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SYLLABUS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Economic Change in the Third World, 15 ECTS Credits | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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AIM OF THE COURSE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The student should acquire an orientation about the history of economic change in the Third World. The interplay between institutional foundations, economic structures, population development, and business dynamics is analyzed. The student is expected to make critical analyses of complex historical trends in a comparative perspective, regarding causes and effects of economic development and underdevelopment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CONTENTS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Roots of Poverty, Routes to Progress In the first sub-course, theories and methods in economic history are introduced, with the focus on social and economic transformation in the Third World from colonial times until today. Economic development is analyzed in the light of the variety of historical experiences, institutional traditions and cultural patterns throughout the Third World. Development strategies, past and present, and their applicability in different institutional settings are discussed, as well as the concepts of growth, development and progress. Economic Development and Demographic Change The second sub-course explores the interplay between population and the economy. The relationship between resources and population growth is explored, as well as the challenge of changing demographic structures. Population and labor force trends are analyzed from the perspectives of age and gender structures, income distribution, education, health and migration. International Business and National Economies The third sub-course explores the emergence and development of international business and the interplay with governments and local entrepreneurship. Experiences from different Third World countries regarding international trade, foreign investment and natural resources are discussed, as well as the consequences of market integration and disintegration. |
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TEACHING | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course is internet-based. Instructions for lectures, exercises and literature are presented on the home page of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EXAMINATION | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Examination is in the form of assignments, exercises, and active participation in web-based seminars. Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination. Students who have passed an examination may not retake it in order to improve their grades. |
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ADMISSION REQUIREMENTS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Only general admission requirements: Completion of an upper secondary education and skills in English, both written and oral, corresponding to the level of English required in Swedish upper secondary education (eg. a TEOFL-score of at least 500 points for paper based test, 197 points for computer based test or 61 points for internet based test; IELTS with at least 5,0 overall and no part under 4,5, or equivalent) Only general admission requirements: Completion of an upper secondary education and skills in English, both written and oral, corresponding to the level of English required in Swedish upper secondary education (eg. a TEOFL-score of at least 500 points for paper based test, 197 points for computer based test or 61 points for internet based test; IELTS with at least 5,0 overall and no part under 4,5, or equivalent) |
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GRADING | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course is graded according to the ECTS grading scale A-F | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CERTIFICATE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course certificate is issued by the Faculty Board on request. The Department provides a special form which should be submitted to the Student Affairs Division. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
COURSE LITERATURE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course literature is decided upon by the department in question. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OTHER INFORMATION | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed. |
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