This course analyses the main theories and concepts which seek to explain economic development or its absence. It critically evaluates different measures and models of economic growth and development. Examples of growth models are Solow model, the endogenous growth, the Lewis dual economy model. We will discuss relevant growth models each year. The course will also discuss economic variables that can affect growth and development. Some examples of the topics that maybe included are population, migration, trade openness and institutions from both theoretical and empirical perspectives. This is an application and discussion-oriented course, where students are expected to discuss about the growth and development experiences of different countries. 

A 2-hour lecture each week for 10 weeks, five 1-hour tutorials.

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ILO (covered)

■ Promote the understanding of how economies evolve in development status and develop skills to evaluate strategies of growth and development, including an assessment of how investment, human capital, structural change, openness and institutions may contribute to these.

■ Enable students to analyse critically with an open mind to the approaches, strengths, weaknesses, challenges, successes of different economies.

■ Facilitate students to develop to be confident and inclusive in communicating, listening and discussing about growth and development, including 10 SDGs (1, 2, 3, 4, 5, 6, 7, 9, 10, 16).

By the end of this course, students will be able to:

1. Assess how the economies evolve from less developed to developed status from both theoretical and empirical perspectives in economics;

2. Evaluate and apply growth and development indicators; 

3. Critically analyse the role of proximate and underlying variables in growth strategies; 

4. Identify and synthesise well-researched academic articles on economic growth and development appropriately; 

5. Work collaboratively to create a group output and develop teamworking skills; 

6. Show communication skills by making persuasive arguments both verbally and in writing.  

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.