The purposes of this course are:

1) to present real world policy problems within a coherent theoretical framework;

2) to present an analysis of how the international economy works, in terms of trade, current account imbalances, exchange rates.

The course also aims to link the economic theory to current issues and open questions. A focus will be devoted to the current situation in the PIIGS countries, the causes and the consequences of the ongoing sovereign debt crisis in Europe.

Students are strongly encouraged to read “The Economist” (available at the University’s library), the “Wall Street Journal” and the “Financial Times” articles concerning IE matters, as well as to follow the daily news on the main economic events.

The instructor will hand out or direct students to additional readings on international policy issues. Materials on the course will be posted on myjcu web page.

Classes will be a mixture of theory and case studies. Relevant economic news of the day will be frequently discussed in class.

The course covers selected topics in international trade theory and trade policy, as well as international finance and macroeconomic policy.

ü  To provide students with an analytical framework that can be used for understanding events in the field of international economics.

ü  To help students to learn from various sources of information on the global economy.

ü  By the end of the course, students should be able to: a) demonstrate an ability to analyse current issues in international trade on the basis of different models of international trade; b) demonstrate an ability to critically assess trade policy, and c) demonstrate an ability to appropriately select and deploy theoretical principles to address practical issues and problems. 

Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.

A:  Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.

B:  This is highly competent level of performance and directly addresses the question or problem raised.

There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

C:  This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

D:  This level of performances demonstrates that the student lacks a coherent grasp of the material.

Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

F: This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.