Approved by Faculty Senate

University Studies Course Approval

Department or Program: Economics
Course Number: 415
Semester Hours: 3
Frequency of Offering: Every Other Year

Course Title: International Economic Development

Catalog Description: A study of the past and current paths to economic growth and development of countries. The course will analyze the economic policies and performance of countries by using economic theory and economic and social data. Emphasis is on developing countries of the Third World, the newly industrialized countries, and former socialist countries undergoing transition to a capitalist system.

This is an existing course previously approved by A2C2: Yes

This is a new course proposal: No

Department Contact Person: Gabriel Manrique, manrique@winona.edu

University Studies Approval is requested in: Unity and Diversity: Global Perspective

Attachments: The syllabus explains what are typically covered in this course. It also points out in which parts of the course the three outcomes for global perspectives courses (a-c) are addressed. The syllabus is included in this application for purposes of illustration. Each faculty member is still responsible for his/her own course syllabus. Examples of projects assigned to students are also included in this application. They illustrate some of the learning activities that students undertake aside from exams and in-class work.

As required by the approval process, the following address the three outcomes listed for Global Perspectives courses and documents course content and learning activities relevant to the course outcomes:

 

Global Perspectives

The purpose of the Global Perspectives requirement in University Studies is to improve students' understanding of the growing inter-relatedness of nations, people, and the environment, and to enhance students' ability to apply a comparative perspective to cross-cultural social, economic, political, spiritual and environmental experiences. Courses that fulfill the global perspectives requirement must address at least two of the following outcomes:

 

These courses must include requirements and learning activities that promote students' abilities to:

  1. understand the role of the world citizen and the responsibility world citizens share for their common global future.

    One of the recurring themes of the international economic development course is the interdependence among nations. Through trade, investments, immigration, and other avenues, the destiny of the first world is linked to what occurs in the third world. Through this theme of interdependence, the student can understand his/her role as a world citizen. Such concerns as the environment, the availability of vital resources like water, oil, and forest products, the rapid growth of population, ethnic and national conflicts and immigration are related to the problems of economic development.

    In addition, students learn about various ongoing development programs operated by the United Nations, the World Bank, the USA Agency for International Development, as well as numerous non-governmental organizations. These highlight the joint responsibility we have for improving our common global future.

  2. describe and analyze social, economic, political, spiritual or environmental elements that influence the relations between living beings and their environments or between societies.

    The international economic development course starts with an examination of socio-economic indicators compiled by numerous international and national organizations like the United Nations Development Program. These indicators include more than economic data relating to trade, production, and standards of living. The study of economic development requires the student to study data on education and literacy, income distribution, malnutrition, gender differences, poverty, deforestation, etc. Thus, a student learns that economic development is a multidimensional undertaking with consequences that go beyond the purely 'economic'.

    The student also learns that economic development cannot be divorced from the social,cultural, and political institutions of countries. The units in the course that deal with models of economic development include both the socialist and capitalist models that have shaped much of the progress (or lack of progress) of third world countries during the past 50 years. There are units in the course that provide examples to students of non-western and indigenous approaches to economic development. As such, the student is exposed to case studies of development from a cross-section of third world countries.

  3. Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

International economic development itself encompasses numerous global issues that the student has an opportunity to study. Examples of these pressing global issues are: population growth; the protection of the environment; poverty and the unequal distribution of income and wealth; and the debt burden of third world countries. Just as importantly, the course allows the students to see that these global issues are interdependent. For example, the spread of poverty and the increasing debt burden of third world countries are intimately linked to the further degradation of the environment. As such, solutions to development problems require the meaningful interaction of countries.

However, students are also able to explore why the different interests of countries and sectors within countries affect the resolution of global problems. For example, the unequal distribution of wealth within a country may mean that third world elites have more in common with the interests of the industrialized countries than with the poor of the third world.

Finally, the student is given the opportunity to understand that the solutions to development problems cannot be divorced from social, political and cultural considerations which further complicate the process of economic development and the formulation of economic development policy.

 

ECON 415 - INTERNATIONAL ECONOMIC DEVELOPMENT

Instructor: Office: Phone:

Hours: Any Pareto Optimal Time

Text: Economic Development, by Michael Todaro, 7th edition (required)

The Wall Street Journal (highly recommended)

The Economist (highly recommended)

Objectives:

  1. To introduce students to important problems and issues that pertain to developing countries and the newly industrialized countries.
  2. Through an analysis of these issues, give students the opportunity to explore the interdependence between developing and developed countries.
  3. Apply economics and economic principles to the analysis of growth and development problems.
  4. Consider alternative economic policy approaches that are relevant to the problems of international economic development.

 

Expectations:

  1. That the student has read the assigned segments of the book before coming to class. Class periods should be utilized to clarify course material and to ask questions of the instructor. They are not meant to be the student's first encounter with the subject matter.
  2. That the student is knowledgeable in current events, particularly those that concern international economic development issues such as trade, poverty, economic growth, foreign investments, population, and the environment. Since this is a US presidential election year, the instructor will use material from the campaigns that are relevant to development issues. The student is responsible for keeping up-to-date with issues particularly as they relate to the economy.
  3. That the student has an adequate grasp of basic algebra and graphical analysis. Students should have no misconceptions about this course - it will be difficult to do well in this course unless you can correctly utilize equations and graphs.
  4. Participation in class discussions whether in the form of questions, answers, or comments is strongly encouraged and will count towards the final grade.
  5. That all assigned work will be submitted on time. No late work will be accepted regardless of the novelty of the excuse. (See the section on "Excuses, Excuses".)
  6. Occasionally, readings will be assigned to supplement the material covered in the textbook and the lectures. Students will be held responsible for all the material covered in the assigned chapters, readings and lectures.

 

University Studies: Global Perspective

This course is designed to satisfy the three semester hour requirement for a global perspectives course in the university studies program. As such, it seeks to provide students taking this course the opportunity to achieve the following outcomes:

  1. understand the role of the world citizen and the responsibility world citizens share for their common global future.
  2. describe and analyze social, economic, political, spiritual or environmental elements that influence the relations between living beings and their environments or between societies.
  3. Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

Test Dates: September, October, November, December

Make-up Test: December

 

Make-up Test Policy:

No student, for whatever reason, will be allowed to take a regularly scheduled test earlier or later than the above-mentioned times. Please do not even bother to ask for an exemption from this rule. Instead, any student who misses a test may take the make-up test. However, a student may make-up for only one test. The make-up test will be comprehensive and will be the same regardless of which periodic test you miss. The make-up test may not replace any earlier test in which a student did poorly. Furthermore, a student's presence at the beginning of a regularly scheduled test signifies that the test will count towards that student's final grade.

 

Final Exam:

There will be no early or late final exams given. The final exam will be comprehensive.

 

Academic Honesty:

Academic dishonesty will not be tolerated. In accordance with the university’s policy, anyone caught cheating on a test or an assignment will receive an automatic grade of "F" for the course. Plagiarism, claiming someone else's work as one's own, will also result in an automatic grade of "F" for the course. The university may add its own penalty.

 

Grading: 3 Periodic Tests - 55% A 90 - 100

Final Exam - 25% B 80 - 89

Attendance and C 76 - 79

Class Participation - 5% D 70 - 75

Projects (2) - 15% F 00 - 69

 

Extra Credit Work: I turn down all requests to do extra credit work.

 

Outline:

I. Introduction - The Data of International Economic Development

The study of international economic development starts with socio-economic data as well as a description of the major economic and political institutions in developing countries. This is important because many of the assumptions that a student may have about economies and societies, while applicable to the developed world, may not necessarily apply to third world countries. In addition, a look at the data gives the student an idea of the gaps that separate the first and the third world, and the problems that developing countries. In this section, the student also has the opportunity to look at commonalities among third world countries.

 

Chapter 1 - Economics, Institutions, and Development: A Global Perspective (a)

Chapter 2 - Diverse Structures and Common Characteristics of Developing Nations (a,b)

II. Competing Theories of Development

This section provides the student with the opportunity to explore the different theories of development, or lack of development, that have been offered by economists at different times and from different countries. In this section, students learn that the explanations for development and underdevelopment are varied and are often in conflict with each other. Furthermore, development theories have often been a reflection of the philosophical and political leanings of the theorists. The student can learn that the field of development is filled with lively, ongoing debates.

Chapter 3 - Theories of Development: A Comparative Analysis (a,b)

Chapter 4 - History and Contemporary Development: Lessons and Controversies (a, b)

III. Domestic Problems and Issues

Development and underdevelopment manifest themselves in many problems and issues. In this section, the student can study different problems and issues that are part of the development process.

Chapter 5 - Growth, Poverty and Income Distribution (b,c)

Chapter 6 - Population Growth and Economic Development (b,c)

Chapter 7 - Unemployment: Issues, Dimensions, and Analyses (b,c)

Chapter 8 - Urbanization and Rural-Urban Migration: Theory and Policy (b,c)

Chapter 9 - Education and Development (b,c)

Chapter 10 - Agricultural Transformation and Rural Development (b, c)

Chapter 11 - The Environment and Development (b, c)

IV. International Problems and Issues

Developing countries, more so than the developed countries, are highly dependent on the world economy for its markets, supplies, and technology. How countries choose to integrate with the rest of the world, and how the world trading system treats developing countries have very significant repercussions for the process of development. In this section, students should learn the importance of the world trade and finance to the process of development, and the experiences that developing countries have had with the world economy.

Chapter 12 - Trade Theory and Development Experience (a, b, c)

Chapter 13 - The Trade Policy Debate (b, c)

Chapter 14 - Balance of Payments, Third World Debt and Economic Stabilization (b, c)

Chapter 15 - Foreign Finance, Investments, and Aid (b, c)

 

V. Possibilities and Prospects

The Third World has a long way to go towards achieving economic development. In this section, the student has the opportunity to explore the prospects of developing countries and the policies that are needed to achieve development.

Chapter 16 - Planning, Markets, and Role of the State (b, c)

Chapter 17 - Financial Reform and Fiscal Policy (b, c)

Chapter 18 - Critical Issues for the 21st Century (a, b)

 

Internet Assignments: (a, b, c)

You must submit 2 projects that will require the use of resources on the Internet. For each project, you must do the following:

1. Select a specific topic that is relevant to the study of international economic development. You must get approval from the instructor for your topic before you begin work on your project.

2. Browse the Internet to find material on your topic.

3. Submit the following: bulletThe URL or internet addresses of each of the WWW sites where you found highly relevant and useful material. Some possible WWW sites are the World Bank, the OECD, the New York Times, Department of State, UN agencies, etc. Within each site, there will be numerous links to other useful WWW sites. You must have a minimum of 5 sites for each project (topic) although I expect you to do more than the minimum. bulletA printed copy of at least 3 substantive articles that you found on the Internet that is relevant to your topic. Material can be printed directly off the screen. Substantive means that an article is lengthy enough to contains information as well as analysis of important issues and/or events. If you are in doubt about the suitability of an article, consult with the instructor. bulletYour own summary of 2 of the 3 articles you printed. This means that in your own words, you must summarize the main points or arguments in each article and discuss their relationship to international economic development. Include a section in which you discuss your own reaction to the points in the article. This section must be your original work and not just a repetition of material in the article. Each summary must be machine-printed. The minimum length of each summary, exclusive of titles, title pages, addresses, tables, and graphs, is three complete pages. You may not use more than a one-inch margin around the text. You may not use a font size larger than Times Roman 11. (This syllabus is printed using Times Roman 11.) You may not use more than double-spacing or expanded printing of text. Anyone who uses desktop publishing techniques to make a short paper appear longer to meet the minimum requirement will receive an automatic grade of zero for the assignment. You will be graded on substance, style, choice of articles, and overall presentation.

Due dates: 1st Project - October

2nd Project - November

 

Excuses, Excuses

You should plan ahead to meet deadlines because I will not accept any late work. Excuses such as "the printer is not working" or "I lost my computer file" are very lame indeed and are not acceptable. If you intend to be absent on a day an assignment is due, have someone bring it to me. If you have a prolonged medical emergency that keeps you from submitting your work on time, you must bring a letter signed by the attending physician. If you are going to be away because of an athletic or other school event, it is still your responsibility to submit your report on time. If you say you had to attend a funeral, I want proof that you attended the funeral, unless it was your own.