Development economics 330-MS1-1ERO
Level of education: First degree studies
Profile of studies: General Academic
Form of study: full-time
Language: Polish
Type: Module 1 - general education subject
Year of study /sester: first year / second semester
Prerequisites: none
Number of hours of didactic classes: Lecture - 30 hours
Teaching method:
Lecture using multimedia techniques, involving students
ECTS points: 4
Quantitative indicators
Student activity:
Participation in lectures - 30 hours.
Preparing for a lecture - studying literature - 15 hours.
Preparing for the lecture - collection and analysis of data on development diversity in the world - 25 hours.
Participation in consultations - 6 hours.
Preparation for the exam - 22 hours.
Examination - 2 hours.
Student workload related to the classes:
requiring direct participation of the teacher and students - 50 hours, 2 ECTS
of a practical nature - 25 hours, 1 ECTS
Type of course
Mode
Course coordinators
Learning outcomes
KNOWLEDGE
1ERO_W01 The student knows and understands, at an advanced level, the dependencies and conditions for growth and economic development in highly and less developed countries (KP6_WG2 )
SKILLS
1ERO_U01 has the ability to use the acquired knowledge to analyse and interpret the process of economic development and the causes of development gap between underdeveloped and developing countries (KP6_UW1).
1ERO_U02 is able to independently plan a learning pocess and deepen own knowledge in the field of underdevelopment, using appropriate sources of information (KP6_UU1).
COMPETENCES
1ERO_K01 is aware of his/her level of knowledge and skills and understands the need for continuous learning, due to the dynamics of development processes in the world (KP6_KK1)
The verification of all educational results will take place during the discussion in the oral exam.
Assessment criteria
The exam in oral or written form. In the case of an oral exam, the Student will answer one problem question drawn from a pool of questions. Questions will be provided to students no later than two weeks before the end of the semester.
The method of grading the oral answer:
A "sufficient" grade denotes a rudimentary familiarity with the general causes and countermeasures of underdevelopment, albeit with some gaps in their comprehension of the economic theory underpinning these phenomena. This level of proficiency typically involves a broad overview of the current state of development and the various methods of measuring it.
A "good" grade signifies a more nuanced understanding of the historical, theoretical, and contextual factors that contribute to development disparities. Students who earn this rating can demonstrate an adequate understanding of the shortcomings of various measures of development and can apply this knowledge to a range of scenarios. Their grasp of the complexities of underdevelopment is more refined, and they can effectively communicate this understanding in discussions and presentations.
At the highest level, a "very good" grade reflects a sophisticated understanding of the underlying causes of underdevelopment, their theoretical underpinnings, and the most effective strategies for addressing these challenges. Students who attain this rating possess a deep knowledge of the current state of underdevelopment and can engage in thoughtful discussions of the multifaceted factors that contribute to it. They are able to apply their understanding of economic theory to analyze and evaluate potential solutions to this complex problem.
For the written test, the grading scale (% of the maximum number of points possible)
55-64% - 3.0
65-73% - 3.5
74-82% - 4.0
83-91% - 4.5
92-100% - 5.0
Bibliography
Basic literature:
J. Stiglitz, Rational Peasants, Efficient Institutions, and a Theory of Rural Organization: Methodological Remarks for Development Economics, [w:] P. Bardhan, The Economic Theory of Agrarian Institutions, Oxford University Press, Oxford 1989, s. 19 [https://www0.gsb.columbia.edu/faculty/jstiglitz/download/papers/1989_Rational_Peasants.pdf]
M. Fafchamps, Social Capital and Development, Economics Series Working Papers No. 214, Oxford 2004 [http://economics.ouls.ox.ac.uk/14076/1/gprg-wps-007.pdf]
P. Bardhan, Institutional Economics of Development: Some General Reflections, 4th mini conference on Development Economics “Institutions and Development” –, Montreal 2007 [http://eml.berkeley.edu/~webfac/bardhan/papers/MITPress_volumepaper.pdf]
J.A. List, Why Economists Should Conduct Field Experiments and 14 Tips for Pulling One Off, Journal of Economic Perspectives, 25(3) 2011, s. 3-16 [http://home.uchicago.edu/~jlist/papers/Why%20Economists%20Should%20Conduct%20Field%20Experiments%20and%2014%20tips%20for%20Pulling%20One%20Off.pdf]
E. Duflo, Field Experiments in Development Economics, BREAD Policy Paper No. 012, [http://economics.mit.edu/files/800
Additional literature:
R. Peet, E. Hartwick, Theories of development, Wyd. The Guilford Press, Nowy Jork 2009
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: