UNIVERSITY OF KENT
Module Specification
1. The title of the module:
The Contemporary European Economy (EC311)
2. The school which will be responsible for management of the module:
Economics
3. The start date of the module:
September 2006 – Revision Sept 2010
4. The number of students expected to take the module:
1500
5. Modules to be withdrawn on the introduction of this proposed module:
None
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
Level C (usually taken in Stage 1) (FHEQ Level: 4)
7. The number of credits which the module represents:
15
8. Which term(s) the module is to be taught in (or other teaching pattern):
Autumn term
9. Pre-requisite and co-requisites:
None
10. The programme of study to which the module contributes:
This module is recommended for all students studying single honours degrees in Economics and optional for any other student in the University; however studying this module alongside a first year economics module would be helpful.
11. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes:
The aim is to provide a largely non-technical introduction to the major issues affecting the European economy. As well as providing the context of contemporary issues, providing case studies for the application of the more analytical approaches in modules EC302/304 for students taking single or joint honours degrees in Economics, the module will enable non-Economics students to gain some insight into current economic problems and issues.
This module is designed to introduce students
· to some basic information about how modern economies work
· to some of the differences between the major European economies in terms of structure, performance and policy
· to the usefulness of economic analysis in addressing some current policy issues in the UK and the European Union
The module is selfcontained, so that
· Economics students have the opportunity to explore a wider range of issues than possible in their core modules
· Other students have the opportunity to learn about the way economists approach the problems facing modern advanced economies and relate these to other Social Science disciplines.
These outcomes contribute to the programme learning outcomes A1, A4-8 and C2-8 listed in the Economics programme specification.
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes:
By the end of the module, students will:
· have learned the role of economics in providing a framework for tackling issues which transcend social science disciplines; the ability to structure and analyse a current economic issue using contemporary sources.
· be able to follow the economic analysis of decisions, construct economic arguments and offer critical comments on the arguments of others
· be able to present economic arguments and ideas in seminars and workshops,
· be able to work in a group on workshop problems and structure and write an individual and group report in conjunction with other students
These outcomes contribute to the programme learning outcomes B1-5, D1-2, D4 and D6-7 listed in the Economics programme specification.
13. A synopsis of the curriculum:
This module will cover the following topics:
1. The development of the European economy 1913-2005, an overview: interwar years, the Great Depression, post-WWII growth, centrally planned economies, the European integration, 1990s.
2. The European economy in the interwar years
3. The Great Depression
4. Post-WWII reconstruction
5. Coming of the Golden age: 1950-1973
6. The heyday of the Golden age and the centrally planned economies
7. The European integration 1950s-1970s; the European payment problems, the collapse of the Bretton-Wood system
8. Europe on decline and recovery: 1973-1990; toward the Euro
9. The collapse of the central planning system
10. Europe at the turn of the 21st century
14. Indicative Reading List:
Stephen N. Broadberry, Kevin H. O’Rourke: The Cambridge Economic History of Modern Europe, Volume 2: 1870 to the Present, Cambridge University Press 2010 (henceforth BO).
Nicholas Crafts, Gianni Toniolo: Economic growth in Europe since 1945, Cambridge University Press 1996 (henceforth CT)
Barry Eichengreen: Golden Fetters. The Gold Standard and the Great Depression, 1919-1939, Oxford University Press, 1992 (henceforth E (1992)).
Barry Eichengreen (ed.): Europe's post-war recovery, Cambridge University Press, 1995 (henceforth E (1995)).
Barry Eichengreen: The European Economy since 1945, Princeton University Press, 2007 (henceforth E (2007)).
Charles H. Feinstein, Peter Temin, Gianni Toniolo: The European Economy between the Wars, Oxford University Press 1997 (henceforth FTT).
Peter Temin: Lessons from the Great Depression, MIT 1989 (henceforth T).
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes:
The module is taught by means of lectures, seminars and workshops. There will be one - two lectures a week, 6 fortnightly seminars and four workshops a term. Lectures introduce the basic material and ideas. The seminars provide the opportunity to review and discuss the material in the lectures around a series of short questions to which students will be expected to prepare answers in advance. The workshops will provide an opportunity for students to discuss the case studies, with students working in groups, which will form the basis for the assessment.
Students will be expected to work ten hours a week in term time with a contact time of around two hours per week. The total learning time (including independent study) will be 150 hours.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes:
The final mark for this module is based 100% on a collaborative Group Project (4-5 students) using primary sources, e.g. statistical data or policy documents, to analyse specific issues. These projects (4000-5000 words) may either be cross country comparisons of specific policy areas or single country studies of economic growth. Individual students will be responsible for specific elements of the group project and the final mark for each student will be based on a mark for their individual contribution (50%) and a mark for the overall project (50%). These projects will develop and test the ability of students to gather information, interpret information, write a critical contribution to a report and work in a team to produce an overall conclusion.
The coursework is designed to develop and test the achievement of the specific and learning outcomes listed above.
The referral assessment will be a 100% exam based on essays questions from the module content.
Students will be clearly and fully informed about the protocols for assessment.
All students will have their progress monitored in weeks 6 and 12. The Senior Tutor will report the results of this monitoring to the students’ home school. The School will engage with the home Senior Tutor about help and action to improve students’ performance.
17. Implications for learning resources, including staff, library, IT and space:
Apart from the possible need to purchase new textbooks by the Library, the new module has no additional resource implications.
18. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities:
The new module’s curriculum, learning and teaching methods have been looked at in terms of possible disadvantages to students with disabilities. As far as we can anticipate there will be no such disadvantages.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"
......Head of School / ......
Date
1