ECON 442: Economic Development Course Syllabus Second Semester 2009/2010

Size: px

Start display at page:

Download "ECON 442: Economic Development Course Syllabus Second Semester 2009/2010"

Merryl Pitts
6 years ago
Views:

1 UNIVERSITY OF BAHRAIN COLLEGE OF BUSINESS ADMINISTRATION DEPARTMENT OF ECONOMICS AND FINANCE ECON 442: Economic Development Course Syllabus Second Semester 2009/2010 Dr. Mohammed A. Alwosabi Course Coordinator Office : Office Phone: E mail: mwosabi@gmail.com Office Hours: UTH: 09:00 10: 00 MW: 10:45 11:45 Course Credit Hours: 3 credit hours Course Pre requisite: ECON 141 Course web page: Go to Academic Staff at the UOB website and follow the directions Educational Resources: a. Main Text and Material: 1. M. P Todaro and S. Smith.; Economic Development; 10 th edition; Pearson; Handouts and PPT distributed in class or posted in my page at UOB Website b. Resources c. Online Resources: 1. M. Gillis, D. Perkins, M. Roemer and D. Snodgrass, Economic Development, 6 th edition, 2006, Norton 2. UNDP; Human Development Reports 3. World Bank; World Development Reports 4. UNDP; Arab Human Development Reports 5. Bahrain governments and agencies publications and statistics 6. Handouts and Papers will be distributed to you in class or posted on my page at UOB Website o bc.com/todaro_smith (Textbook Website) o (United Nations Development Program) o (World Bank) o (IMF) o (Central Bank of Bahrain) o (Central Information Organization Bahrain) o (Finance and Development) o (The Economist Magazine) o (Resources for Economists ) o (Economic Links) o (WWW Resources in Economics) Page 1 of 6

2 Course Description: The purpose of this course is to introduce the economic problems and issues facing developing countries. This course looks, first, at the definitions and the measurements of development. Students will also be familiar with the common characteristics of the developing countries. The implications of the socio economic and political forces that influence development will be discussed and analyzed. The characteristics and the quality of life in Bahrain in particular and GCC countries in general will be investigated and compared to those of other countries. The course uses economic analysis to examine a number of key issues such as education, health, population structure, labor force and localization policies, poverty alleviation, the role of women in development, the role of private sector in development, the impact of oil and non oil production on development, and the feasibility of GCC States integration. Special emphasis will be placed on globalization, good governance and anti corruption policies, and economic reform Course Intended Learning outcomes (CILOs): Upon successful completion of this course, students should be able to: 1. Understand the various definitions and measurements of development. 2. Identify the driving forces behind development. 3. Describe current local and international development initiatives. 4. Analyze development issues in Bahrain and other GCC and Arab Countries. 5. Access, evaluate, and interpret data and information given to them from official publications and journal articles. 6. Write analytical case study about issues that influence or hinder development in Bahrain and / or GCC countries in a sensible and intelligent way. 7. Relate the information gained from the course to the world around them, with applications to pricing policies. Delivery and Teaching Methods: It is intended to use a combination of the following methods: 1. Lectures and discussions 2. Classroom participation 3. Assignments 4. Case studies and Presentations 5. Guest Speakers Skills to be developed: This course helps students in developing the following skills: 1. Communication (Oral & Written): Through discussion and class participation 2. Analytical: Through discussion, raising questions, exams, and assignments; and through relating what have studied to real world issues 3. Creative Thinking: Through encouraging students to use creative thinking techniques such as evolution, synthesis, revolution reapplication, changing direction, 4. Team work through encouraging study groups and group assignments 5. Adaptability to changes: Through observation of new changes in the world economy. Course Assessment Your performance in this class will be evaluated as follows: Attendance and Participation 05 Assignments 05 Case Study and Presentation 20 Midterm Exam 30 Final Exam 40 Total 100 Page 2 of 6

3 Attendance and class participation: There is a positive correlation between class attendance and performance in the course. Thus, attendance is an expectation for all students. Hence, come on time, switch off your mobile, and be a good participant in the class activities rather than drifting off somewhere. Students who are absent for 15 % of the total course hours will receive a warning letter. Students who are absent for 25 % of the total course will be withdrawn from the course with a WF and will not be permitted to take the final examination. A WF is treated as a failing grade for calculation of the GPA. Missing 7 classes in UTHs or 5 classes in MWs would be considered as the 15% and missing 12 classes in UTHs and 8 Classes in MWs would be considered as the 25%. It is expected that all students present on a given day be attentive, polite, and not a source of disturbance. Questions and comments are always encouraged. If you miss a class it is your responsibility to find out what material or assignments were presented in class. Office hours are devoted only to clarify unclear points not to repeat class lectures. Please go over the material to be covered in a particular lecture before coming to class. It is very important that you keep up with the material and take part in class discussion. I want this to be a semester long dialogue between us. Assignments: Assignments may include solving text problems, analyzing cases, and/or searching the Internet. The due date for each assignment would be stated in the assignment paper. Late work will not be accepted, so please plan in advance! Studying in groups is highly recommended, as long as each member of the group pulls his or her own weight, and you each remain responsible for learning the material. It is OK to discuss homework with your classmates, but copying somebody else's answers is cheating. Quizzes and Exams Exams will be designed to test the students understanding of the course material and issues, not memorization. The midterm exam date, location, format and materials to be covered will be announced in class at least one week earlier. Students who receive excused absences for the midterm exam will not be given a make up exam. Instead, they will be given a special comprehensive final examination that includes material on which they were not previously tested. Students who arrive late for any exam, for any reason, will not be given additional time. Plan ahead to arrive early Bring your stationary with you. Sharing of stationery and calculators is not permitted during exams. Instructor will answer no questions during any of the exams. Mobile phones and any other wireless devices must be switched off during exams. I reserve the right to change student seating arrangements before or during exams Case Study and Presentation Students will be required to read, analyze, and present a case study. You may work as a team but there may not be more than four students in each group. Each group may choose one of the topics outlined in the syllabus, or you may choose any other topic related to the themes of this course. Whatever topic you choose please have it approved by me no later than March 4, The purpose of the case study is for you to demonstrate (1) your knowledge and understanding of the critical development issues, (2) your ability to collect the necessary data and relevant information, (3) your ability to apply the theoretical concepts in your assessments and analysis, and (4) your writing skills that follow an appropriate format for academic papers. A good case study will not only provide an overview of the subject at hand but also should be focused, analytic, reflect critical thinking of materials read. I might give one lecture only on how to write a research paper, but definitely you need to refer to the Page 3 of 6

4 World Wide Web on how to write a case study, or research (term) paper in order to get acquainted with the writing style and format. A class presentation of your case study will be required (plan for no more than 15 minutes presentation). Your presentation should be professional and organized. Please don't simply summarize or read the paper. Instead, strive to analyze and interpret the topic. Practice in presenting an argument, putting forward a point of view and communicating orally is an important part of a student s training. The main purpose of the presentation is to generate debate and discussion as well as to get used to facing people in real life situations. Presentation date for each group will be agreed upon during the month of March; however, first come first served. Last day to submit your case study is May Guest Speaker It is my plan to invite some guest speakers to discuss current issues related to development in Bahrain and the region. Your attendance is a must in these kinds of seminars and dialogues. Points will be deducted from anyone who did not attend. Page 4 of 6

5 COURSE OUTLINE Week Date Topics covered Feb Economics, Institutions, and Development: A Global Perspective How the Other Half Live Economics and Development Studies Feb 4 March 7 11 March Economies as Social Systems: The Need to Go Beyond Simple Economics What Do We Mean by Development? Comparative Economic Development Defining the Developing World Measuring Development for Quantitative Comparison across Countries Some Basic Indicators of Development Characteristics of the Developing World: Diversity within Commonality How Low Income Countries Today Differ from Developed Countries in Their Earlier Stages Are Living Standards of Developing and Developed Nations Converging? Long Run Causes of Comparative Development March 28 March 1 April Classic Theories of Economic Growth and Development Classic Theories of Economic Development: Four Approaches Development as Growth and the Linear Stages Theories Structural Change Models The International Dependence Revolution The Neoclassical Counterrevolution: Market Fundamentalism Classic Theories of Development: Reconciling Differences Contemporary Models of Development and Underdevelopment Underdevelopment as a Coordination Failure Multiple Equilibria: A Diagrammatic Approach Starting Economic Development: The Big Push Further Problems of Multiple Equilibria Kremer s O Ring Theory of Economic Development The Hausmann Rodrik Velasco Growth Diagnostics Framework April Patterns of Development in Bahrain and GCC countries: A comparative analysis April April April Bahrain Economic Vision 2030: Achievements and Challenges Mid Semester Break Human Capital: Education and Health in Economic Development The Central Roles of Education and Health Education and Health as Joint Investments for Development Improving Health and Education: Why Increasing Income Is Not Sufficient Page 5 of 6

6 Investing in Education and Health: The Human Capital Approach Child Labor Educational Systems and Development Health Systems and Development May The Role of Women in Development: Gender Gap and Women Empowerment May May Poverty, Inequality, and Development Measuring Inequality and Poverty Poverty, Inequality, and Social Welfare Absolute Poverty: Extent and Magnitude Economic Characteristics of Poverty Groups The Range of Policy Options: Some Basic Considerations Grameen Bank and Family Bank The Impact of Technology and Innovation on Development Knowledge Based Economy and Development May 30 May 3 June The Environment and Development Economics and the Environment Environment and Development: The Basic Issues The Scope of Environmental Degradation: An Overview Rural Development and the Environment: A Tale of Two Villages Global Warming and Climate Change Traditional Economic Models of the Environment Urban Development and the Environment The Need for Policy Reform Some Critical Issues for the Twenty First Century: Bahrain and GCC Countries: Development Policy making and the Role of The State Oil and Development in the GCC Countries Globalization and GCC Countries Population Structure and Localization Policies in the GCC Countries Development and Integration of GCC Countries The Role of Private Sector and Civil Society in Development The Negative Impact of Corruption on Development: The Need for Transparency and Good Governance June Development: An Islamic Perspective GOOD LUCK Page 6 of 6

Instructor Experience and Qualifications Professor of Business at NDNU; Over twenty-five years of experience in teaching undergraduate students.

Instructor Experience and Qualifications Professor of Business at NDNU; Over twenty-five years of experience in teaching undergraduate students. BUS 2116W.01 (Economic Development of Less Developed Countries) Spring 2016 TR 2 p.m. - 3:15 pm Course Start Date: 01/14/2016 Pre-requisites: None Instructor: Sujata Verma, Ph. D. Office: Room 18, Cuvilly