This is a graduate level seminar course. While the title is 'Globalisation', we will simply call it 'International Political Economy' class. International political economy has been defined as "the reciprocal and dynamic interaction in international relations of the pursuit of wealth and the pursuit of power" (Gilpin, 1975: 43).  In our own pursuit of knowledge about the global political economy, we will begin with an examination of the alternative theoretical perspectives through which its structures, processes, and dynamics have been interpreted.  Our attention will then turn to the structure and processes of the global political economy as we examine international trade, regional integration, monetary and exchange rate relations, international finance, the globalisation of production and development.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. explain the principal debates in the literature on globalisation and the distinctive features of the contemporary era of globalisation;
2. analyse the economic forces driving globalisation;
3. discuss the relationship between globalisation and development;
4. illustrate how globalisation has affected companies and the geography of manufacturing; and
5. discuss the constraints globalisation imposes on the autonomy of sovereign states.

Recommended Resources

Journals

The following is a comprehensive list of mainly Anglophone journals, though from across the world, publishing in, contributing to, and shaping research in IPE/GPE. Electronic issues of all journals are available via the ANU Library. 

• Review of International Political Economy 
• Global Environmental politics 
• Third World Quarterly 
• Globalizations 
• Global Governance 
• Economy and Society 
• Review of African Political Economy 
• New Political Economy 
• The Journal of Peasant Studies 
• European Journal of International Relations 
• Environmental politics 
• Journal of Cultural Economy 
• Contemporary Politics
• International Political Sociology 
• European Journal of Political Economy 
• Journal of Australian Political Economy 
• Review of Political Economy 
• Cambridge Journal of Economics 
• Canadian Journal of Development Studies / Revue canadienne d'études du développement 
• International Affairs 
• Geoforum 
• Journal of International Political Economy 
• Contexto Internacional 
• New Left Review 
• Theory, Culture, Society 
• Journal of Post-Keynesian Economics 
• Capitalism Nature Socialism 
• City 
• World Politics 
• International Studies Quarterly 
• International Organisation 
• Journal of International Relations and Development 
• Feminist Economics 
• Cambridge Review of International Affairs 
• Australian Journal of Political Science

AIPEN 

Australia is an important hub in the global network of IPE/GPE research and knowledge production. Much of the discussion in Australian occurs in relation to the yearly AIPEN conferences. AIPEN is the Australian International Political Economy Network. Recent meetings have been held in Monash University (Melbourne) and the University of Queensland (Brisbane). For more information on AIPEN — or to become a member! — have a look at http://lists.murdoch.edu.au/mailman/listinfo/aipen

BISA-IPEG 

The best-known IPE/GPE academic association is the International Political Economy Working Group (IPEG) within the British International Studies Association (BISA). For more information, through here: https://www.bisa.ac.uk/index.php/component/content/article?id=106:international-political-economy-ipeg

Progress in Political Economy (PPE)

‘This blog is a venue for thought about political economy in and beyond the academy. It is linked to faculty members, students, alumni, journalists, and others associated with the Department of Political Economy at the University of Sydney. At Sydney, ‘political economy’ means studying the economic within its social and political context, and therefore treating economics as a social science. ‘Political economy’ is a term with some pedigree, shared by Adam Smith, David Ricardo, Karl Marx and Max Weber, before the fragmentation of the social sciences into economics, sociology and politics’, as stated in the PPE website. http://ppesydney.net

International Political Economy Society (IPES)

Within the USA, IPES is the best-known organisation promoting US-style IPE. IPES organises regular conferences and awards prizes. For more information, though here: https://internationalpoliticaleconomysociety.org/about-ipes

Critical Political Economy Research Network (CPERN) 

CPERN was established in 2005 and is affiliated to the European Sociological Association (ESA). CPERN seeks to reassert the centrality of critical political economy perspectives, and to promote and facilitate research aimed at understanding (and subverting) recent transformations of capitalism and capitalist societies. https://criticalpoliticaleconomy.net 

economic sociology_the european website 

economic sociology_the european website aims to contribute substantially to one of the most vibrant fields of today’s sociology: economic sociology. An excellent electronic newsletter is also published regularly. The website is maintained by researchers and staff of the Max Planck Institute for the Study of Societies in Cologne. http://econsoc.mpifg.de

Podcasts and videos 

Economic History Society 

The yearly Tawney Lectures on economic thought and history are always of interest. For instance, last year’s lecture by Professor Bishnupriya Gupta on India’s transition from a colonial economy is fascinating. Available through the society’s website: http://www.ehs.org.uk/multimedia/podcasts-of-tawney-lectures.html

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Histories of international political economy Benjamin Cohen's influential account of the interdisciplinary field of IPE as divided into an ‘American’ and a ‘British’ school has been questioned as unduly narrow. It excludes not only the rest of the world—European and Latin American contributions to IPE—but also other critical approaches to IPE, thus marginalising lines of theorising that have shaped and can continue to shape inquiry (within and beyond the Anglophone world). In our first session we look at arguments that challenge Cohen’s account of IPE in order to champion a broader view of IPE as a field of inquiry. Throughout the following weeks the course will chart a path beyond the two schools account of IPE, embracing diversity, plurality, creativity and rigour. Key texts Cohen, Benjamin J. (2007), ‘The transatlantic divide: Why are American and British IPE so different?’, Review of International Political Economy, 14(2), 197- 219. Leander, Anna. (2009), ‘Why we need multiple stories about the global political economy’, Review of International Political Economy, 16(2), 321-328.
2	IPE otherwise, between North and South Key texts Helleiner, Eric (2015), ‘Globalising the classical foundations of IPE thought’, Contexto Internacional 37(3), 975-1010. Girvan, Norman (2006), ‘Caribbean Dependency Thought Revisited’, Canadian Journal of Development Studies / Revue canadienne d'études du développement 27(3), 328-352. Vale, Peter, & Thakur, Vineet (2015), ‘’Out in the dark': knowledge, power and IPE in southern Africa’, Contexto Internacional 37(3), 1011-1040.
3	What is ‘economy’? What is ‘politics’? Key texts Lawson, Tony (2017/2018), ‘What is wrong with modern economics, and why does it stay wrong?’, Journal of Australian Political Economy, 80 (Summer), 26-42. Mitchell, Timothy (2005), 'Economists and the Economy in the Twentieth Century', in George Steinmetz (ed.), The Politics of Method in the Human Sciences: Positivism and its Epistemological Others(Duke University Press), 126-41. Gibson-Graham, J. K. (2014), ‘Rethinking the Economy with Thick Description and Weak Theory’, Current Anthropology 55(S9), 147-153. de Goede, Marieke. (2003), ‘Beyond economism in international political economy’, Review of International Studies 29(01), 79-97.
4	A global political economy with oil Key texts Mitchell, Timothy (2009). ‘Carbon democracy’, Economy and Society, 38(3), 399-432. Mitchell, Timothy (2010), ‘The Resources of Economics: Making the 1973 Oil Crisis’, Journal of Cultural Economy 3(2), 189-204. Weszkalnys, Gisa (2011). ‘Cursed resources, or articulations of economic theory in the Gulf of Guinea’, Economy and Society 40(3), 345-372. Watts, Michael (2017). ‘Petro-violence’ in Fueling Culture, 255-258. Fordham University Press.
5	Mining, indigeneity and the state Key texts Hinkson, John (2013). “The mining equation”. Arena Magazine, 124, 10-14. Gomez, Edmund Terence (2012). “State, Capital, Multinational Institutions, and Indigenous Peoples”, in Gomez, Edmund Terence, & Sawyer, Suzana (editors), The Politics of Resource Extraction: Indigenous Peoples, Multinational Corporations and the State. New York: Palgrave, 33-45. Altman, Jon (2012). “Indigenous Rights, Mining Corporations, and the Australian State” (2012) in Gomez, Edmund Terence, & Sawyer, Suzana (editors), The Politics of Resource Extraction: Indigenous Peoples, Multinational Corporations and the State. New York: Palgrave, 46-74. O'Faircheallaigh, Ciaran (2006), ‘Aborigines, mining companies and the state in contemporary Australia: A new political economy or ‘business as usual’?’, Australian Journal of Political Science, 41(1), 1-22.	Review essay (1)
6	Environment, extractivism(s) and the Anthropocene Key texts Pattberg, Philipp, & Widerberg, Oscar (2015), ‘Theorising Global Environmental Governance: Key Findings and Future Questions’, Millennium - Journal of International Studies, 43(2), 684-705. Szeman, Imre (2017). ‘On the politics of extraction’, Cultural Studies, 31(2- 3), 440-447. Riofrancos, Thea. (2017). ‘Extractivismo unearthed: a genealogy of a radical discourse’, Cultural Studies, 1-30. Chakrabarty, Dipesh (2017), 'Anthropocene 1', in Fueling Culture, Fordham University, 39-42.
7	Trading, treaties, and transformation Key texts Wilkinson, Rorden (2018), 'Past as global trade governance prelude: reconfiguring debate about reform of the multilateral trading system', Third World Quarterly, 39 (3), 418-35. Hannah, Erin, Ryan, Holly, and Scott, James (2017), 'Power, knowledge and resistance: between co-optation and revolution in global trade', Review of International Political Economy, 24 (5), 741-75. Oatley, Thomas (2017), 'Open economy politics and trade policy', Review of International Political Economy, 24 (4), 699-717. Girvan, Norman (2010), ‘Technification, Sweetification, Treatyfication’, Interventions, 12 (1), 100-11.
8	Production networks and global value chains Key texts Gereffi, Gary (2014), 'Global value chains in a post-Washington Consensus world', Review of International Political Economy, 21 (1), 9-37. Gradin, Sofa (2016), 'Rethinking the notion of ‘value’ in global value chains analysis: A decolonial political economy perspective', Competition & Change, 20 (5), 353-67. Glin, Laurent C., et al. (2012), 'Governing the transnational organic cotton network from Benin', Global Networks, 12 (3), 333-54. Busch, Lawrence and Juska, Arunas (1997), 'Beyond political economy: actor networks and the globalization of agriculture', Review of International Political Economy, 4 (4), 688-708.
9	Finance, financialisation (and food) Key texts Davis, Gerald F. and Kim, Suntae (2015), 'Financialization of the Economy', Annual Review of Sociology, 41 (1), 203-21. MacKenzie, Donald (2005), 'Opening the black boxes of global finance', Review of International Political Economy, 12 (4), 555-76. Clapp, Jennifer (2014), 'Financialization, distance and global food politics', The Journal of Peasant Studies, 41 (5), 797-814.	Review essay (2)
10	Globalisation and technoscience Key texts Moore, Kelly, et al, (2011), 'Science and neoliberal globalization: a political sociological approach', Theory and Society, 40 (5), 505-32. Wullweber, Joscha (2014), 'International Competition and Nanotechnology Policies: Discourse, Hegemony, and International Political Economy', in Maximilian Mayer, Mariana Carpes, and Ruth Knoblich (eds.), The Global Politics of Science and Technology: Concepts from International Relations and Other Disciplines (vol. 1; Heidelberg: Springer), 75-91. Williams, Logan D.A. (2017), 'Getting Undone Technology Done: Global Techno-assemblage and the Value Chain of Invention', Science, Technology and Society, 22 (1), 38-58.
11	Governance and the gendered political economy Key texts Griffin, Penny (2010), 'Gender, governance and the global political economy', Australian Journal of International Affairs, 64 (1), 86-104. Harding, Sandra (1995), 'Can feminist thought make economics more objective?', Feminist Economics, 1 (1), 7-32. Marshall, Don D. (2009), 'Gender tropes and colonial discourses in the turbulence of global finance', Contemporary Politics, 15 (4), 413-27.
12	The climate of capital(ism) Key texts Lohmann, Larry (2011), 'Capital and Climate Change', Development and Change, 42 (2), 649-68. Chakrabarty, Dipesh (2014), 'Climate and Capital: On Conjoined Histories', Critical Inquiry, 41 (1), 1-23. Bos, Kyra and Gupta, Joyeeta (2018), 'Climate change: the risks of stranded fossil fuel assets and resources to the developing world', Third World Quarterly, 39 (3), 436-53. Bumpus, Adam G. (2011), 'The Matter of Carbon: Understanding the Materiality of tCO2e in Carbon Offsets', Antipode, 43 (3), 612-38.	Research essay

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Research essay (3,500 words)	50 %	25/10/2019	04/11/2019	1, 2, 3, 4
Review essay (1250 words)	20 %	19/08/2019	02/09/2019	1, 2, 3
Review essay (1250 words)	20 %	30/09/2019	14/10/2019	1, 2, 3
Class participation	10 %	01/01/9999	01/01/9999	2, 3, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Research essay (3,500 words)

Worth 50%

Assessment Task 2

Review essay (1250 words)

Worth 20%

Assessment Task 3

Review essay (1250 words)

Worth 20%

Assessment Task 4

Class participation

Worth 10%

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students