 50% or more. Students can review their exam script following the exam and a marking guide will be used to explain how their mark was calculated.

Section 4. Other Information about Assessment and Student Support

4.1 Submission and return of assessment The ability to adhere to deadlines is a highly desirable attribute that employers seek in our graduates. Right from the beginning, new students should acquire the habit of meeting deadlines for their work, by organising their study time appropriately. The following points apply to the submission of assessment

1. Extensions will be granted in cases of illness or personal issues (medical certificate/counsellors statement required). It is at the discretion of the subject co-ordinator/lecturer that extensions will be granted for inescapable, unexpected, documented work commitments (provide documentation). You should contact your lecturer before the due date if you are likely to require an extension.

2. Where no prior extension has been approved, late submissions will incur a penalty of 5% per day or part thereof. Weekends are treated as a single full day because university buildings are not usually accessible of over the weekend to allow for submission. Assessment tasks will generally not be graded after 14 days past the due date.

3. The assessment will be returned with feedback by 20 June 2014.

4.2 Plagiarism and referencing Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures. Please see the JCU Student Academic Misconduct Requirements Policy

Referencing is a systematic way of acknowledging the sources that you have used. Students should check out the very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:


Writing and Maths Skills Online http://www-public.jcu.edu.au/learningskills/resources/wsonline/index.htm (In particular, the booklet Summarising, Paraphrasing & Avoiding Plagiarism is a very useful guide).

The Referencing Libguide What is Plagiarism?

4.3 Important advice relating to examinations If you experience difficulties or serious circumstances before or up to the day of your exam, which you believe may affect your ability to sit the exam successfully or perform at your best, you can apply for special consideration in the marking of your exam. Please see the JCU Special Consideration, Supplementary, Deferred and Special Examinations Requirements

If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances beyond your control, you may apply for a deferred exam. Deferred exams are granted in exceptional circumstances such as severe medical conditions or family or personal trauma. For further information, visit http://www.jcu.edu.au/student/assessmentexams/

4.4 Student support James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions are able to participate to the fullest possible extent in the educational programs offered by the University and all other aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require special arrangements or consideration, should contact AccessAbility Services (see table below). If you want further information regarding: Visit the URL AccessAbility Services http://www.jcu.edu.au/disability/index.htm Accommodation www.jcu.edu.au/accommodation/ Careers and employment www.jcu.edu.au/careers/ Childcare http://www.jcu.edu.au/student/support/JCUPRD_017384.html Counselling www.jcu.edu.au/student/counselling/ Enrolment http://www.jcu.edu.au/student/enrolment/index.htm Feedback and complaints http://www.jcu.edu.au/student/complaints/index.htm Fees and financial support www.jcu.edu.au/student/Loans/studentloans/ Inclusion and engagement http://www.jcu.edu.au/studentequity/ Indigenous student support http://www.jcu.edu.au/getready4uni/life/JCU_117712.html Information for current students www.jcu.edu.au/student/ International student support http://www.jcu.edu.au/international/ Learning skills/ Language support http://www-public.jcu.edu.au/learningskills/ Library and computing services http://www-public.jcu.edu.au/libcomp/index.htm Librarians Faculty http://www-public.jcu.edu.au/libcomp/library/contacts/liaison/index.htm Responsibilities and rights http://www.jcu.edu.au/student/responsibilities/index.htm Review of Assessment and Student Access to Scripts and Materials Policy http://www.jcu.edu.au/student/assessmentexams/

Special Consideration, Supplementary, Deferred and Special Examinations Requirements http://www.jcu.edu.au/student/assessmentexams/

Student Academic Misconduct Requirements http://www.jcu.edu.au/student/assessmentexams/ Student Policies http://www.jcu.edu.au/policy/student/ Student Association http://www.jcu.edu.au/studentassoc/

Students enrolled at JCUS, JCUB or BJUT should access support services provided on their campus.


Section 5. Subject Calendar

Week/ Date Topic Readings Related Assessment Tutorial

1 Lecture 1: Introduction

Core / essential reading:Weil: ch. 1 & 2 Supplementary reading: Gans et al.: ch. 24

Test 1 / multi draft essay

-

2 Lecture 2: Physical capital and economic growth Core / essential reading:Weil: ch. 3 Grtner: ch. 10 (pp 273-277)

Test 1 / multi draft essay Tutorial 1: Introduction

3 Lecture 3: Human capital and economic growth Core / essential reading:Weil: ch. 4 & 6 (skim ch. 5)

Test 1 / multi draft essay Tutorial 2: Physical capital and economic growth

4 Lecture 4: Productivity, Technology and Economic Growth

Core / essential reading:Weil: ch. 7 & 8 (skim ch. 9) Supplementary reading: Giesecke (2006) Park (2004)


Tutorial 3: Human capital and economic growth

5 Lecture 5: Growth in the open economy

Core / essential reading:Weil: Ch 11 (skim ch. 10) Supplementary reading: Egger et al. (2005) Grtner: ch. 10 (pp 290) Martin and Sanz (2003) Pernia and Quising (2003)


Tutorial 4: Productivity, Technology and Economic Growth

6 Test 1 - - -

7 Lecture 6: Fundamental factors influencing regional growth

Core / essential reading:Skim Weil Ch. 12-15 Supplementary reading: PrudHomme (1995) Taylor and Wren (1997) Zhang (2001)

Test 2 / multi draft essay Tutorial 5: Discuss Test 1 / Update multi draft essay

LECTURE RECESS

8 Lecture 7: New Economic Geography

Core / essential reading:Fujita et al. (2000) ch. 1 Krugman (1991) Supplementary reading: Booth (1986)

Test 2 / multi draft essay Tutorial 6: Fundamental factors influencing regional growth


Jensen (1996)

9 Lecture 8: Labour and Migration

Core / essential reading:Lecture slides Supplementary reading: Bill and Mitchell (2008) Mitchell (2008) Mitchell and Bill (2006)


Tutorial 7: New Economic Geography

10 Lecture 9: Overview of methods for measuring and modelling regional sectoral activity

Core / essential reading:Lecture slides Supplementary reading: Blien and Wolf (2002) Kim and Kim (2003)


Tutorial 8: Labour and Migration

11 Presentations - Multi draft essay -

12 Presentations - Multi draft essay -

13 Lecture 10: Review - Test 2 Tutorial 9: Overview of methods for measuring and modelling regional sectoral activity


Section 6. Assessment Criteria Sheets

RUBRIC: EC5205 Economic Growth and Sustainable Development Criterion HD Exemplary D C Satisfactory P

tsv sp1 ec5205 subject outline

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