Outline

Overview

This unit is designed to highlight the relation between trade and development from an institutional and structural perspective, with appropriate modifications of received general economic principles, theories and policies. It closely studies the integration process of traditional segment of a developing society into its modern counterpart in countries selected from Asia, Africa, Latin America, the Caribbean, and the Pacific regions. It examines role of the state and international institutions (like the International Monetary Fund, World Bank, World Trade Organization), rationale for trade, planning and market mechanisms in developing economies, and also socio-cultural preconditions and economic requirements for a market economy. It focuses on a wide range of developmental problems and issues (such as foreign aid, debt, investment, technology transfer) from both national and international points of view.

Unit details and rules

Academic unit	Economics
Credit points	6
Prerequisites ?	ECON5001 or ECON5002 or ECON5040
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Arusha Cooray, arusha.cooray@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Open book)	Final exam n/a	50%	Formal exam period	2 hours
Outcomes assessed:
Presentation	Seminar paper presentation Presentation	25%	Multiple weeks	10 minutes
Outcomes assessed:
In-semester test (Open book)	In-class test n/a	25%	Week 07 Due date: 21 Oct 2020 at 14:00	50 minutes
Outcomes assessed:
= group assignment ? = Type C final exam ? = Type C in-semester exam ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Trade and Development: Overview, Basic Concepts and the SDG Goals	Lecture and tutorial (3 hr)
Week 02	Developed and Developing Economies: A Comparative Analysis	Lecture and tutorial (3 hr)
Week 03	Development and Trade Theories and Strategies	Lecture and tutorial (3 hr)
Week 04	Trade, Development and Institutions	Lecture and tutorial (3 hr)
Week 05	Trade, Development and Corruption	Lecture and tutorial (3 hr)
Week 06	Development and Investment	Lecture and tutorial (3 hr)
Week 07	Development and Aid	Lecture and tutorial (3 hr)
Week 08	Test and Tutorial Class	Lecture and tutorial (3 hr)
Week 09	Development and Debt	Lecture and tutorial (3 hr)
Week 10	Development, Migration and Remittances	Lecture and tutorial (3 hr)
Week 11	Presentations	Project (3 hr)
Week 12	Presentations	Project (3 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Acemoglu D and Robinson J (2008) The Role of Institutions in Growth and Development, Comission on Growth and Development, Working Paper No. 10, World Bank.

Apergis. N. and Cooray, A. 2016. Old Wine in a New Bottle: Trade Openness and FDI Flows – Are the Emerging Economies Converging? Contemporary Economic Policy, 34(2), 336-351.

Bradford, Colin I. “Trade and structural change: NICs and next-tier NICs as transitional economies.” World Development 15 (1987): 299–316.

Cooray A, Tamazian A, and Vadlamannati K C (2014) What Drives FDI Policy Liberalization? An Empirical Investigation, Regional Science and Urban Economics, 49 (November), 179-189.

Frankel, J., and D. Romer. 1999. Does Trade Cause Growth? American Economic Review 89(3): 379–399.

Gerber J (2018) International Ecoomics, Seventh Edition, Pearson, UK

Greenaway, D., Morgan, W., and Wright, P. 2002. Trade Liberalisation and Growth in Developing Countries, Journal of Development Economics, 67, 229-244.

Gunder Frank, A. 1967: Capitalism and underdevelopment in Latin America. New York: Monthly Review.

Krueger, Anne O. "The Effects of Trade Strategies on Growth." Finance and Development 20 (June 1983), pp.6-8.

Kruegar, A.O. (1990) “Government Failures in Development,” Journal of Economic Perspectives, Vol. 4 (3): 9-23.

North, D.C. (2005) Understanding the Process of Economic Change. Princeton University Press.

Prebisch, R. 1950: The economic development of Latin America. New York: United Nations.

Posner, R. A. (1998) “Creating a Legal Framework for Economic Development,” The World Bank Research Observer, Vol.13(1): February:1-11.

Rodrik, D. (1999) “Institutions for High Quality Growth: What They are and How They Affect Growth,” Paper prepared for the International Monetary Fund Conference on Second-Generation Reforms, Washington, D.C.: 8-9 November.

Rodríguez, F., and D. Rodrik. 2000. Trade Policy and Economic Growth: A Skeptic’s Guide to the Cross-National Evidence. In NBER Macroeconomics Annual 2000, edited by Ben Bernanke and Kenneth Rogoff. Cambridge, MA: NBER.

Sachs, Jeffrey and Warner, Andrew (2001). The Curse of Natural Resource. Centre for International Development, Harvard University. European Economic Review N o 45. Pp. 227-238.

Sachs, J., and A. Warner. 1995. Economic Reform and the Process of Global Integration. Brookings Papers on Economic Activity 1995(1): 1–118.

Todaro M and Smith H (2020) Economic Development, 13th Edition, Pearson, UK.

UNDP (2019) The 2019 Global Multidimensional Poverty Index (MPI)

United Nations. Human Development Report, various years. New York: Oxford University Press.

United Nations (2020) About the Sustainable Development Goals,https://www.un.org/sustainabledevelopment/sustainable-development-goals/

Wacziarg, R., and K. Welch. 2008. Trade Liberalization and Growth: New Evidence. World Bank Economic Review 22(2): 187–231.

World Bank (1998), Assessing Aid: What Works, What Doesn’t and Why?, Oxford University Press for the World Bank. http://www.worldbank.org/research/aid/aidpub.htm

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand economic, social, political, cultural, legal, commercial and business issues
LO2. apply fundamental theories and concepts in diverse and unpredictable environments
LO3. think critically about underlying theories, concepts, assumptions and arguments in trade and development related studies
LO4. communicate effectively in verbal, written and group discussions to a professional standard in practical day-to-day life.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

ECON6016: Trade and Development

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect