Outline

Overview

This unit examines the economic transformation of less-developed countries from microeconomic and macroeconomic perspectives. It covers applied topics such as education, health, nutrition, demographics, labour, agriculture and the private sector, focusing on how policies attempt to overcome market and institutional failures that are particularly acute in the developing world. Focus is given to applying theoretical and empirical tools necessary to conceptualise, analyse and interpret various issues in economic development. Applied examples from developing countries are used throughout the unit.

Unit details and rules

Academic unit	Economics
Credit points	6
Prerequisites ?	ECOS2001 or ECOS2901 or ECOS2002 or ECOS2902
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Shyamal Chowdhury, shyamal.chowdhury@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Final exam Both short as well as essay type questions will be included.	50%	Formal exam period	2 hours
Outcomes assessed:
In-semester test (Record+)	Mid-semester exam Both short as well as essay type questions will be included.	30%	Week 07 Due date: 15 Oct 2020 at 14:00	50 minutes
Outcomes assessed:
Assignment	Written assessment Long answer/essay, online submission.	20%	Week 11 Due date: 12 Nov 2020 at 17:00 Closing date: 25 Nov 2020	1000 words
Outcomes assessed:
= Type B final exam ? = Type B 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	Introduction and overview: foundations of development economics	Lecture (2 hr)
Week 01	Introduction and overview: foundations of development economics	Tutorial (1 hr)
Week 02	Income inequality, poverty (traps) and development	Lecture (2 hr)
Week 02	Introduction and overview: foundations of development economics	Tutorial (1 hr)
Week 03	Evaluating development impacts	Lecture (2 hr)
Week 03	Income inequality, poverty (traps) and development	Tutorial (1 hr)
Week 04	Markets in developing countries - land market	Lecture (2 hr)
Week 04	Evaluating development impacts	Tutorial (1 hr)
Week 05	Labour and migration	Lecture (2 hr)
Week 05	Markets in developing countries - land market	Tutorial (1 hr)
Week 06	Economics of lending to the poor	Lecture (2 hr)
Week 06	Labour and migration	Tutorial (1 hr)
Week 07	Risk, insurance and technology adoption - I	Lecture (2 hr)
Week 07	Economics of lending to the poor	Tutorial (1 hr)
Week 08	Risk, insurance and technology adoption - II	Lecture (2 hr)
Week 08	Economics of lending to the poor	Tutorial (1 hr)
Week 09	Human capital (nutrition, productivity and poverty-trap)	Lecture (2 hr)
Week 09	Risk, insurance and technology adoption	Tutorial (1 hr)
Week 10	Transfers and social protections	Lecture (2 hr)
Week 10	Human capital (nutrition, productivity and poverty-trap)	Tutorial (1 hr)
Week 11	Governance, corruption and political economy of development	Lecture (2 hr)
Week 11	Transfers and Social Protections	Tutorial (1 hr)
Week 12	Review of unit contents	Lecture (2 hr)
Week 12	Governance, corruption and political economy of development	Tutorial (1 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

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Recommended textbook: Ray, D. (1998). Development Economics. Princeton University Press, Princeton NJ.
Recommended textbook: Bowles, S., S. Durlauf, and K. Hoff. Eds. 2006. Poverty Traps. Princeton and New York: Princeton University Press and Russell Sage Foundation.

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 the key microeconomic issues relating to economic development and poverty reduction
LO2. utilise commonly used empirical tools in development microeconomics
LO3. formulate, evaluate and communicate development policies and interventions.

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.

The assessments have been adjusted based on the feedback received from students.

Additional information

ECOS3002 - WEEK-BY-WEEK READING LIST

Here is a week by week guide to the topics, class schedule and the required and recommended readings. They should be considered flexible. As the unit progresses, additional readings may be suggested. Similarly, depending on the time and interests, all the suggested topics may not be covered, and additional topics may be added.

WEEK 1:

Introduction and Overview: Foundations of Development Economics

Ray, D. (1998). Development Economics, Princeton University Press, Princeton NJ., Chapters 1-4.

Recommended Readings:

*Besley, Timothy and Burgess, Robin. 2003. Halving Global Poverty. Journal of Economic Perspectives, 17 (3), 3-22
Sachs, J. 2005. The End of Poverty. Time Magazine, March 14, 2005.
Easterly, W. 2006. The Big Push deja vu: A Review of Jeffry Sachs's The End of Poverty: Economic Possibilities of Our Time. Journal of Economic Literature, 44(1): 96-105.
Page, Lucy, Pande, Rohini. 2018. Ending Global Poverty: Why Money Isn’t Enough. Journal of Economic Perspectives, 32 (4), 173-200.
Jones, C., and Klenow, P. 2016. Beyond GDP? Welfare Across Countries and Time. American Economic Review, 106(9): 2426-2475.
Thirlwall, A.P., & Pacheco-Lopez, P. 2017. Economics of Development: Theory and Evidence, Palgrave Macmillan, Chapter 1.
*World Bank, 2007, World development report 2008 – Agriculture for Development.

WEEK 2:

Income Inequality, Poverty (traps) and Development

Ray, D. (1998). Development Economics, Princeton University Press, Princeton NJ., Chapters 6 & 8.
Banerjee, A., and E. Duflo. 2011., Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, Public Affairs, Chapter 1.

Recommended Readings:

*Deaton, A. 2003. Measuring Poverty in a Growing World (or Measuring Growth in a Poor World). NBER Working Paper 9822.
Picketty, T. 2014. Capital in the Twenty-first Century, Belknap Press of Harvard University Press. Cambridge, MA
Picketty et al. 2018. Distributional National Accounts: Methods and Estimates for the United States. Quarterly Journal of Economics, 133(2): 553-609.
Thirlwall, A.P., & Pacheco-Lopez, P. 2017. Economics of Development: Theory and Evidence, Palgrave Macmillan, Chapter 2
World Development Indicators 2008: Poverty Data, A supplement to World Development Indicators 2008, World Bank.
Bowles, S., S. Durlauf, and K. Hoff. Eds. 2006. Poverty Traps. Princeton and New York: Princeton University Press and Russell Sage Foundation.
Barrett, C., and M. Carter. 2013. The Economics of Poverty Traps and Persistent Poverty: Empirical and Policy Implications. Journal of Development Studies, 49(7): 976-990.
Blundell, R., M. Costa Dias, R. Joyce, and X. Xu. 2020. COVID-19 and Inequalities. Fiscal Studies, 41 (2): 191-319.

WEEK 3:

Evaluating Development Impacts

Recommended Readings:

Abadie, Alberto and Cattaneo, Matias D. 2018. Econometric Methods for Program Evaluation. Annual Review of Economics, 10: 465-503.
Athey, S. and Imbens, G.W. 2017. The Econometrics of Randomized Experiments. In Duflo, E., and Banerjee, A. (Eds), Handbook of Economic Field Experiments, Volume 1, Chapter 3, Amsterdam, North Holland.
Esther Duflo, Rachel Glennerster and Michael Kremer. 2006. Using Randomization in Development Economics Research: A Toolkit. In Handbook of Development Economics, Volume 4, Pages 3895-3962, edited by T. Paul Schultz and John Strauss, Amsterdam, North-Holland.
Ravallion, Martin. 2007. Evaluating Anti-poverty Programs. In Handbook of Development Economics, Volume 4, Pages 3787-3846, edited by T. Paul Schultz and John Strauss, Amsterdam, North-Holland.
Abhijit Banerjee, Rukmini Banerji, James Berry, Esther Duflo, Harini Kannan, Shobhini Mukerji, Marc Shotland, and Michael Walton. 2017. “From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application.” Journal of Economic Perspectives, 31(4): 73–102.
Deaton, A., N. Cartwright. 2018. Understanding and Misunderstanding Randomized Controlled Trials. Social Science and Medicine, 210:2-21.
Ravallion, Martin. 2020. Should the Randomistas (Continue to) Rule? NBER Working Paper 27554 (https://www.nber.org/papers/w27554).

WEEK 4:

Markets in Developing Countries - Land market

Ray, D. (1998). Development Economics, Princeton University Press, Princeton NJ., Chapters 11 & 12

Recommended Readings:

Banerjee, A., Gertler, P., and Ghatak, M. 2002. Empowerment and Efficiency: Tenancy Reform in West Bengal. Journal of Political Economy 110: 239-280.
Goldstein, M., K. Houngbedji, F. Kondylis, M. O’Sullivan, and H. Selod. 2018. Formalization without Certification? Experimental Evidence on Property Rights and Investment. Journal of Development Economics, 132: 57-74.
Bowles, Samuel and Herbert Gintis. 2000. Walrasian Economics in Retrospect. Quarterly Journal of Economics, 115 (4): 1411-1439.
Geertz, Clifford. 1978. The Bazaar Economy: Information and Search in Peasant Marketing. American Economic Review, 68(2): 28-32.

WEEK 5:

Labour and Migration

Ray, D. 1998. Development Economics, Princeton University Press, Princeton NJ., Chapter 10

Recommended Readings:

Harris, John R., and Todaro, Michael P. 1970. Migration, Unemployment and Develpment: A Two-Sector Analysis. American Economic Review, 1: 126-142.
Bryan, Gharad, Shyamal Chowdhury, and A. Mushfiq Mobarak. 2014. Under-investment in a Profitable Technology: The Case of Seasonal Migration in Bangladesh. Econometrica, 82(5): 1671-1748.
Gibson, John, David McKenzi, Halahingano Rohorua and Steven Stillman. 2018. The Long-Term Impacts of International Migration: Evidence from a Lottery. World Bank Economic Review, 32 (1): 127–147
Thirlwall, A.P., & Pacheco-Lopez, P. 2017. Economics of Development: Theory and Evidence, Palgrave Macmillan, Chapter 5
Hendricks. Lutz, and Schoellman, Todd. 2018. Human Capital and Development Accounting: New Evidence from Wage Gains at Migration. Quarterly Journal of Economics, 665-700.
Kinnan, C., S. Wang and Y. Wang. 2018. Access to Migration for Rural Households. American Economic Journal-Applied Economics, 10(4): 79-119.
Bryan, G., and M. Morten. 2019. The Aggregate Productivity Effects of Internal Migration: Evidence from Indonesia. Journal of Political Economy, 127(5): 2229-2268.
World Bank. 2010. World Development Report 2010: Development and Climate Change. Washington, DC. World Bank. https://openknowledge.worldbank.org/handle/10986/4387

WEEK 6:

Economics of Lending to the Poor

Ray, D. 1998. Development Economics, Princeton University Press, Princeton NJ., Chapter 14.

Recommended Readings:

Morduch, J. 1998. Does Microfinance Really Help the Poor? Evidence from Flagship Programs in Bangladesh. Hoover Institution, Stanford University working paper.
Banerjee, A. 2013. Microcredit Under the Microscope: What Have We Learned in the Past Two Decades, and What Do We Need to Know? Annual Review of Economics, 5: 487-519.
Roodman, D., and J. Morduch. 2014. The Impact of Microcredit on the Poor in Bangladesh: Revisiting the Evidence. Journal of Development Studies, 50(4): 583-604.
Banerjee, A., D. Karlan, J. Zinman. 2015. Six Randomized Evaluations of Microcredit: Introduction and Further Steps. American Economic Journal: Applied Economics, 7(1): 1-21.
Wydick, Bruce. 2016. Microfinance on the Margin: Why Recent Impact Studies May Understate Average Treatment Effects, Journal of Development Effectiveness, 8 (2): 257-265.
Meager, R (2019), "Understanding the average impact of microcredit expansions: A Bayesian hierarchical analysis of seven randomised experiments." American Economic Journal: Applied Economics, 11(1): 57-91.

WEEK 7:

Mid-term exam

Week 8

Credit, Insurance and Technology Adoption

Ray, D. (1998). Development Economics, Princeton University Press, Princeton NJ., Chapter 15

Recommended Readings:

De Janvry, A., Emerick, K., Sadoulet, E., and Dar, M. 2016. The Agricultural Technology Adoption Puzzle: What Can We Learn from Field Experiments. FERDI Working Paper 178.
Foster, A., Rosenzweig, M. 2010. Microeconomics of Technology Adoption. Annual Review of Economics, 2: 395-424.
Cole, Shawn, Xavier Giné, Jeremy Tobacman, Petia Topalova, Robert Townsend, and James Vickery. 2013. "Barriers to Household Risk Management: Evidence from India." American Economic Journal: Applied Economics, 5(1): 104-35.
Beaman, Lori, Dean Karlan, Bram Thuysbaert, and Christopher Udry. 2020. Self-Selection into Credit Markets: Evidence from Agriculture in Mali. Crepon, Bruno, Florencia Devoto, Esther Duo, and William Pariente. 2015. Estimating the Impact of Microcredit on Those Who Take it up: Evidence from a Randomized Experiment in Morocco. American Economic Journal: Applied Economics, 7(1): 123-50.
Tarozzi, Alessandro, Jaikishan Desai, and Kristin Johnson. 2015. The Impacts of Microcredit: Evidence from Ethiopia. American Economic Journal: Applied Economics, 7(1): 54-89.

WEEK 9:

Human Capital (Nutrition, Productivity and Poverty-Trap)

Ray, D. (1998). Development Economics, Princeton University Press, Princeton NJ., Chapter 8 (272-279), Chapter 13 (489-540)

Recommended Readings:

Cervellati, M. and U. Sunde, 2005. Human Capital Formation, Life Expectancy, and the Process of Development, American Economic Review, 95 (5): 1653-1672.
Attanasio, O., C. Meghir, and E. Nix. 2020. Human Capital Development and Parental Investment in India. Review of Economic Studies,
Mani, Anandi, Sendhil Mullainathan, Eldar Shafir, and Jiaying Zhao. 2013. Poverty Impedes Cognitive Function. Science, 341(6149): 976-980.
Thomas, D., E. Frankenberg, J. Friedman, J.-P. Habicht, M. Hakimi, N. Ingwersen, N. Jones, C. McKelvey, G. Pelto, B. Sikoki, T. Seeman, J. Smith, C. Sumantri, W. Suriastini, S. Wilopo. 2006. Causal Effect of Health on Labor Market Outcomes: Experimental Evidence. California Center for Population Research.
Walter Willett, Johan Rockström, Brent Loken, Marco Springmann, Tim Lang, Sonja Vermeulen, Tara Garnett, David Tilman, Fabrice DeClerck, Amanda Wood, Malin Jonell, Michael Clark, Line J Gordon, Jessica Fanzo, Corinna Hawkes, Rami Zurayk, Juan A Rivera, Wim De Vries, Lindiwe Majele Sibanda, Ashkan Afshin, Abhishek Chaudhary, Mario Herrero, Rina Agustina, Francesco Branca, Anna Lartey, Shenggen Fan, Beatrice Crona, Elizabeth Fox, Victoria Bignet, Max Troell, Therese Lindahl, Sudhvir Singh, Sarah E Cornell, K Srinath Reddy, Sunita Narain, Sania Nishtar, Christopher J L Murray. 2019. Food in the Anthropocene: the EAT–Lancet Commission on Healthy Diets from Sustainable Food Systems. Lancet 393: 447-92.

WEEK 10:

Poverty (traps) and Transfers (and Social Protections)

Currie, J. and Gahvari, F. 2008. Transfers in Cash and in-Kind: Theory Meets the Data. Journal of Economic Literature, 46 (2): 333-383

Recommended Readings:

Baird, S., C. McIntosh, B. Ozler. 2011. Cash or Condition? Evidence from a Cash Transfer Experiment. Quarterly Journal of Economics 126 (4): 1709-1753.
Banerjee, A., E. Duflo, N. Goldberg, D. Karlan, R. Osei, W. Parienté, J. Shapiro, B. Thuysbaert, and C. Udry. 2015. A Multifaceted Program Causes Lasting Progress for the Very Poor: Evidence from Six Countries. Science 348 (6236):1-18.
Parker, S and V. Vogl. 2018. Do Conditional Cash Transfers Improve Economic Outcomes in the Next Generation? Evidence from Mexico. NBER Working Paper 24303.
Vivi Alatas, Abhijit Banerjee, Rema Hanna, Benjamin A. Olken, and Julia Tobias. 2012. Targeting the Poor: Evidence from a Field Experiment in Indonesia. American Economic Review, 102(4): 1206-1240.
Hanna, R., and B. Olken. 2018. Universal Basic Incomes versus Targeted Transfers: Anti-Poverty Programs in Developing Countries. Journal of Economic Perspective, 32(4): 201-226.
Banerjee, A., P. Niehaus, T. Suri. 2019. Universal Basic Income in the Developing World. Annual Review of Economics, 11: 959-83.
Balboni, C., O. Bandiera, R. Burgess, M. Ghatak, and A. Heil. 2020. Why Do People Stay Poor?. STICERD - Economic Organisation and Public Policy Discussion Papers Series 067, Suntory and Toyota International Centres for Economics and Related Disciplines, LSE.

WEEK 11:

Governance, Corruption and Political Economy of Development

Abhijit Banerjee and Esther Duflo. 2011., Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, Public Affairs, Chapter 10.

Recommended Readings:

World Bank. 2003. World Development Report: Making Services Work for Poor People. Oxford University Press.
Olken, Benjamin A. 2019. Designing Anti-Poverty Programs in Emerging Economies in the 21st Century: Lessons from Indonesia for the World, Bulletin of Indonesian Economic Studies, 55(3): 319-339
Daron Acemoglu & Suresh Naidu & Pascual Restrepo & James A. Robinson. 2019. Democracy Does Cause Growth. Journal of Political Economy, 127(1): 47-100.

Engerman, S., and K. Sokoloff. 2006. The Persistence of Poverty in Americas: The Role of Institutions. In: Bowles, S., S. Durlauf, and K. Hoff. (Eds). Poverty Traps, Chapter 2. Princeton and New York: Princeton University Press and Russell Sage Foundation.

WEEK 12:

Review of unit contents

Articles for review

Angelucci, M., D. Karlan and J. Zinman. 2015. Microcredit Impacts: Evidence from a Randomized Microcredit Program Placement Experiment by Compartamos Banco. American Economic Journal: Applied Economics, 7 (1): 151-82.
Attanasio, O., B. Augsburg, R. De Haas, E. Fitzsimons and H. Harmgart. 2015. The Impacts of Microfinance: Evidence from Joint-Liability Lending in Mongolia. American Economic Journal: Applied Economics, 7 (1): 90-122.
Augsburg, B., R. De Haas, H. Harmgart and C. Meghir. 2015. The Impacts of Microcredit: Evidence from Bosnia and Herzegovina. American Economic Journal: Applied Economics, 7 (1): 183-203.
Banerjee, A., E. Duflo, R. Glennerster and C. Kinnan. 2015. The Miracle of Microfinance? Evidence from a Randomized Evaluation, American Economic Journal: Applied Economics, 7 (1): 22-53.
Baquero, G., Hamadi, M. and Heinen, A. 2018. Competition, loan rates and information dispersion in microcredit markets, Journal of Money, Credit, and Banking, 50(5):893-937.
Crépon, B., F. Devoto, E. Duflo and W. Parienté. 2015. Estimating the Impact of Microcredit on Those Who Take It Up: Evidence from a Randomized Experiment in Morocco. American Economic Journal: Applied Economics, 7 (1): 123-50.
Field, E, R. Pande, J. Papp, and N. Rigol. 2013. Does the Classic Microfinance Model Discourage Entrepreneurship among the Poor? Experimental Evidence from India. American Economic Review, 103 (6): 2196-2226.
McIntosh, C., A. de Janvry, and E. Sadoulet. 2005. How Rising Competition among Microfinance Institutions Affects Incumbent Lenders. Economic Journal, 115: 987–1004.
Schaner, S. 2018. The Persistent Power of Behavioral Change: Long-Run Impacts of Temporary Savings Subsidies for the Poor. American Economic Journal: Applied Economics, 10 (3): 67-100.
Tarozzi, A., J. Desai and K. Johnson. 2015. The Impacts of Microcredit: Evidence from Ethiopia. American Economic Journal: Applied Economics, 7 (1): 54-89.

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

ECOS3002: Development Economics

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect