Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor, Lecturer, Tutor
Wylie Bradford
Contact via wylie.bradford@mq.edu.au
E4A 425
TBA
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECON110 and ECON111 and (6cp in Commerce designated units at 200 level)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Why is economics the way it is? How are modern approaches to analysis related to past contributions? Has there been progress in economics, and how would we know? What is the place of the history of economic thought in the history of ideas more generally? The answer to these and many other fascinating questions are the focus of this unit. The history of economic thought is considered from a non-standard but enlightening perspective: rather than trace through the chronology of authors and schools we examine the evolution of theories and theoretical ideas from their origins (which in some cases stretch back to Greek philosophy) right through to their modern forms. This puts the economics you have already learned into context and allows for a greater appreciation of the historical, social and philosophical influences on the development of economic thought. Examples of the areas covered include the theory of value, the theory of distribution, the theory of growth, and the theory of cycles and fluctuations.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
As the timing assessment submission is largely chosen by students, no extensions will be granted.
Students who have not submitted work prior to a stated deadline will be awarded a mark of 0 for the task.
Accommodation will be made for grading purposes where an application under the Disruptions to Study Policy has been approved.
Specific details relating to assessment tasks will be made available via iLearn and discussed in tutorial meetings in Week 2.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Tutorial Assignment | 35% | No | Student determined |
Graded discussions | 25% | No | Weeks 7,13 |
Personal Reflective Blog | 40% | No | Weeks 3,5,7,9,11,13 |
Due: Student determined
Weighting: 35%
Due: Weeks 7,13
Weighting: 25%
Due: Weeks 3,5,7,9,11,13
Weighting: 40%
There is no set text for this unit. A guide to available resources is provided on iLearn.
• Standard teaching technology (Powerpoint, Lecterns etc).
• Technology requirements: standard (i.e. computer access for submission of assessments and use of iLearn).
Unit Web Page
Course material is available on the learning management system (iLearn)
Lectures cover the basic content of the unit. They do not, however, cover the entire content, which must be made up with extra reading and tutorial work. Tutorials consist of student presentations and class discussion.
Students are expected not only to attend classes, but to prepare for them in advance (it helps to know what the class is about!). You are encouraged to ask questions in lectures. You are expected to ask questions in tutorials.
Week |
Lecture |
Tutorial |
1 |
Introduction – History of Economic Thought: What, Why, How? |
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2 |
Theory of Value I (Origins, Ancient & Medieval, Pre-Classical) |
Intro/admin |
3 |
Theory of Value II (Classical) |
Aristotle |
4 |
Theory of Value III (Classical, Neoclassical) |
Aquinas |
5 |
Theory Of Value IV (Neoclassical, Modern) |
Petty |
6 |
Distribution Theory (Origins, Pre-Classical) |
Cantillon |
7 |
Good Friday Public Holiday - Alternative delivery will be arranged |
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Mid-session recess | |
8 |
Distribution Theory (Neoclassical, Modern) |
Ricardo |
9 |
Growth Theory (Origins, Pre-Classical) |
Marx |
10 |
Growth Theory (Classical) |
Marshall |
11 |
Growth Theory (Neoclassical, Modern)/Fluctuations and Cycles (Origins) |
Walras |
12 |
Fluctuations and Cycles (Classical, Crisis Theories, Neoclassical) |
Keynes |
13 |
Fluctuations and Cycles (Modern) |
Hicks |
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In line with student feedback about assessment quantity, one graded discussion has been dropped. The weighting on the discussions has been decreased by 5%, and the weighting on tutorials increased by 5%, accordingly.
In order to meet the Learning Outcomes as required by the Grading Policy, it is necessary for a passing grade in ECON356 that you:
The rationale for these rules is that there is a minimum level of general performance required if a student is to be held to have achieved the Learning Outcomes, and this precludes doing extremely poorly in one of the assessment tasks. Some degree of 'catch up' is permissible, but this must limited to maintain the integrity of the grading process.