module specification

This module enables students to acquire a systematic knowledge and understanding of the main theories, policies, issues and evidence in economic development with particular focus on emerging economies.

It develops students’ ability to apply economic principles and analysis in a variety of contexts in economic development and policy formulation.

It fosters an appreciation of the economic, social and political dimensions of development issues in an interdependent globalised world.

The module examines: different perspectives on economic development; theories of economic growth and development; the role of international institutions, national governments and markets; and industrial policies.

It addresses gender inequality and inequality in terms of income, access to education, health and job opportunities.

Internationalisation is addressed when examining poverty, inequality, demographics, climate change and environment in developing countries.

Students are encouraged to reflect and draw on their diverse socio-cultural
backgrounds and experiences.

Equality is promoted by treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds

A range of transferrable and subject specific skills are developed, in particular: self- assessment and reflection; peer assessment; written and oral communication; subject research; problem solving; data and quantitative; analytical and critical thinking.

Introduction to economic development: different definitions and perspectives. LO1

Comparative economic development: definition and indicators of development, discussion of different human development indices, characteristics of developing world. LO1

Sustainable development goals: definitions, recent evidence in achievements. LO1

Classic and modern theories of economic growth, development, and structural transformation. LO1

International organizations-the role of the Word Bank and the IMF in influencing development policy and outcome in developing countries. LO2

Poverty: definition, measurement, absolute and relative poverty, recent global trends especially in developing countries, policies. LO2

Inequality: definition, measurement, absolute and relative, recent global trends particularly in developing countries, policies. LO2

Human capital: education and health in economic development,
recent trends, causes, consequences and policies and the gender gap in education and health. LO2

Environment and climate change: issues in environment and development, positive and negative impact of economic growth on the environment and pollution. LO2

The impact of factor endowments: natural resource abundance and development, Dutch disease, the interaction between factor endowments and industrial policies. LO2

Population demographics in developing countries: trends, causes, consequences and policies. LO2

Students’ learning is organised around formal direct contact time with the teaching team, and reflective independent learning. Student formal contact time is normally 3 hours per week. Lectures are around 2 hours and deliver core subject knowledge in development economics and emerging markets. During the 1 hour seminar, the emphasis is on student learning through participation, problem solving, examination of case studies, oral presentations and formative feedback.

Students are expected to complement the 'formal' learning activity with further reading of the material suggested in the teaching sessions, solving economic development problems and analysing case studies using economic analysis; conducting research; writing, planning and preparing for individual presentations and coursework; and the in class test.

The contact time with teaching teams is organised around a range of learning activities including active learning to acquire knowledge and understanding, problem solving, oral presentations, reading and analysis of research papers, discussion of policy issues analysing case studies, and debate. Many activities require students to carry out independent work prior to formal class. Students are required to engage with research published in high level academic journals and international organisations, participate in class discussions, carry our individual presentations, analyse case studies, reflect on their learning and prepare for coursework.

Professional and transferable skills are developed in lectures and seminars, and through independent directed learning and assessment. Skills development is enhanced through working cooperatively solving economic problems, discussion of journal articles. Individual presentations during seminars review and discuss a range of economic development issues faced by governments and international organisations.
Initiative and independence is developed progressively through the module such that students are required to take greater responsibility of their work.

The module makes extensive use of blended learning through use of virtual learning environment platforms (WebLearn) where module handbook, lecture slides, seminar questions, coursework brief, assessment and grading criteria, past test papers, guideline answers to past test papers, journal articles, research reports and other relevant learning materials are provided. Links to other online resources, government data bases and videos are also available on Weblearn.

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

1. Elaborate theory and application in relation to development economics and emerging markets with regards to different perspectives in development, Human Development Index, sustainable development goals, traditional and contemporary economic growth models and structural transformation.

2. Critically explain, provide and assimilate evidence, analyse and evaluate qualitative and quantitative data to understand and critically evaluate a wide range of issues and policies in economic development with reference to poverty; inequality; human and health capital; environment and climate change; factor endowments; and resource curse.

The formative and summative assessments and feedback practices are informed by reflection, consideration of professional practice, and subject-specific knowledge and educational scholarship

There is a formative peer assessment in week 4 which supports students in developing for summative assessment, in-class test. It allows students to reflect on their own learning and provide peer feedback.

Students are also encouraged to carry out an individual presentation on a journal article during seminars and receive formative feedback. This presentation may be on the topic of their chosen essay and enables them to reflect on their learning in preparation for their coursework.

During seminars students receive formative feedback on their knowledge and understanding of economic principles by working though exercises and problems which they prepare before the session. This preparation and feedback provides
support for students when they later tackle problems set in summative assessment such as In-class test.

There are two types of summative assessments consisting of one In-class test in week 7 covering learning outcome 1 and one individual 2000 words essay in week 15, assessing learning outcome 2.

Through the summative assessments, students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice.

The in-class test is one hour long and through a range of short and multiple choice questions assesses students’ broad knowledge and understanding of development economics and emerging markets covering theory and application with regards to different perspectives in development, Human Development Index, sustainable development goals, traditional and contemporary economic growth models and structural transformation. Self- assessment and reflection; peer assessment; written communication; problem solving; quantitative; and analytical skills are developed and assessed.

The coursework is an independent piece of work requiring the application of knowledge gained on the module. A feed-forward strategy is used to provide early feedback to students to improve their final submission. Use of the feedforward strategy and class discussion of a detailed grading and assessment criteria create an opportunity for dialogue between students and staff and promote shared understanding of the basis on which academic judgements are made.

The coursework assesses 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, to understand and critically evaluate policy issues in the subject. Subject research, written communication; data and quantitative analysis; critical thinking; evaluation, problem solving and presentation skills are assessed.

Revision activities and sessions are provided before in-class test to support students learning. This should boost students’ confidence and improve their performance.

All the information about processes of marking and moderating marks, timing of assessments and deadlines for feedback provision are provided in the module booklet and communicated to students through Weblearn.

Core Textbooks:

1. Todaro, M. and Smith, S. (2015). Economic development, 12th ed., Prentice Hall
    Aldgate   330.91724 TOD
    Earlier edition is available at Holloway Road   330.91724 TOD

2. Thirlwall, A.P. and Pacheco-Lopez, P. (2017). Economic of development. 10th ed.,
    Palgarve Macmillan. This is an E-Book. Hard copies of earlier editions are available 
    at Aldgate 330.91724 THI

Additional Reading:

3. Easterly, W. (2001). The Elusive Quest for Growth: Economists’ Adventures and
   Misadventures in the Tropics. Cambridge, MA: MIT Press.
    Aldgate 338.90091724 EAS
4.  Desai, V. and Potter, R. B. (2014). The companion to development studies. (edited),
    3rd edition. Routledge. This is an E-book.
5. Human Development Reports 2010, 2015, 2016, 2017.  This is an E-resource
6. Handbook of Development Economics, Volume 3A and 3B.  Elsevier B.V., various
    years. This is an E-resource.
7. Ray, D. (1998). Development economics, Princeton: Princeton University Press.
   Aldgate 338.9 RAY
8. Weil, D.N. (2013.) Economic growth, 3rd ed., Pearson. Aldgate 338.9 WEI
9. Thirlwall, A.P. and Pacheco-Lopez, P. (2008). Trade liberalisation and the poverty of
   nations, Edward Elgar. Aldgate 382.71 THI 

Further Textbooks on Thinkers of Development Economics:
10. Simon, D. (ed.), (2006).  Fifty key thinkers on development economics, Routledge.
    Aldgate 338.9 FIF
11. Chenery, H. and Srinivasan, T.N. (2010).  Handbook of development economic,
     Elsevier. This is E-resource.
12. Peil, J. and van Staveren, I. (editors) (2009).  Handbook of economics and ethics,
     Edward Elgar. This is an E-resource. Hard copies available at Aldgate 174 HAN