Introductory description

This module allows students to develop an understanding of concepts at the core of development economics from a micro-economic perspective: (i) What is poverty?, (ii) How do agricultural households make decisions? (iii) Why do some children work? The core material will be taken from papers from academic journals, so students will start to see what development economists spend part of their time doing. Within this discussion there will be ample use of econometric techniques (sometimes using STATA) applied to micro development issues.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will typically cover the following topics:

1. Poverty Traps

2. Health and Nutrition

3. Education in Developing Countries

4. Gender and Households

5. Credit and Insurance Markets

6. Psychological Aspects of Poverty

Learning outcomes

By the end of the module, students should be able to:

• Professional skills:...demonstrate they have learned to read and cite the relevant economic literature to address key questions on development from a microeconomic perspective. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.
• Cognitive skills:...demonstrate they have extended their core skills in economic analysis and quantitative methods and will be able to apply this skill in the analysis of problems typical of a developing and less developed economy. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.
• Key skills:...understand development economic studies. Use their content to engage with policy debates. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.
• Subject knowledge and understanding the methods:...by the end of the module the student should be able to demonstrate their understanding of the key issues facing the poor in developing countries such as malnutrition and diseases, lack of education, gender inequality, or reduced access to credit and insurance. The students should also be able to use empirical evidence and economic reasoning to discuss the policies aimed at addressing these issues. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The lectures will present theoretical models backed with empirical evidence on the issues of interest, which will help to illustrate the application of these skills. The seminars will offer a forum to discuss and further understand the nuances involved in developing these skills. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.

Indicative reading list

Please see Talis Aspire link for most up to date list.

View reading list on Talis Aspire

Subject specific skills

Students will have the opportunity to develop skills in:
Analytical thinking and communication
Analytical reasoning
Critical thinking
Creative thinking
Strategic thinking
Problem-solving
Policy evaluation
Analysis of incentives
Concepts of Simultaneity and Endogeneity
Analysis of optimisation
Understanding of Uncertainty and Incomplete Information

Transferable skills

Students will have the opportunity to develop:
Research skills
Numeracy and quantitative skills
Data-based skills
IT skills
Written communication skills
Mathematical, statistical and data-based research skills