| Unit name | Development Economics with Data Application |
|---|---|
| Unit code | ECONM0015 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Berg |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Economic Analytics, Econometrics with Python |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Economics |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The fundamental question of development economics is why some countries grow rich while others remain poor. This unit looks at seven distinct, but related topics within the field of development economics. The focus is on what economists have thought of as "bottlenecks" holding people - and countries - back from economic development. For each bottleneck, we will study the relevant evidence - how do we know that a proposed mechanism is indeed keeping people in poverty? And equally important, what policies might alleviate the constraints we identify?
The unit requires no background in development economics.
How does this unit fit into your programme of study
This unit offers students the opportunity to apply acquired skills in economic and econometric analysis to developing a thorough understanding of different mechanisms that are in play in the context of economic development.
An overview of content
The unit starts by looking at country-level economic development in the very long run - over centuries rather than years - but overall the unit has a micro- rather than macro-level focus. It is very much applied and there is an emphasis on policy. While primarily empirically oriented, we also draw on theory for several of the topics.
In the classes, students will take turns to present, in pairs, a case "for" or "against" a given motion, based on the unit readings (articles and book chapters) for a given topic. The presentations will set the tone for a class discussion on the topic. The classes will give students experience in taking a point of view and defending it, based on theory and evidence. This will build the ability to assess and weigh different policy options in a given situation. Students will also be equipped with the skills to understand and evaluate empirical findings on the determinants of economic outcomes in developing countries.
Students taking this unit will additionally undertake an empirical investigation into the determinants of economic growth across countries, using publicly available data and software of their choice.
How will students, personally, be different as a result of the unit
Students will have an in-depth understanding of the some of the main theories and stylised facts in economic development. They will be able to advise on development policy, based on theory and empirical evidence. They will also be able to generate their own evidence based on the analysis of publicly available data.
Your learning on this unit
By the end of this unit, students will be able to:
1. Describe key areas of focus within the field of development economics.
2. Explain how bottlenecks in the process of human development can be understood in economic terms.
3. Summarise, assess and critique, using their knowledge of economic theory and econometrics, a number of key readings in the field.
4. Draw on research findings to recommend policies for economic and human development.
5. Access and analyse publicly available data related to economic development.
Teaching will be delivered through a combination of large and small group classes supported by online resources. Specifically, the large group lectures will introduce theoretical and conceptual framework and their motivation. The small group sessions will have student presentations in pairs and class discussions on a case ‘for’ or ‘against’ a given motion based on the unit readings.
Tasks which help you learn and prepare you for summative tasks (formative):
Towards the end of the term, students will have the opportunity to submit and receive feedback on a written assignment in the style of the exam.
Tasks which count towards your unit mark (summative):
Coursework of up to 2000 words based on the empirical analysis of economic growth across countries (25%) ILOs 1, 2, 3, 4, 5
Exam (2.5 hours) (75%) ILOs 1, 2, 3, 4
When assessment does not go to plan:
Reassessment will consist of a single exam (2.5 hours) assessing all ILOs.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ECONM0015).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
