module specification

This module develops student’s knowledge and understanding of the main theories and policies of economic development. It examines; different perspectives on the meaning and definition of economic development , ethical issues involved, the role of the state and policies including trade and industrial policies, relationship between labour migration and economic development , the role of the international organizations in the  formulation of development policy, and the relationship between economic growth and the environment. The module also provides a comparative analysis of economic performance among a selected number of developed and developing countries.

EC5006 Microeconomics or EC5001 Business Economics, or EC5002 International Business and World Markets or equivalent.

The module aims to provide students with:

1. a systematic knowledge and understanding of economic development issues, including a critical awareness of current issues in the subject and the available evidence;
2. an ability to apply economic principles and analysis in a variety of settings including in policy formulation and in an economic development context;
3. a range of transferable and subject-specific skills that will be of value in employment and self-employment;
4. an appreciation of the economic-social-political  dimensions of wider human development  issues in an interdependent globalised world.

It also aims to develop students' skills, in particular: academic study skills; self assessment and reflection; subject research; data analysis; literacy; applied analysis; and critical thinking.

Economic development- different definitions and perspectives on the issue, capitalism, socialism, and ethical issues.
Cultures and religions -the impact of cultures and religions in influencing and shaping the pattern of economic development.
The role of industrial and trade policy-import substitution, export oriented industrialization, the impact of industrial policy , and case studies of  South East Asia and Latin America regions.
The impact of factor endowments-natural resource-abundance and development, Dutch disease, the interaction between factor endowments and industrial policies.
International organizations-the role of the Word Bank and the IMF in influencing development policy and outcome in developing countries.
Environment and development-positive and negative impact of economic growth on the environment, the impact on sanitation, infant mortality, and pollution.
The role of the state- definition of developmental-state and predatory-state, case studies of Sub-Saharan Africa and South East Asia.
Comparative perspective-economic development and performance of selected countries that may include Mexico, India, China, Germany, USA, and Japan.

Students’ learning is organised around direct contact time with the teaching team, and refective independent learning. The direct contact time takes place through lectures, seminars and group workshops. Students are expected to complement this 'formal' learning activity with further reading of the material suggested in the teaching sessions, solving realistic business problems using economic analysis, research, writing, planning and preparation for presentations, class tests, and the final exam.

Student contact time will normally be 3 hours per week. Lectures will typically be around 2 hour duration and will deliver core subject knowledge in development economics. As this module emphasises the development of theory, policy and application a whole-group workshop of around 1 hour will provide examples of how to use economics to understand and analyse development problems. In the 1 hour seminar the emphasis is on student learning through participation, formative feedback and active learning.

The contact time with teaching teams will be organised around a range of learning activities including active learning to acquire knowledge and understanding, problem solving, problem based learning, presentations, analysis of case studies, group reading and analysis of research papers, discussion of policy issues and debate.

Professional and transferable skills are developed in lectures and seminars, and through independent directed learning and assessment. Skills development is enhanced through problem solving and problem based learning practiced in seminars.

The module makes extensive use of blended learning  through use of virtual learning environment platforms (WebLearn, Publisher E-resources) in which module lecture material, course handbooks,test questions, previous assessment with feedback, and other material is placed.  The mode of delivery of lectures is based on an interactive approach to encourage student engagement and to enhance learning outcome. Other ICT resources include links to key web resources such as Government departments, and research institutes.

On successful completion of this module students will be able to:

1. demonstrate a broad knowledge and a systematic understanding of economic development and the role of economic policy covering theory, policy and ethical issues;
2. explain how economic policies and factor endowments influence pattern of development in any given country/region, and appreciate the significance of structural transformation in developing countries;
3. appreciate the impact of cultures and religions on the process of human development;
4. apply a range of specialist skills to the organizations in which they as specialists may operate, including the application of analytical or quantitative techniques;
5. marshal evidence and assimilate, structure, analyse and evaluate qualitative and quantitative data to understand and critically evaluate policy issues in the subject;
6. demonstrate planning, communication, self-management, time-management, and self-presentation skills.

Coursework will be used through the module to develop students learning and understanding. Also students will periodically review the assessement of other students. One of the benefits of this reflective learning will be to raise performance in future assessment.

The final examination is 3 hours. The exam will assess the student’s knowledge and understanding of development economics and emerging markets covering theory, issues, policy and application; ability to apply and to critically assess what they learn directly to organizations; ability to marshal evidence, both qualitative and quantitative, and to understand and critically evaluate policy issues in the subject. In the previously seen section students will write up previously prepared answers to questions. The exam questions in both parts will address the underlying principles or issues of the subject matter or provide solutions to technical questions.

Attendance data is collected by lecturers and tutors which is added to Evision and this information will constitute the main element of the attendance/participation mark. However there will also be a reward for active and constructive class participation which is be assessed in discussion with the seminar group.

Michael. P.Todaro, Stephen C Smith  (2009), Economic Development, Tenth edition, Addison Wesley
Gerald M Meier, James E Rauch, (2005),Leading Issues In Economic Development, Eighth edition, Oxford:  OUP
Amartya  Sen (1999), Development  as Freedom
Human Development reports, 2005, 2009, 2010
Handbook of development economics, Volume 3A and 3B. Published by Elsevier B.V., various years.
Rosser, J.B., and Rosser, M.V., 2004, Comparative Economics in a Transforming World Economy, MIT Press, 2nd edition
Amsden, A. H., 2001, The Rise of the Rest: The Challenge to the West from Late Industrialising Economies, Oxford University Press
Amsden, A. H., 1989, Asia’s Next Giant: South Korea and Late Industrialisation, Oxford University Press