Course Name | Development Economics |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
ECON 426 | Fall/Spring | 3 | 0 | 3 | 5 |
Prerequisites |
| |||||||||||
Course Language | English | |||||||||||
Course Type | Elective | |||||||||||
Course Level | First Cycle | |||||||||||
Mode of Delivery | - | |||||||||||
Teaching Methods and Techniques of the Course | ||||||||||||
Course Coordinator | ||||||||||||
Course Lecturer(s) | ||||||||||||
Assistant(s) | - |
Course Objectives | This course discusses the main topics of the development economics. The aim is make sure that student familiarize themselves with various empirical and theoretical tools to delve into development issues and policy questions. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | The course offers a theoretical and comparative view on the economic development process. In doing this students delve into issues regarding to major areas such as role of savings and investment, poverty and inequality, migration, informal economy, environment, and externalities of human capital an health. |
| Core Courses | |
Major Area Courses | X | |
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Introduction: Economic Development | Taylor&Lybbert, Chap 1, 2 |
2 | Economic Inequality | Taylor&Lybbert, Chap 5 |
3 | Inequality and Development | Banerjee, Benabou &Mookherjee |
4 | Poverty and Undernutrition | Taylor&Lybbert, Chap 4 |
5 | Land Markets | Taylor&Lybbert, Chap 9 |
6 | Labor | Taylor&Lybbert, Chap 6 |
7 | Credit Markets and Microfinance | Taylor&Lybbert, Chap 12 |
8 | Ethnicity and Development | Alesina, La Ferrara (2005); Habyarimana et al. (2007) |
9 | Conflict and Development | Guidolin, La Ferrara (2007) |
10 | Economics of the Family | Ashraf (2009); Duflo (2003) |
11 | Education and Health Policies I | Duflo (2001); Schultz (2004) |
12 | Education and Health Policies II | Miguel and Kramer (2004) |
13 | Students’ Presentations | |
14 | Students’ Presentations | |
15 | Students’ Presentations | |
16 | Review of the Semester |
Course Notes/Textbooks | Taylor, J. Edward, and Lybbert, Travis J. (2015). Essentials of Development Economics. University of California Press: Oakland, California |
Suggested Readings/Materials | Banerjee, A.V., Benabou, R. And D. Mookherjee (2006), Understanding Poverty, Oxford University Press and recent papers on development economics |
Semester Activities | Number | Weigthing |
Participation | 16 | 10 |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | 1 | 10 |
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | 1 | 15 |
Project | 1 | 25 |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | ||
Final Exam | 1 | 40 |
Total |
Weighting of Semester Activities on the Final Grade | 60 | |
Weighting of End-of-Semester Activities on the Final Grade | 40 | |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 14 | 3 | 42 |
Field Work | |||
Quizzes / Studio Critiques | 1 | 5 | |
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | 1 | 10 | |
Project | 1 | 15 | |
Seminar / Workshop | |||
Oral Exam | |||
Midterms | |||
Final Exams | 1 | 25 | |
Total | 145 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. | X | ||||
2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. | X | ||||
3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. | |||||
4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. | |||||
5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. | |||||
6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. | X | ||||
7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. | X | ||||
8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. | X | ||||
9 | To be able to take the responsibility as an individual and as a team member. | |||||
10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. | X | ||||
11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) | |||||
12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
13 | To be able to relate the knowledge accumulated throughout human history to their field of economics. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest