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Subject Outline

Subject Name: Economic Growth and Sustainable Development


Subject Code: EC5205:03
Study Period: SP1, 2014
Study Mode: Internal
Campus: Townsville
Subject Coordinators: Riccardo Welters

This subject outline has been developed by Natalie Stoeckl and adapted by Riccardo Welters for the School of
Business, Faculty of Law, Business and the Creative Arts, James Cook University. Updated 5 February 2014.
Q1. This subject is offered across more than one campus and/or mode and/or teaching
period within the one calendar year.

Yes

No

Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning
outcomes and assessment types and weightings.

Yes

No

Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.

Copyright 2013
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as
permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written
permission.

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EC5205:03 Economic Growth and Sustainable Development

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Contents

Section 1. Subject at a Glance ................................................................................................................. 4


1.1 Staff contact details ........................................................................................................................... 4
1.2 Student participation requirements ................................................................................................... 4
1.3 Key dates .......................................................................................................................................... 4
Section 2. Subject Details ........................................................................................................................ 5
2.1 Subject description ............................................................................................................................ 5
2.2 Subject and course learning outcomes ............................................................................................. 5
2.3 Learning and teaching in this subject ................................................................................................ 5
2.4 Student feedback on subject ............................................................................................................. 5
2.5 Subject resources and special requirements .................................................................................... 6
Section 3. Assessment Details ................................................................................................................ 7
3.1 Requirements for completion of subject ............................................................................................ 7
3.2 Feedback on student learning ........................................................................................................... 7
3.3 Assessment Tasks ............................................................................................................................ 7
Section 4. Other Information about Assessment and Student Support ............................................ 10
4.1 Submission and return of assessment ............................................................................................ 10
4.2 Plagiarism and referencing ............................................................................................................. 10
4.3 Important advice relating to examinations ....................................................................................... 11
4.4 Student support ............................................................................................................................... 11
Section 5. Subject Calendar .................................................................................................................. 12
Section 6. Assessment Criteria Sheets ................................................................................................ 14

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Section 1. Subject at a Glance


The following summary provides a quick reference to the most important aspects of this subject. Please ensure
that you have read the entire subject guide in full.

1.1 Staff contact details


The following staff members are responsible for the preparation or delivery of this subject. Please contact the
relevant staff member if you have any concerns during the study period.
Teaching
team

Staff member

Campus

Room

Phone

Consultation
times*

Email

Coordinator

Riccardo Welters

TSV

DA27-221

14325

riccardo.welters@jcu.edu.au

Lecturer

Riccardo Welters

TSV

DA27-221

14325

riccardo.welters@jcu.edu.au

Tutor

Riccardo Welters

TSV

DA27-221

14325

riccardo.welters@jcu.edu.au

*Appointments by email

1.2 Student participation requirements


The JCU Learning, Teaching and Assessment Policy (4.3) indicates that, a 3 credit point subject will require a
130 hour work load of study-related participation (including class attendance) over the duration of the study
period, irrespective of mode of delivery. This work load comprises timetabled hours and other attendance
requirements, as well as personal study hours, including completion of assessment requirements. Note that
attendance at specified classes may be a mandatory requirement for satisfactory completion of some subjects
(Learning, Teaching and Assessment Policy, 5.9); and that additional hours may be required per week for those
students in need of English language, numeracy or other learning support.

Key subject activities

Time

Room/
Location

Day/ Date

Lecture

10:00 11:50am

Tuesday
Commences: 25
February, 2014

DA27-001

Tutorial

12:00 12:50pm

Tuesday
Commences: 4 March,
2014

DA27-006

For information on the days and times when lectures, tutorials, workshops, etc. are scheduled for all of your
subjects, visit JCU Lecture Timetables at http://www.jcu.edu.au/ttable/

1.3 Key dates


A summary of the assessable items for EC5205 is provided in the table below. Please read through the
assessment details presented later in this subject guide.
Supervised
individual
assessment

Item

Weight

Due Date

Census date

see 2014 Study Period and


Census Dates

Last date to withdraw without academic


penalty

see 2014 Study Period and


Census Dates

1. Test 1

25%

2. Multi draft essay (presentation)

2. Multi draft essay (essay)


3. Test 2

1 April 2014 (Wk 6)


13 or 20 May 2014 (Wks 11 or 12)

50%

30 May 2014 (Wk 13)

25%

Examination Period

You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at
least an average of 50% over all invigilated components (supervised individual assessment) within a subject to
pass the subject overall. Any student who does not achieve a pass in the invigilated components may, in
exceptional circumstances, be reviewed by the School Assessment Committee.

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Students who have completed less than 100% of the assessment will be subject to review by the School
Assessment Committee which could result in an overall fail.

Section 2. Subject Details


2.1 Subject description
Why are some countries richer than others? Why do the incomes of some regions grow rapidly while others
stagnate? What can policy makers do to promote sustainable economic development? Or, to put it another way,
how can we make the most of the good things that economic growth has to offer, while minimising some of its
unwanted side effects? This subject uses economics to provide insights to these, and other related questions. It
does this by providing students with a set of analytical tools that allow them to (a) identify factors which influence
economic growth - over time, and across 'space'; (b) consider some of the effects, and side effects, of economic
growth; and (c) develop and evaluate polices that seek to promote regional development. The subject is tailored
to students who (envision to) work at a position that requires advanced economics skills.
The subject is a core subject in both the Master of Economics and the Postgraduate Diploma in Economics.

2.2 Subject and course learning outcomes


The following table shows the alignment between the learning outcomes at the course and subject level and
assessment. Students who successfully complete this subject will be able to
Subject Learning Outcomes

Assessment

1. Develop critical awareness of theories that seek to explain the


way in which the economies of regions/countries change over
time

Test 1, Essay

2. Advanced understanding of theories that seek to explain the


way in which the economic structure of communities/industries
differ across space

Test 2, Essay

3. Advanced level of understanding, interpretation and compilation


of measures of economic growth and regional development

Essay

4. Critical awareness of some social and environmental issues


that are inextricably linked to economic growth

Test 2, Essay

5.

Systemic understanding of theories (models) that are


introduced in this subject to analyse real and hypothetical
economic circumstances and to derive policy solutions to the
problems posed in these circumstances

Essay

2.3 Learning and teaching in this subject


This subject uses a combination of approaches to teaching and learning, including both student centred and
teacher directed approaches. The content of the subject is disseminated using a variety of teaching strategies
including workshops, group work, case studies, discussions, simulations, and readings. At the beginning of each
workshop, you will be made aware of the expected learning outcomes, how such outcomes are relevant to the
world of business, and the resources that support the learning outcomes of this subject.
You are expected to be an active participant in the learning process and are encouraged to participate in
workshops and undertake weekly readings.
Beyond the classroom, your learning experience will be greatly enhanced if you collaborate and share ideas with
other students. One easy way to achieve this is to form a study group with 2-3 other students with similar needs
and expectations. Your lecturer can assist with this.

2.4 Student feedback on subject


As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek
feedback on your learning experiences. Student feedback informs evaluation of subject and teaching strengths
and areas that may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and
confidential method for you to provide feedback about your subjects and the staff members teaching within
them. These surveys are available to all students through LearnJCU. You will receive an email invitation when
the survey opens. We value your feedback and ask that you to provide considered feedback for each of your
subjects.

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2.5 Subject resources and special requirements


Reading lists specific to each topic are provided in the lecture schedule at the end of this subject guide and
further readings from sources other than the prescribed text will be made available on LearnJCU.
Prescribed Texts
Weil, D. (2013) Economic Growth, 3rd edition, Pearson.
Krugman, P. (1991) History and Industry Location: The Case of the Manufacturing Belt, The American
Economic Review, 81, 80-83.
Further Reading
Bill A. and W. Mitchell (2006) 'Great Expectations - migration and labour market outcomes in Australia', The
Constraints to Full Employment or WorkChoices and Welfare-to-Work, 8th Path to Full Employment
Conference and 13th National Conference on Unemployment, University of Newcastle.
Blien, U. and K. Wolf (2002) Regional development of employment in eastern Germany: an analysis with an
econometric analogue to shift-share techniques, Papers in Regional Science, 81, 391-414.
Booth, D. (1986) Long Waves and Uneven Regional Growth, Southern Economic Journal, 53, 448-460.
Egger, P., P. Huber, and M. Pfaffermayr (2005) A note on export openness and regional wage disparity in
Central and Eastern Europe, Annals of Regional Science, 39, 63-71.
Fujita, M., P. Krugman, and A. Venables (2000) The Spatial Economy: Cities, Regions and International
trade, The MIT Press, Massachusetts.*
Gans, J., S. King, R. Stonecash and N. Mankiw (2012) Principles of Economics, 5th Edition, Cengage
Learning Australia, Melbourne.
Grtner, M. (2006) Macroeconomics, Pearson Education, London.*
Giesecke, J. (2006) The national and regional economic consequences of rapid growth in Australia's
telecommunications sector, Economic Analysis and Policy, 36, 61-97.
Jensen, R. (1996) Social issues in spatial economics, International Journal of Social Economics, 23, 297309.
Kim, E. and K. Kim (2003) Impacts of the development of large cities on economic growth and income
distribution in Korea: A multiregional CGE model, Papers in Regional Science, 82, 101-122.

Martin, C., and I. Sanz (2003) Real Convergence and European Integration: The Experience of the Less
Developed EU Members, Empirica, 30, 205-236.

Mitchell, W. (2008) Migration and labour market outcomes by skill, Centre of Full Employment and Equity,
Working Paper No. 08-02, University of Newcastle, Australia.

Mitchell, W. and A. Bill (2006) Who Benefits from Growth? Disadvantaged Workers in Growing Regions,
Australian Journal of Labour Economics, 9, 239-255.

Park, S. (2004) Knowledge, networks and regional development in the periphery in the internet era,
Progress in Human Geography, 28, 283-286.

Pernia, E. and P. Quising (2003) Trade openness and regional development in a developing country, The
Annals of Regional Science, 37, 391-406.

PrudHomme, R. (1995) New goals for regional policy, The OECD Observer, 26, n. 193

Taylor, J. and C. Wren (1997) UK regional policy: An evaluation, Regional Studies, 31, 835-848.

Zhang, W. (2001) Rethinking Regional Disparity in China, Economics of Planning, 34, 113-138.

Online and Electronic Resources


The prescribed text book has a website with data and links to useful resources. DXEcondata is an excellent
source of macroeconomic data. It is available on the computers in JCUs computer labs. In case you have no
access to JCUs computer labs, the World Bank has an excellent database as well, which is publicly available at
http://data.worldbank.org/. Other useful web-sites are listed below:

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The Economist: http://www.economist.com


The OECD: http://www.oecd.org/statistics
The international monetary fund: http://www.imf.org
Exchange rate data: http://pacific.commerce.ubc.ca/xr/
Data on Australia
Reserve Bank of Australia: http://www.rba.gov.au
The Commonwealth Treasury: http://treasury.gov.au
The Australian Bureau of Statistics: http://abs.gov.au
The Australian Stock Exchange:
http://www.asx.com.au
US data: http://www.stats.bls.gov
UK data: http://www.statistics.gov.uk

European data:
http://epp.eurostat.ec.europa.eu
Asian data:
http://www.adb.org/data/statistics
http://www.aseansec.org/aseanstats
Latin American data:
http://lanic.utexas.edu/la/region/statistics/
http://sedlac.econo.unlp.edu.ar/eng/
African data:
http://www.afdb.org/en/knowledge/statistics/

The following libguides available from the JCU Library website will provide details on referencing, plagiarism,
findings marketing books and journals
http://libguides.jcu.edu.au/referencing
http://libguides.jcu.edu.au/economics
Learning & Writing Skills workshops and notes to assist with writing an essay; presentations etc
http://www.jcu.edu.au/learningskills/index.htm
Subject Website on LearnJCU
Access the subject website through LearnJCU at learnjcu.jcu.edu.au for lecture slides, tutorial questions and
more! Login using your JCU email username and password. The site for this subject is opened to all participants
enrolled in the subject at least seven days prior to the commencement of the subject. Browser requirements for
LearnJCU are provided on the opening webpage of LearnJCU.

Section 3. Assessment Details


3.1 Requirements for completion of subject
In order to pass this subject, you must:
You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at
least an average of 50% over all invigilated components (supervised individual assessment) within a subject to
pass the subject overall. Any student who does not achieve a pass in the invigilated components may, in
exceptional circumstances, be reviewed by the School Assessment Committee.
Students who have completed less than 100% of the assessment will be subject to review by the School
Assessment Committee which could result in an overall fail.
It is important to be aware that assessment is always subject to final ratification following the examination
period and that no single result represents a final grade in a subject (Learning, Teaching and Assessment
Policy 5.21.).

3.2 Feedback on student learning


Students will receive feedback on their progress at two points in time during the subject. In week 7, feedback will
be provided on Test 1; in weeks 11 and 12 students will receive feedback following their presentation which is
part of the multi draft essay.

3.3 Assessment Tasks


ASSESSMENT TASK 1: TEST 1
Aligned subject
learning outcomes

School of Business

Subject Learning Outcome: 1

EC5205:03 Economic Growth and Sustainable Development

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Aligned
professional
standards/
competencies
Weighting

25%

Date

1 April 2014

Duration

2 hours

ASSESSMENT TASK 1: DESCRIPTION


Test 1 is a two hours (open book) exam which will contain short answer essay questions. All materials
presented in lectures 1 to 5 (inclusive) and tutorials 1 to 4 (inclusive) are assessable.

ASSESSMENT TASK 1: EXAMINATION CRITERIA


The student will pass the exam if they score 50% or more. Students can review their exam script following the
exam and a marking guide will be used to explain how their mark was calculated.

ASSESSMENT TASK 2: MULTI DRAFT ESSAY [FORMATIVE ASSESSMENT]

Aligned subject
learning outcomes

Subject Learning Outcomes: 1, 2, 3, 4 & 5

Aligned
professional
standards/
competencies
Group or individual

Individual

Weighting / Length

4500 words

Due date

30 May 2014

ASSESSMENT TASK 2: DESCRIPTION


(1) Multi draft essay: essay
Structure essay
Part A: Theoretical overview

Part B: Application of theoretical


insights to a pair of countries (one
poor; one rich)
Part C: Make economic policy
recommendations to the poor
country.

- Comprehensive overview of the economic growth theory


(describing the role of factors of production, technology and
fundamentals in economic growth disparities).
- Collect and present relevant data to describe key variables
from Part A for both countries in order to understand differences
in economic growth and sustainable development between the
two countries.
Draw Parts A and B together, i.e. make policy recommendations
(using your findings in Parts A and B) to the poor country, which
should help to improve its economic growth.

Multi draft essay: essay


Students pick two countries (or regions) that they are interested in one rich; the other poor (however not their
home country). Collect data on their long-run economic growth, their factors of production, and other
fundamental determinants of economic growth. Compare and contrast data for the rich and poor country, with
a view towards determining key factors that may be contributors to the poor countrys economic woes. Make
some policy recommendations for the poor country on ways it might try to improve its economic performance
and social welfare. Further details are given below:
PART A Theoretical Background
i.

With the aid of an economic model, explain why countries which have few factors of production tend to be
poorer than countries which have many. List the key (primary) factors of production, noting which ones are
thought to be the most important contributors to economic growth.

ii.

What is meant by the term productivity and why is it an important determinant of economic growth? What
are some of the reasons which economists have come up with to explain why productivity varies so
markedly across countries?

iii.

Briefly outline some of the fundamentals of economic growth, explaining why countries that do not have
those fundamentals are likely to have low growth rates.
PART B Real world Application
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Collect data on per-capita income for each of the two countries you selected, over the longest period of time you
are able to find data for (20 year minimum). Use graphs to show how the per-capita income in these two
countries has changed over time (per-capita income should be on the vertical axis and time should be on the
horizontal axis). For the same pair of countries, find (long term) data/information on key variables (e.g. factors of
production, measures of productivity, indicators of the presence of the fundamentals) which are thought to
influence economic growth. Use graphs to show the way in which those variables have changed over time (i.e.
plot them in a graph with time on the horizontal axis).
Discuss some of the similarities and differences in (a) per-capita income; and (b) the other variables for the two
countries. Is it possible that some of those differences in key variables might be at least partially responsible for
some of the observed differences in the per-capita income between the two countries? Use ideas from the
theories of economic growth which you outlined in part A to explain and illustrate your points.
PART C Policy Recommendation:
Now consider your data from part B in the context of the models in part A to identify at least two different
policies/actions that the government of the poor country could take to improve its long-run economic
performance. Use your models to clearly explain how these policies/actions are theoretically supposed to
increase per-capita income (e.g. policy x should raise variable y which would ..). Discuss some of the pros and
cons of each policy, and then decide which is better {your discussion should consider social and / or
environmental issues which are outside the realm of the models presented in part A}.
(2) Multi draft essay: presentation
Students will be asked to give a short presentation on key findings from their essay to the class. This will be
done prior to the written essays submission date so that you have the opportunity to use comments/feedback
from the presentation to improve the written piece of work. The presentation will not be graded. However, if
your presentation is structured well, it will be easier for your fellow students and the lecturer to provide feedback
which will be valuable to you to improve your essay. Consequently, while the quality of your presentation has no
direct impact on an assessment item score, it has an indirect impact through feedback on assessment item 2
(the essay).
When preparing your presentation, keep the following points in mind:
o

Each presentation is allocated 15 minutes in total. So plan for your presentation to last 10 minutes. There
will be four minutes for question time and one minute for change over. For the benefit of your audience, you
should try to make your presentation interesting, informative and stimulating.

Rehearsals are a useful way to ensure that you use of your time efficiently and effectively.

The use of audiovisual aids is expected. PowerPoint facilities will be made available and its use is strongly
recommended although you should avoid using its fancy features, such as moving objects, excessive
sound effects, as they can be distracting. Make sure the size of your text is large enough for the class to
read comfortably.

Speak clearly and not too fast.

Try to avoid any annoying mannerisms and overuse of colloquial language. Make sure you have sufficient
eye contact with the audience.

ASSESSMENT TASK 2: EXAMINATION CRITERIA


1. Essays that are submitted without an appropriately formatted reference list will be returned (unmarked) to
the student. The student will be given the opportunity to re-submit the essay with a reference list but late
penalties will apply (see below).
2. Where ideas have been substantially derived from another person or source (even if not quoted directly),
then please formally acknowledge that source. Far from getting marked down for using other peoples ideas,
when properly acknowledged this serves as a means of showing off the extent of your research and may
actually increase your grade. Further details on the Universitys policy on plagiarism are provided later in this
subject guide.
3. Word limit = 4500 maximum. Essays of less than 4500 words will not be penalised. In cases where it is
clear that the limit has been exceeded, only the first 4500 words will be marked.
4. The marking assessment criteria are given below see marking rubric in Section 6. Students are strongly
advised to self-assess their own essay prior to submission to ensure that nothing has been forgotten. If you
would really like to do something different, then please get permission from the lecturer in charge first to do
so first!! Otherwise, please follow the rules.
5. There is no direct link between quantity of data/information and quantity of marks. High grades are awarded
to those who demonstrate an ability to analyse information within an economic framework. An essay which
presents only a small collection of facts, provides educated guesstimates of the rest and then uses
economic theory to analyse those facts/guesstimates will almost certainly do better than one which simply
provides page after page of facts none of which are ever analysed within an economic framework.

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6. Students are encouraged to use headings where appropriate. They are also encouraged to include graphs,
tables and charts of relevant data and relevant theoretical models.
7. The essay is due 5pm, 30 May 2014. The essay should be submitted electronically through the safe
assignment drop box on LearnJCU. The cover sheet can be downloaded from:
http://www.jcu.edu.au/business/public/groups/everyone/documents/learning_object/jcudev_014008.pdf
8. Presentation is important. It is very difficult for examiners to concentrate when trying to assess the quality
of an essay if it is poorly presented and/or badly written. So please check spelling, grammar, punctuation
and referencing before submitting.

ASSESSMENT TASK 2: CRITERIA SHEET


See rubric on page 14
ASSESSMENT TASK 3: TEST 2

Aligned subject
learning outcomes

Subject Learning Outcomes: 2 & 4

Aligned
professional
standards/
competencies
Weighting

25%

Date

Examination period

2 hours
Duration
see Special Consideration, Supplementary, Deferred and Special Examinations Requirements
<http://www.jcu.edu.au/student/assessmentexams/>

ASSESSMENT TASK 3: DESCRIPTION


Test 2 is a two hours (closed book) exam which will contain short answer essay questions. All materials
presented in lectures 6 to 9 (inclusive) and tutorials 6 to 9 (inclusive) are assessable.

ASSESSMENT TASK 3: EXAMINATION CRITERIA


The student will pass the exam if they score 50% or more. Students can review their exam script following the
exam and a marking guide will be used to explain how their mark was calculated.

Section 4. Other Information about Assessment and Student Support


4.1 Submission and return of assessment
The ability to adhere to deadlines is a highly desirable attribute that employers seek in our graduates. Right from
the beginning, new students should acquire the habit of meeting deadlines for their work, by organising their
study time appropriately. The following points apply to the submission of assessment
1. Extensions will be granted in cases of illness or personal issues (medical certificate/counsellors
statement required). It is at the discretion of the subject co-ordinator/lecturer that extensions will be
granted for inescapable, unexpected, documented work commitments (provide documentation). You
should contact your lecturer before the due date if you are likely to require an extension.
2. Where no prior extension has been approved, late submissions will incur a penalty of 5% per day or part
thereof. Weekends are treated as a single full day because university buildings are not usually
accessible of over the weekend to allow for submission. Assessment tasks will generally not be graded
after 14 days past the due date.
3. The assessment will be returned with feedback by 20 June 2014.

4.2 Plagiarism and referencing


Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism
is a form of cheating and any instances of plagiarism will be dealt with promptly according to University
procedures. Please see the JCU Student Academic Misconduct Requirements Policy
<http://www.jcu.edu.au/policy/student/rights/JCUDEV_005375.html>
Referencing is a systematic way of acknowledging the sources that you have used. Students should check out
the very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:
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Writing and Maths Skills Online http://www-public.jcu.edu.au/learningskills/resources/wsonline/index.htm


(In particular, the booklet Summarising, Paraphrasing & Avoiding Plagiarism is a very useful guide).

The Referencing Libguide <http://libguides.jcu.edu.au/referencing>

What is Plagiarism? <http://www.jcu.edu.au/student/assessmentexams/misconduct/JCU_090850.html>

4.3 Important advice relating to examinations


If you experience difficulties or serious circumstances before or up to the day of your exam, which you
believe may affect your ability to sit the exam successfully or perform at your best, you can apply for special
consideration in the marking of your exam. Please see the JCU Special Consideration, Supplementary,
Deferred and Special Examinations Requirements <http://www.jcu.edu.au/student/assessmentexams/>
If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances
beyond your control, you may apply for a deferred exam. Deferred exams are granted in exceptional
circumstances such as severe medical conditions or family or personal trauma. For further information, visit
http://www.jcu.edu.au/student/assessmentexams/

4.4 Student support


James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions
are able to participate to the fullest possible extent in the educational programs offered by the University and all
other aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require
special arrangements or consideration, should contact AccessAbility Services (see table below).
If you want further information regarding:

Visit the URL

AccessAbility Services
Accommodation
Careers and employment
Childcare
Counselling
Enrolment
Feedback and complaints
Fees and financial support
Inclusion and engagement

http://www.jcu.edu.au/disability/index.htm
www.jcu.edu.au/accommodation/
www.jcu.edu.au/careers/
http://www.jcu.edu.au/student/support/JCUPRD_017384.html
www.jcu.edu.au/student/counselling/
http://www.jcu.edu.au/student/enrolment/index.htm
http://www.jcu.edu.au/student/complaints/index.htm
www.jcu.edu.au/student/Loans/studentloans/
http://www.jcu.edu.au/studentequity/

Indigenous student support

http://www.jcu.edu.au/getready4uni/life/JCU_117712.html

Information for current students


International student support
Learning skills/ Language support
Library and computing services
Librarians Faculty
Responsibilities and rights
Review of Assessment and Student Access to
Scripts and Materials Policy
Special Consideration, Supplementary, Deferred
and Special Examinations Requirements

www.jcu.edu.au/student/
http://www.jcu.edu.au/international/
http://www-public.jcu.edu.au/learningskills/
http://www-public.jcu.edu.au/libcomp/index.htm
http://www-public.jcu.edu.au/libcomp/library/contacts/liaison/index.htm
http://www.jcu.edu.au/student/responsibilities/index.htm

Student Academic Misconduct Requirements

http://www.jcu.edu.au/student/assessmentexams/

Student Policies
Student Association

http://www.jcu.edu.au/policy/student/
http://www.jcu.edu.au/studentassoc/

http://www.jcu.edu.au/student/assessmentexams/
http://www.jcu.edu.au/student/assessmentexams/

Students enrolled at JCUS, JCUB or BJUT should access support services provided on their campus.

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Section 5. Subject Calendar


Week/
Date

Topic

Lecture 1: Introduction

Lecture 2: Physical capital and economic growth

Lecture 3: Human capital and economic growth

Lecture 4: Productivity, Technology and Economic


Growth

Lecture 5: Growth in the open economy

Test 1

Lecture 6: Fundamental factors influencing


regional growth

Lecture 7: New Economic Geography

School of Business

Readings

Related Assessment

Core / essential reading:


Weil: ch. 1 & 2
Supplementary reading:
Gans et al.: ch. 24
Core / essential reading:
Weil: ch. 3
Grtner: ch. 10 (pp 273-277)
Core / essential reading:
Weil: ch. 4 & 6 (skim ch. 5)
Core / essential reading:
Weil: ch. 7 & 8 (skim ch. 9)
Supplementary reading:
Giesecke (2006)
Park (2004)
Core / essential reading:
Weil: Ch 11 (skim ch. 10)
Supplementary reading:
Egger et al. (2005)
Grtner: ch. 10 (pp 290)
Martin and Sanz (2003)
Pernia and Quising (2003)

Test 1 / multi draft essay

Test 2 / multi draft essay

Tutorial 5: Discuss Test 1 /


Update multi draft essay

Core / essential reading:


Skim Weil Ch. 12-15
Supplementary reading:
PrudHomme (1995)
Taylor and Wren (1997)
Zhang (2001)
LECTURE RECESS
Core / essential reading:
Fujita et al. (2000) ch. 1
Krugman (1991)
Supplementary reading:
Booth (1986)

Tutorial

Test 1 / multi draft essay


Tutorial 1: Introduction
Test 1 / multi draft essay

Tutorial 2: Physical capital and


economic growth

Test 1 / multi draft essay


Tutorial 3: Human capital and
economic growth
Test 1 / multi draft essay
Tutorial 4: Productivity,
Technology and Economic
Growth

Test 2 / multi draft essay

EC5205:03 Economic Growth and Sustainable Development

Tutorial 6: Fundamental factors


influencing regional growth

Page 12

Jensen (1996)

Lecture 8: Labour and Migration

Core / essential reading:


Lecture slides
Supplementary reading:
Bill and Mitchell (2008)
Mitchell (2008)
Mitchell and Bill (2006)
Core / essential reading:
Lecture slides
Supplementary reading:
Blien and Wolf (2002)
Kim and Kim (2003)

Test 2 / multi draft essay


Tutorial 7: New Economic
Geography

Test 2 / multi draft essay

10

Lecture 9: Overview of methods for measuring and


modelling regional sectoral activity

11

Presentations

Multi draft essay

12

Presentations

Multi draft essay

13

Lecture 10: Review

Test 2

Tutorial 9: Overview of methods


for measuring and modelling
regional sectoral activity

School of Business

Tutorial 8: Labour and Migration

EC5205:03 Economic Growth and Sustainable Development

Page 13

Section 6. Assessment Criteria Sheets


RUBRIC: EC5205 Economic Growth and Sustainable Development
Criterion
Part A of Multi draft essay
SLO 1 & 2

Part B of Multi draft essay


SLO 3 & 4

Part C of Multi draft essay


SLO 5

Overall
SLO 5

SLO 1, 2 & 5

Total

HD
Exemplary
D
Demonstrates a mastery of the
complexities of economic growth theory
relevant to the research questions,
captivating the reader.

C
Satisfactory
P
Demonstrates basic though not superior
understanding of the complexities of
economic growth theory relevant to the
research question.

25

18.75

18.75

12.5

<P
Unsatisfactory
Demonstrates little or no evidence of
understanding of the complexities of
economic growth theory, or much of the
information gathered has no direct relevance
to the research question.
12.5
0

Demonstrates the skill and creativity to


make a comprehensive and original
selection of economic indicators
relevant to the selected countries /
regions. Originality refers to the skill to
incorporate complexities specific to the
selected countries / regions in the set of
indicators.
25
18.75
Demonstrates the skill and overview to
make a convincing, evidenced based,
set of economic policy
recommendations, which should help
economic growth in the poor country /
region.
30
22.5

Demonstrates the skill and creativity to


make a standard selection of economic
indicators for the selected countries /
regions, but failure to incorporate
complexities specific to the selected
countries / regions in the set of indicators.

Fails to demonstrate the skill and creativity to


make a standard selection of economic
indicators for the selected countries /
regions.

18.75
12.5
Demonstrates the skill and overview to
make a sound, though not necessarily
convincing, set of economic policy
recommendations, which should help
economic growth in the poor country /
region.
22.5
15

12.5
0
Fails to demonstrate the skill and overview to
make an appropriate set of economic policy
recommendations, which should help
economic growth in the poor country / region.

Demonstrating advanced
understanding of economic growth
literature through the integration of
Parts A to C of multi draft essay.
10
7.5
Demonstrates skilful use of quality
research evidence from a wide array of
highly relevant sources to support ideas
that are appropriate for the style of
writing with accurate referencing.
10
7.5

Sound demonstration of integration of


Parts A to C of multi draft essay.

Failure to integrate findings from Parts A and


B into part C of multi draft essay.

7.5
5
Demonstrates a sufficient though not
superior level use of relevant research
evidence from an array of related sources
to support ideas that are appropriate for the
style of writing with accurate referencing.
7.5
5
/100

5
0
Fails to demonstrate basic use of relevant
research evidence from an sufficiently broad
array of sources to support ideas, that are
appropriate for the style of writing and / or
inappropriate referencing.
5
0
/50 (this mark must appear on LearnJCU)

15

grade

Digitally signed by Professor David


Low
DN: cn=Professor David Low,
o=School of Business, ou=Head of
School,
email=david.low@jcu.edu.au, c=AU
Date: 2014.02.07 09:50:26 +10'00'

School of Business

EC5205:03 Economic Growth and Sustainable Development

Page 14