- Class Number 2737
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Stephen Howes
- Stephen Howes
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
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This course tackles the big questions of economic growth, inequality and sustainability. It shows how frameworks and insights from economics and political science can be applied to these questions, and it encourages students to apply those frameworks and insights to real-world problems to produce technically sound and politically attractive policy advice. Through a mix of survey and guest lectures, interactive case workshops and the writing of case papers, the course exposes students to the key policy debates of our time, and helps them to improve their analytical and writing skills.
Upon successful completion, students will have the knowledge and skills to:
On successful completion of the course students will have:
- Developed disciplinary and cross-disciplinary understanding of major challenges facing policymakers;
- Understood key analytic frameworks, techniques and insights from economics, environmental management, and political science; and
- Worked effectively in multidisciplinary teams to analyse major policy problems
A course schedule will be provided in the first week of lectures. The semester is divided up into three blocks. Each block runs for four weeks. The first two weeks are for lectures. The third week is for seminars, and the fourth week is for seminars and consultations. Lectures and seminars are on Thursdays, but in weeks 2, 6 and 10, there are also lectures on the Friday. Consultations are on Fridays.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||Theme 1: GROWTH Topic 1A: Growth – importance, patterns, determinants Is economic growth important? Why? What are the “stylized facts” of economic growth? What are the determinants of economic growth? Compulsory readings N/A|
|2||Topic 1B: Politics and growth What are the political underpinnings of successful development? Compulsory readings World Bank (2017). “Elite bargaining and adaptation”, Chapter 7 in Governance and the law, World Development Report, World Bank Group.|
|3||Topic 1C: Democracy and growth Can you get rich without being democratic? Compulsory readings Acemoglu, D. and Robinson, J. (2012). “Understanding prosperity and poverty”, Ch 15 in their book, Why nations fail: the origins of power, prosperity, and poverty, Random House. Boldrin, M., Levine, D. and Modica, S. (2012), “A review of Acemoglu and Robinson’s Why Nations Fail”, full version of review published by Huffington Post. Peou, S. “Cambodia’s hegemonic-party system: how and why the CPP became dominant”, Asian Journal of Comparative Politics, 20(1), pp. 1-19.|
|4||Theme 2: INEQUALITY Topic 2A: Introduction to inequality What is inequality? How do we measure it? Should we be worried by it? Is there a trade-off between growth and inequality? Is inequality bad for democracy? Compulsory readings Mankiw, N.G. (2013). "Defending the one percent", Journal of Economic Perspectives 27(2), pp. 21-34. Atkinson, A.B. (2015). “Setting the scene”, Ch. 1 in his Inequality: what can be done?, pp. 9-16 only, Harvard University Press.|
|5||Topic 2B: Inequality trends and causes What are the major sources of inequality? Is inequality increasing around the world? What are the factors pushing inequality up in many countries? What does the future hold for inequality? Compulsory readings Agrawal, V. and Howes, S. (2017) “Income inequality in the United Kingdom”, Crawford School of Public Policy.|
|6||Topic 2C: Combatting inequality What policies can governments turn to in order to reduce inequality? What are the arguments for and against a basic income policy? Compulsory readings Sloman, P. (2018). “Universal basic income in British politics, 1918-2018: from a ‘vagabond’s wage’ to a global debate”, Journal of Social Policy, 47(3), pp. 625-642.|
|7||Theme 3: ENVIRONMENT Topic 3A: The environment and growth Are environmental problems worsening or improving? What measures can we use to assess overall progress? What do they say? Is economic growth good or bad for the environment? What sort of environmental problems do developing countries face? Should developing countries care about the environment? Compulsory readings Arrow, K. et al (1995) “Economic growth, carrying capacity and the environment”, Science, Vol. 268, 28 April, pp. 520-521.|
|8||Topic 3B: International environmental problems and solutions What makes an environmental problem international? What strategic problems confront us when we deal with an international environmental issue? Can treaties help us solve those problems? What does the theory say and what does the evidence suggest? What other tools are there apart from treaties? Compulsory readings N/A|
|9||Topic 3C: Tackling marine plastic pollution What are the key features of marine plasticpollution, and what are the most promising solutions? What can be learnt from the way we have tackled other environmental problems that can help us when we think about marine plastic pollution? Compulsory readings Hare, W., Stockwell, C., Flachsland, C, and Oberthur, S. (2010) “The architecture of the global climate regime: a top-down perspective”, Climate Policy, vol. 10, pp. 600-614. Rayner, S. (2010) “How to eat an elephant: a bottom-up approach to climate policy”, Climate Policy, vol. 10, pp. 615-621 Dauvergne, P. (2018) “Why is the global governance of plastic failing the oceans?”, Global Environmental Change, vol. 51, pp. 22-31.|
You will be allocated to a seminar group and a debating team after the first lecture. You will also be allocated to an consultation for the first essay. If your grade is below 60% for the first essay, you will be allocated to a consultation for the second essay. If your grade is below 60% for the second essay, you will be allocated to a consultation for the third essay.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Essay 1||40 %||27/03/2019||10/04/2019||1,2,3|
|Essay 2||40 %||08/05/2019||22/05/2019||1,2,3|
|Case essay 3||40 %||12/06/2019||04/07/2019||1,2,3|
|Class test||10 %||14/03/2019||21/03/2019||1,2,3|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks 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.
As noted above, failure to turn up to a seminar or a required consultation (or to prepare properly for a consultation with an abstract and outline) will result in the loss of 5 percentage points per incident.
Assessment Task 1
Learning Outcomes: 1,2,3
1500 words Due Wednesday 27 March at 11:55pm. This essay will either be worth 40% if it is better than the second essay or 10% if it is worse than the second essay. Note: the lower essay will only be given a weight of 10% if it is judged that a genuine effort has been made and if the low score is not due to penalties for plagiarism. Otherwise, both essays will receive equal weight.
Essay topics for all three essays will be released in the first week of semester.
Assessment Task 2
Learning Outcomes: 1,2,3
1500 words. Due Wednesday 8 May at 11:55pm. This essay will either be worth 40% if it is better than the first essay or 10% if it is worse than the first essay.
Assessment Task 3
Learning Outcomes: 1,2,3
Case essay 3
1500 words. Due Wednesday 12 June at 11:55pm. This essay will be worth 40% of your final grade.
Assessment Task 4
Learning Outcomes: 1,2,3
Weeks 4, 8 or 12. All students will be randomly allocated to a 4-person debating team. They will be required to participate in a debate in either Week 4, 8 or 12. Marks will be based equally on individual and team performance. More details will be provided in the first week once class numbers are clearer.
Assessment Task 5
Learning Outcomes: 1,2,3
A class test on 14 March to test your ability to follow academic conventions relating to referencing and sourcing in an essay. This test will be worth 10% but will only count if it improves your aggregate score.
Assessment Task 6
Learning Outcomes: 1,2,3
Failure to turn up to a seminar will result in the loss of 5 percentage points per incident. Students unable to attend the consultation for personal reasons or a clashing work commitment or examination need to provide a signed letter from a doctor or supervisor or evidence of the exam. No other reasons for non-attendance will be entertained. Attendance at exams is not monitored.
Weeks 3, 4, 7, 8 and 11, 12
Assessment Task 7
Learning Outcomes: 1,2,3
Failure to turn up to a required consultation or to turn up without an abstract AND outline will result in the loss of 5 percentage points per incident. All students must turn up for a consultation on the first essay (Friday March 15). Any student scoring less than 60% in the first essay must turn up for the second consultation (Friday 3 May). Any student scoring less than 60% in the second essay must turn up for the third consultation (Friday 31 May). Students unable to attend the consultation for personal reasons or a clashing work commitment or examination need to provide a signed letter from a doctor or supervisor or evidence of the exam. No other reasons for non-attendance will be entertained.
Students required to have a consultation will be allocated a consultation time. Other students are welcome to request a consultation. Students who request a consultation are encouraged but not required to produce an abstract and outline ahead of the meeting.
Weeks 4, 8 and 12
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Essays need to be submitted through Turnitin.
Penalties relating to lateness of submissions
No submission of assessment tasks without an extension after the due date will be 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.
Penalties relating to length
The three essays which students need to write have a word limit of 1500 words. This total includes footnotes, in-text citations, tables, graphs, and appendices, but does not include the list of references at the end of the paper. Students are expected to write to the word limit. Any paper which is longer than 1,650 words or shorter than 1,350 words (that is, 10% shorter or longer) will result in a penalty of 5 percentage points per 50 words (or part thereof) over or under. The penalty is out of the total possible mark, and does not depend on the mark you actually obtain.
General remarks concerning essays
1. Requests for extensions on assignments are to be directed to your case workshop leader, not the course convenor.
2. If you are unhappy about the mark you have received, please in the first instance see the person who marked your essay.
Referencing RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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