general background,
special background, specialised general knowledge, skills development

Consult Appendix A

·     Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area

·     Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B

·     Guidelines for writing Learning Outcomes

After the course, students should demonstrate knowledge of the economic concepts needed to understand how economies work and perform and how government policies can affect economic performance. Also, be able to identify the most significant (historically – in a chronological order) economic events in the major economies of the world, and how these events and relevant government policies had an impact on their economic performance. Finally, they should have the ability to collect, analyze, compare and present information on the economic performance of the major economies of the world, but also to interpret and document the causes of major events, including crises.

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

·         Search for, analysis and synthesis of data and information, with the use of the necessary technology

·         Working independently

·         Production of free, creative and inductive thinking

The course aims to examine the basic economic systems of the world, both in theory and in practice. This approach focuses on understanding how economic systems work and how economic theory interacts with government policy, history (and to some extent culture) in order to explain economic performance. The presentation is in chronological order, explaining the main characteristics of each period, the exchange rate systems, the key financial figures, inflation, the trend in interest rates and unemployment, potential crises that characterize it (causes, details and exit from them) and the transition from one period to the other. It also examines the economic choices describing it, the rules of international trade, the attitude of governments (potentially relative to interventionism) and the social and political dimensions next to the economic one.

·         Notes, slides, etc posted on e-class

·         Use of internet

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student’s study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

In class exam

·         Solution of exercises relevant to the quantitative part of the topics covered

·         Comparative assessment of the theoretical topics

·         Η πρόκληση του παγκόσµιου καπιταλισµού, Robert Gilpin

·         Αναπτυξιακή οικονομική, Βαΐτσος Κωστής (Επιμ.), Μπαρτζώκας Αντώνης (Επιμ.)