| Unit name | Development Economics |
|---|---|
| Unit code | ECONM0046 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Berg |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Economics |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The fundamental question of development economics is, why are some countries rich and others poor? This unit looks at several distinct, but related topics to explore possible answers to this question. The focus is on potential "bottlenecks" holding people - and countries - back from economic development. For each topic, we will study the relevant evidence - how do we know that a proposed mechanism is indeed keeping people in poverty? And equally important, what policies might alleviate the constraints we identify?
We start by looking at country-level economic development in the very long run - over centuries rather than years - but most of the unit has a micro- rather than macro-level focus. It is applied in nature and there is an emphasis on policy. While primarily empirically oriented, we also draw on theory for several of the topics.
How does this unit fit into your programme of study?
The unit complements and builds on the required units of the master’s programme and is suitable for students with an interest in applying their economics skills to understand the fundamental causes of development and to provide evidence-based policy recommendations to policymakers in developing countries. We will examine differing points of view and you will practice defending your point of view in classroom debates.
An overview of content
Though topics may vary, in recent years they have included: the fundamental causes of economic growth, participatory development, education and fertility, corruption and the public sector, credit, risk and insurance, randomised-controlled trials. For each topic we will critically examine the relevant theory and evidence, and students will propose and debate policy responses.
How will students, personally, be different as a result of the unit
Students will have an understanding of the underlying reasons why some countries, and people, are rich and others poor. They will be able summarise and evaluate key readings in the field. They will be able to formulate and debate evidence-based policy advice to policymakers in areas of human and economic development. They will also be able to generate their own evidence based on the analysis of publicly available data.
Learning Outcomes
By the end of this unit, students will be able to:
Weekly lecture
Weekly classes in which students take turns arguing for and against a tabled motion based on the readings (articles and book chapters) for a given topic. The student presentations are followed by an open class discussion.
The classes will give students experience in taking a point of view and defending it, based on theory and evidence. This will build the ability to assess and weigh different policy options in a given situation. Students will also be equipped with the skills to understand and evaluate empirical findings on the determinants of economic outcomes in developing countries.
Tasks which help you learn and prepare you for summative tasks (formative)
Every week students present for and against proposed motions, followed by classroom debate.
A home assignment structured like a mock exam, including a written essay.
Tasks which count towards your unit mark (summative)
Exam (2.5 hours) (100%)
Both assessments assesses all learning outcomes.
When assessment does not go to plan
Exam (2.5 hours) (100%)
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ECONM0046).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
