Transportation Economics


  • GENERAL
SCHOOL Faculty of Social, Political and Economic Sciences
ACADEMIC UNIT Department of Economics
LEVEL OF STUDIES Undergraduate
COURSE CODE   SEMESTER 5th
COURSE TITLE Transportation Economics
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
Lectures and Individual Assignment 4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

General background
PREREQUISITE COURSES:

 

Statistics, Mathematics, Management, Accounting, Macroeconomics, Microeconomics
LANGUAGE OF INSTRUCTION and EXAMINATIONS: Greek
IS THE COURSE OFFERED TO ERASMUS STUDENTS Yes (in English)
COURSE WEBSITE (URL) http://www.econ.duth.gr/undergraduate/lessons/e4.shtml

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

The course is an introduction to the transportation sector as part of the network economy. Through a number of case studies, the theory and the key issues are presented on management and business development in transportation industry. Emphasis is given on transportation system operation, evaluation and monitoring of corporate outputs and performance, and assessment of investment plans in transportation infrastructure.

 

Based on above theoretical framework, the course learning outcomes could be summarized:

·         Ability to define the relationship between:

o    Demand-Supply, Production-Consumption

o    Employment-Productivity

o    Pricing-Supply chain performance

·         Ability to understand the key paraments for business planning, development and operation of network economy systems, such us:

o    Transport, Energy and Telecommunication

o    Linked economic sectors like tourism, trade, etc.

·         Ability to analyze, review and evaluate plans on the base of the international nature of business and the relation between management and economy, for the transportation sector and Supply chain.

·         Ability to analyze, review, assess and implement:

o    Development plans in national scale

o    Investment projects

o    Privatization plans

After a successful course, the students should be able to understand and implement the main issues and techniques in network economy framework, such as:

·         Estimate, evaluate, review and discuss analysis reports on the base of specific economic concepts applied in inland transportation, sea and water transportation, air transportation and combined transportation, such as Competition-Complementarity, Regulation-Deregulation, Public-Private, Cyclical-Anticyclical, Taxation-Subsidies, Value of Time-Level of Service, Accident Cost-Value of life.

·         Review business tasks and illustrate results of supply-demand and inventory-distribution cost, using methodological frameworks and techniques from the fields of statistics, operations research, management, econometrics, macro and micro economy.

·         Provide analysis results based on generalized cost, price elasticity, pricing issues, investment appraisal in transportation projects and infrastructure.

·         Determine and review the performance of transportation enterprises, private and public investments, in Greek and international market (feasibility studies).

·         Analyze the key parameters of a business plan on the base of economic conditions, operational capabilities, competition and regulatory framework in the sector of transportation and supply chain.

 

 

 

T
Ransport;
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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 in an interdisciplinary environment.

·         Working independently.

·         Production of free, creative and inductive thinking.

  • SYLLABUS
The course syllabus includes:

i.       Structure, operational characteristics and organizational framework in transportation sector.

ii.       Specific economic concepts applied in inland transportation, sea and water transportation, air transportation and combined transportation, such as Competition-Complementarity, Regulation-Deregulation, Public-Private, Cyclical-Anticyclical, Taxation-Subsidies, Value of Time-Level of Service, Accident Cost-Value of life.

iii.      Development policies and modern problems in transportation sector on the level of national policy as well as on the level of enterprise.

iv.      Methods and techniques on Transportation Economics using generalized cost, price elasticity, pricing policy and market accessibility assessment (accessibility, connectivity, spatial economics).

v.       Analysis of transportation enterprises as well as Private and Public investments.

vi.      Regulatory framework and Organisations dealing with transportation sector i.e. WTO, EU, 2190/20 Greek law, EU directive 91/440.

vii.      Key issues and trends in international transportation environment, with emphasis in globalisation, socioeconomic equilibrium, bilateral agreement and international economic relations.

viii.      Best practices from enterprises, organisations and projects.

ix.      Case studies and outputs from real world applications.

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
·         Class lectures

·         Case studies

·         Notes, slides

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
·         Presentations

·         e-class

TEACHING METHODS

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

Activity Semester workload
Lectures 50
Individual assignments and exercises 50
Individual Study 50
Course total 150
STUDENT PERFORMANCE EVALUATION

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.

·         Individual assignment during the course (50%)

·         Final written exams (50%)

 

 

 

 

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Bibliography:

 

1.       Ι.Κ. Μουρμούρης, «Οικονομική των Μεταφορών: Ανάπτυξη, Επένδυση, Διοίκηση και Εφαρμογές», ISBN 9603516716, Εκδόσεις: Α. Σταμούλης, 2006.

2.       Β. Προφυλλίδης, «Οικονομική των Μεταφορών», Δ’ Αναθεωρημένη έκδοση, ISBN 9789607182166, Εκδόσεις: Παπασωτηρίου.

3.       Ε. Σαμπράκος, «Εισαγωγή στην Οικονομική των Μεταφορών», ISBN 9603511366, Εκδόσεις: Α. Σταμούλης, 2001.

 

– Referred journals:

 

Transportation Research Procedia

International Journal of Transport Economics

Journal of Transport Economics and Policy

Research in Transportation Economics

Economics of Transportation

Transportation Research Part A: Policy and Practice

Transportation Research Part B: Methodological

Transportation Research Part E: Logistics and Transportation Review

Journal of Supply Chain Management

Journal of air transport management

Journal of Rail Transport Planning & Management

Journal of Transport Geography

Travel Behaviour and Society

Journal of Operations Management

 

 

Risk Management


  • GENERAL
SCHOOL Faculty of Social, Political and Economic Sciences
ACADEMIC UNIT Department of Economics
LEVEL OF STUDIES Undergraduate
COURSE CODE ΝΕ56 SEMESTER 5th
COURSE TITLE Risk Management
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

General Background
PREREQUISITE COURSES:

 

LANGUAGE OF INSTRUCTION and EXAMINATIONS: HELLENIC
IS THE COURSE OFFERED TO ERASMUS STUDENTS YES (ESSAY IN ENGLISH)
COURSE WEBSITE (URL)

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

 

 

The course introduces both the main quantitative methods for risk assessment using mathematical and graphical representations as well as the use of statistical analysis tools for the development of simple models in enterprises and the management of economic and productive units. It also presents qualitative risk assessment methods using methodological approaches and graphical depictions, developing simple models in enterprises and managing economic and productive units.

 

Upon completion of the course, students will be able to:

– Know the basic principles and approaches for identifying business risks and the management of economic and productive units.

– Develop methodological tools for assessing and prioritizing risks.

– Recognize content and results in a risk report.

– Apply qualitative methods to a risk management model in a business or organization

– Apply quantitative methods to a risk management model in a business or organization

– Identify the content and main parts of the process of risk monitoring and evaluation in enterprises and the management of economic and productive units.

 

General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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

 

  • SYLLABUS
The course content includes:

i. Clarifying the purpose and techniques of assessing business and investment risk

ii. Determining the role of strategic and operational planning in risk management

iii. The presentation of the methodological approach for risk identification and assessment

iv. Principles and methodologies of risk assessment and risk management hierarchy

a. in the economy

b. in businesses and organizations

c. in Project management

v. Development of quality methods in risk assessment

vi. Development of quantitative methods in risk assessment

vii. Presentation of relevant models and good practices

viii. Risk management methodology and process

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
E-mail and e-class
TEACHING METHODS

The manner and methods The course content includes:

i. Clarifying the purpose and techniques of assessing business and investment risk

ii. Determining the role of strategic and operational planning in risk management

iii. The presentation of the methodological approach for risk identification and assessment

iv. Principles and methodologies of risk assessment and risk hierarchy

a. In economy

b. In businesses and organizations

c. Project-project management

v. Development of quality methods in risk assessment

vi. Develop quantitative methods in risk assessment

vii. Presentation of relevant models and good practices

viii. Risk management methodology and processof 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

Activity Semester workload
Lectures 40
Assignments 50
Independent study 60
Course total 150
STUDENT PERFORMANCE EVALUATION

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.

Written examination (70%)

Assignments (30%)

 

 

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Suggested bibliography:

Chapman, C., & Ward, S. (2003). Project risk management: processes, techniques, and insights. Wiley.

– Related academic journals:

International Journal of Risk Assessment and Management

Risk Analysis

SRA Journal in Risk Analysis: An International Journal

The journal of enterprise risk management (JERM)

Journal of Financial Risk Management

Journal of Risk Management in Financial Institutions

Risk management – Springer

 

 

International Political Economy


(1) GENERAL
SCHOOL
Economic , social and political studies
ACADEMIC UNIT
Department of economics
LEVEL OF STUDIES
undergraduate
COURSE CODE
ΝΚ54Α
SEMESTER
fifth
COURSE TITLE
International political economy
INDEPENDENT TEACHING ACTIVITIES
WEEKLY TEACHING HOURS
CREDITS
6
6
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE
Special background-specialised knowledge
PREREQUISITE COURSES:
Introductory macroeconomics, introductory microeconomics
LANGUAGE OF INSTRUCTION and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO ERASMUS STUDENTS
Yes ( in English)
COURSE WEBSITE (URL)
http://www.econ.duth.gr/undergraduate/lessons/e2.shtml
(2) LEARNING OUTCOMES
COURSE CONTENT
This course deals with the interaction between international politics and the global economy that is the core concern of International Political Economy. It examines a variety of theoretical approaches to IPE. Students are given an opportunity to use them as conceptual tools with which to critically assess the content of the world economic order.
METHODS
The following methods will be outlined and used in the course:
1. Lectures
2. Essay writing
3 Essay presentation
OBJECTIVES
1. To become familiar with issues that arise from the interaction of international economic and political structures
2. To provide an introduction to several conceptual approaches to international political economy
LEARNING OUTCOMES
1. An ability to integrate empirical evidence into conceptually grounded arguments
TEACHING ARRANGEMENTS
The course will be taught in thirteen four hour lectures in weeks 1-13, followed by thirteen two hour seminars.
General Competences
1.decision making in complex European and international economic problems
2.knowledge of methodological tools in political economy
3.search for analysis
SYLLABUS
1.International political economy main hypotheses-special traits of involved economic agents
2.Main methodological approaches in international and European political economy (neoclassical.keynesian,institutional,Marxist,realist,constructivist)
3.International trade issues and world trade organization
4. International trade issues and world trade organization
5.International macroeconomic coordination
6. International monetary cooperation
7.International debt issues and policy options for states (imf role)
8. International debt issues and policy options for states (world bank role)
9.Economic transition analysis
10.Economic adjustment policy and issues (euro area)
11. Economic adjustment policy and issues(Latin America)
12.International economic sanctions
13.G20 and G8 as non institutional forms of economic cooperation
(3) TEACHING and LEARNING METHODS – EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Lectures
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
e-class platform
TEACHING METHODS
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
Activity
Semester workload
lectures
52
Seminars-case studies
26
Student assignments
26
Student study
46
Course total
150
STUDENT PERFORMANCE EVALUATION
Description of the evaluation procedure
methods of evaluation, summative or conclusive,
1.Written examination (in Greek)
2.Essays
3.Presentation of essays
multiple choice questionnaires, problem solving, written work, essay/report, oral examination,
Specifically-defined evaluation criteria are given, and if and where they are accessible to students.
They are analysed during the first lecture
(4) BIBLIOGRAPHY
Weeks 1-2
Baker Andrew, 2006, American Power and the Dollar: The constraints of technical authority and Declaratory Policy in the 1990‘s, New Political Economy, 11 (1): 1-46.
Bernhard William, Broz Lawrence, Clark William Roberts, 2002. The Political Economy of Monetary Institutions, International Organization, 56 (4): 693-723.
Cox Robert W, 1983, Gramsci, hegemony and international relations: an essay in method, Millennium Journal of International Relations, 12(2): 162-175.
Friedman T, 1999. The Lexus and the Olive tree: understanding Globalization New York: Farrar, Straus, Giroux.
Germain Randall O, 1997, The International Organization of Credit: Status and global finance in the Word Economy, New York: Cambridge University Press.
Gill Stephen, 1995, Globalization, market civilization and Disciplinary Neoliberalism, millennium journal of international studies, 24(3): 399-423.
Gill Stephen, 1998, New Constitutionalism Democratisation and Global Political Economy, Pacifica Review, 10(1):23-38.
Gowan P, 2001, Neoliberal Cosmopolitanism, New left Review, (11): 79-93.
Kapstein E.B., 1994, Governing the global economy: international finance and the state, Cambridge MA: Harvard University Press.
Payne Anthony, 2005, The study of Governance in a Global Political Economy, στο Nicola Phillips (επιμ.), Globalizing International Political Economy, New York,
Palgrave Macmillan, σελ. 55-81.
Pauly L. W, 1997, Who elected the bankers. Surveillance and control in the world economy, Ithaca, Cornell University Press.
Porter T, 2001, The democratic deficit in the institutional arrangements for regulating global finance, Global Governance, (7): 427-439.
Ruggie John Gerard, 1998, Constructing the World Polity: Essays on International Institutionalism, N. York, Routledge.
Stiglitz J, 2000, What I learned at the world Economic Crisis, The New Republic, April 17:56-61.
Webb M, 1995, The Political Economy of Policy Coordination, Ithaca, Cornell University Press.
Widmaier W., 2003. Constructing Monetary Crises: Monetary Understandings and State Interests in cooperation, Review of International Studies, (29): 61-77.
Williamson John, 1993, Democracy and Washington Consensus, World Development, 21(8): 1329-1336.
Χαζάκης Κωνσταντίνος, 2007, Παγκόσμια Οικονομική Ηγεμονία ή Συνεργασία; Ο ρόλος της ομάδας των οκτώ πιο ανεπτυγμένων χωρών, Αθήνα, Παπαζήσης.
Weeks 3-4
Caves Richard E. – Frankel Jeffrey A. – Jones Ronald W, (1993), “World Trade and Payments: An Introduction”, N – York, Harper Collins College Publishers, sixth edition.
Paul Collier, 2006, why the W.T.O. is deadlocked: And what can be done about it, The World Economy.
Arwel Davies, 2006, Reviewing dispute settlement at the World Trade Organization: A time to reconsider the role of Compensation?, World Trade Review, (5): 31-67
Dilip K. Das, 2006, The Doha round of multilateral negotiations and the embellishing role of the developing economies, The International Trade Journal, xx, no 3.
P. Guerrieri and D. Dimon, 2006, The trade regionalism of the United States and the European Union: Cooperative or Competitive strategies? The International Trade Journal, vol. xx, no 2.
A. Narlikar, 2006, Fairness in International Trade Negotiations: Developing countries
in the GATT and WTO, The World Economy,
Weeks 5-6
Arrow Kenneth J, (1986), “Rationality of Self and Others in an Economic System”, Journal of Business, 59, October, p.p.385-399.
Bank for International Settlements, (1986), “Annual Report”, Basel, Switzerland.
Brown, William Adams, (1940), “The International Gold Standard Reinterpreted, 1914-1934”, New York, National Bureau of Economic Research.
Canzoneri Matthew B. and Patrick Minford, (1988), “When International Policy Coordination Matters: An Empirical Analysis”, Applied Economics, vol. 20, September, p.p. 1137-1154.
Caporaso James A., (1992), “International Relations theory and Multilateralism: The Search for Foundations”, International Organization, vol. 46, Summer, p.p. 599-632.
Cerny, Philip G, (1993), “The Political Economy of International Finance”, In: “Finance and World Politics”, (P. Cerny, ed.), Aldershot, E. Elgar, p.p. 3-19.
Currie David, (1990), “International Macroeconomic Policy coordination: Survey and Prognosis”, in “The International Financial Regime”, (Graham Bird, edit), London, Surrey University Press, p.p. 283-305.
Currie David A. – Holtham Gerall – Hallett Hughes Andrew, (1989), “The theory and Practice of International Policy Coordination: Does Coordination Pay?, In: “Macroeconomic Policies in an Interdependent World”, (Bryan R. – D. Currie et al, edit), Washington D.C., Brookings Institution, Centre for Economic Policy Research and International Monetary Fund, p.p. 14-46.
Fischer Stanley, (1988), “Macroeconomic Policy”, In “International Economic Cooperation”, (M. Feldstein edit), NBER, University of Chicago Press, Chicago IL, p.p. 11-49.
Funabashi Y, (1988), “Managing the Dollar: From the Plaza to the Louvre”, Washington D.C, Institute for International Economics, 2nd Edit.
Grieco J., (1990), “Cooperation Among Nations: Europe, America and non-tariff barriers to trade”, Ithaca: Cornell University Press
Group of Thirty, (1988), “International Macroeconomic Policy Coordination”, New
York, Group of Thirty.
Hajnal Peter I. (1999), “The G7/G8 System: Evolution, Role and documentation”, Ashgate, Aldershot, Brookfield, USA
Horne Jocelyn and Paul R. Masson, (1988), “Scope and limits of International Economic Cooperation and Policy Coordination”, International Monetary Fund Staff Papers, vol. 35, June, p.p. 259-296.
Kindleberger, Charles P, (1987), “The World in Depression, 1929-1939”, Harmondsworth, Penguin.
Masson Paul R, (1993), “Policy Coordination: How is it affected by uncertainty”, Finance and Development, December, p.p. 34-37.
Olson Mancur, (1971), “The Logic of Collective Action: Public goods and the theory of groups”, Cambridge, Mass., Harvard University Press, 2nd Edition.
Oudiz, Gilles and Jeffrey D. Sachs, (1984), “Macroeconomic Policy Coordination among the industrial Economies”, Brookings Papers on Economy Activity, no 1, p.p. 1-64.
Putnam Robert D and C. Randall Henning, (1989), “The Bohn Summit of 1978: A Case study in Coordination”, in “Can Nations Agree? Issues in International Economic Cooperation”, (R.N. Cooper – B. Eichengreen – G. Holtham et al, edit), Washington, D.C., Brookings Institution, p.p. 12-140.
Rogoff, Keneth S, (1985), “Can International Monetary Policy Coordination be counterproductive?”, Journal of International Economics, May, p.p. 199-217.
Taylor Michael, (1987), “The Possibility of Cooperation”, Cambridge and N. York, Cambridge University Press.
Vaubel Roland, (1985), “International Collusion or Competition for Macroeconomic Policy Coordination? A Restatement”, Recherches Economiques de Louvain, vol. 51, December, p.p. 223-240
Webb Michael C, (1991), “International Economic Structures, government Interests and International Coordination of macroeconomic adjustment Policies”, “International Organization, vol. 45, n. 3, Summer, p.p. 309-342.
Williamson John and Marcus H. Miller, (1987), “Targets and Indicators: A Blueprint for the International Coordination of Economic Policy”, Policy Analyses in
International Economics, No 22, Washington D.C., Institute for International Economics.
Weeks 7-8
Αtkeson A, (1991), “International lending with moral hazard and risk of repudiation”, Econometrica 59: 1069-1089
Bangura Sheku, Damoni Kitabire, Robert Powell, (2000), External Debt Management in Low-Income Countries, IMF Working Paper 00/196, Washington: IMF
Bayne, Nicholas (2000), Hanging in There: The G7 and G8 Summit in Maturity and Renewal, Aldershot: Ashgate
Berlage Iodewijk, Danny Cassimon, Jacques Dreze, Paul Reding, (2003), “Prospective Aid and Indebtedness Relief: A Proposal”, World Development, 31(10): 1635-1654
Butkiewicz James L, Halit Yanikkaya, (2005), “The effects of IMF and World Bank Lending on Long-Run Economic Growth: An Empirical Analysis”, World Development, 33(3): 371-391
Cline William R, (1983), International Debt and the Stability of the World Economy, Washington: Institute for International Economics
Collier Paul, (1999), “Learning from failure: The International Financial Institutions as Agencies of Restraint in Africa”, in The Self-Restraining State: Power and Accountability in New Democracies, edited by Andrea Schedler et al, Boulder: Lynne Rienner
Commission for Africa, (2005), Our Common Interest: Report of the Commission for Africa, March, London
Daseking Christina, Robert Powell, (1999), From Toronto Terms to the HIPC Institute: A Brief History of Debt Relief for Low-Income Countries, IMF Working Paper 99/142, Washington: IMF
Development Committee, (2004), Aid Effectiveness and Financing Modalities Background Paper”, DC 2004-0012/Add. 1, Washington: World Bank and International Monetary Fund
Dornbush R, (1989), Debt Problems and the World Economy, in Developing Country Debt and Economic Performance, edited by J.D. Sachs, p.p. 331-358. Chicago;
University of Chicago Press
Eaton, J, (1990), “Debt Relief and the International enforcement of loan contacts”, Journal of Economic Perspectives, 4; 43-56
Feldstein Martin, (1998), “Refocusing the IMF”, Foreign Affairs, 77(2): 20-33
Gilbert Christopher, Andrew Powell, David Vines, (1999), “Positioning the World Bank, Economic Journal, 109: F 598-633
Gunter Bernhard, (2003), Achieving Long-term Debt Sustainability in All Heavily Indebted Poor Countries, Paper prepared for the Intergovernmental Group of 24, XVI Technical Group Meeting in Trinidad and Tobago, February 13-14, Trinidad and Tobago
Hjertholm Peter, (2001), Debt Relief and the rule of thumb: Analytical history of HIPC Debt Sustainability targets, Paper prepared for WIDER Conference on Debt Relief, August 17-18, Helsinki
Higgott Richard, (2003), American unilateralism, foreign economic policy and the securitisation of Globalisation, Working Paper 124/03, September, Warwick: Center for the study of globalisation and regionalism, University of Warwick
International Monetary Fund and International Development Association, (2001), The Challenge of maintaining long-term external debt and sustainability, April 20, www/worldbank.org/ida/ida13docs.html, 7th June 2002
International Monetary Fund and International Development Association, (2002), Heavily indebted poor countries initiative: Status of Implementation September 23, www.worldbank.org/hipc, June 9, 2004
Kapur Devesh, Richard Webb, (2000), Governance – Related conditionalities of the International Financial Institutions, G-24 Discussion Paper, Series 6, N. York – Geneva: UNCTAD
Kharas H, (1984), “The long-run credit worthiness of Developing countries: theory and Practice”, Quarterly Journal of Economics, 99: 415-439.
J. Kirton, 2002, Consensus and Coherence in G7 Financial Governance, in Governing Global Finance: New challenges, G7 and IMF contributions edited by M. Fratianni – P. Savona – J. Kirton, p.p. 45-74. Aldershot: Ashgate
McCabe J.L., Sibley D.S., (1976), “Optimal foreign debt accumulation with export
revenue uncertainty”, International Economic Review, 17: 675-686
A. Mourmouras, W. Mayer, (2004), The Political Economy of Conditional and unconditional foreign assistance: grants versus loan rollovers, IMF Working Paper 04/38, March, Washington, IMF
Ndikumana Léone, (2004), “Additionality of debt relief and debt forgiveness, and implications for future volumes of official assistance”, International Review of Economics and Finance, 13: 325-340
Organisation for Economic Cooperation and Development, (2005), Official Development Assistance increases further – but 2006 targets still a challenge, April 11, www.oecd.org/document/3/0,2340, 1st July 2005
Radelet S, Chiang H, (2003), Providing new financing to low-income countries with high level of debt: some considerations, Center for Global Development, August, www.cgdev.org/publications, 1st July 2005
Rodrik D, (1995), Why is there multilateral lending?, National Bureau of Economic Research, Working Paper 5160: Cambridge, USA
Rodrik D, (1999), Making Openness Work: The New Global Economy and Developing Countries, Washington D.C: Overseas Development council
Sachs Jeffrey D, (1989), “Strengthening IMF Programs in Highly Indebted countries”, in “Pulling Together: The International Monetary Fund in a Multipolar World”, edited by Catherine Gwin and Richard E. Feinberg, p.p. 101-122, New Brunswick, New Jersey: Transaction books
Sun Yan, (2004), External Debt Sustainability in HIPC Completion Point Countries, IMF Working Paper 04/160, Washington: IMF
UN Millenium Project, (2005), “Investing in Development: A Practical Plan to Achieve the Millenium Development Goals”, Overview, Millenium Project, New York: UN Publications
United Nations Conference on Trade and Development (UNCTAD). (2002), Escaping the Poverty Trap: The least developed countries Report, New York: United Nations
United Nations Development Programme (UNDP) (2002), UNDP Review of the Poverty Reduction Strategy Paper, in External Comments and contributions on the
Joint bank/Fund Staff Review of the PRSP approach, vol. I: Bilateral agencies and multilateral institutions, p.p. 201-216, February, Washington; IMF
Week 9
Aslund Anders, 1992, Post-Communist Economic Revolutions: How Big a Bang, The Center for International and Regional Studies, Washington.
Aslung Anders, 1995, How Russia became a market economy, Brookings Institution, Washington.
Aslund Anders, Boone Peter, Simon Johnson, 1996, How to stabilize: Lessons from Post-Communist Countries, Brookings Papers on Economic Activity, vol. 1: 217-313.
Balcerowicz Leszlek, 1994, Common Fallacies in the debate on the transition to a market economy, Economic Policy, vol. 9:16 – 50.
Balcerowicz Leszlek, 1995, Socialism, Capitalism, Transformation, Central European University Press, Budapest.
Blanchard Olivier, 1997, The Economics of Post-Communist Transition, Clarendon Press, Oxford.
Coase R, 1997, The Nature of the Firm, Economica, New Series, vol. 4: 386-405.
Coase R, 1960, The Problem of Social Cost, Journal of Law and Economics, vol. 3:1-44.
Colombatto Enrico, 2002, Is there an Austrian Approach to transition?, The Review of Austrian Economics, vol. 15(1):61-74.
Denzau Arthur T, North Douglass C, 1994, Shared Mental Models: Ideologies and Institutions, Kyklos, vol. 47(1):3-31.
E.B.R.D., 2007, Transition Report 2007, EBRD, London.
Gomulka Stanislaw, 1991, The causes of recession following stabilization, Comparative Economic Studies, vol. 33(2):71-89.
Hayek F.A., 1988, The Fatal Conceit: The Errors of Socialism, Routledge , London.
Jochem A, 1999, Monetary stabilization in countries in transition, International Advances in Economic Research, vol. 5(1): 23-35.
Johnson. S, Kowalska M, 1994, Poland: The political economy of shock therapy, στο Haggard S και Webb S.B. (επιμ), Voting for Reform, Democracy, Political
liberalization and economy Adjustment, Oxford University Press, Oxford, σ: 185-241.
Kornai Janos, 1980, Economics of shortage, North-Helland Publishing Company, Amsterdam – Oxford
Kornai Janos, 1994, Transformational Recession: The main Causes Journal of Comparative Economics, vol. 19:39-63.
Kornai Janos, 1995, Highways and byways, studies of Reform and Post-Communist transition, MA: MIT Press, Cambridge.
Kornai Janos, 2006, The great transformation of central eastern Europe: success and disappointment, economics of transition, vol. 14(2):207-244.
Kyrkilis Dimitrios, 2005, Economic performance, regional integration and financial collaboration in the black sea region, Agora without frontiers, vol. 10 (4), σελ. 320-333.
Lange Oscar, 1938, On the economic theory of socialism, university of Minnesota, Minneapolis MN.
Lavigne Marie, 2000, Ten years of transition: A review article, communist and post-communist studies, vol. 33:475-483.
Lipton D., Sachs J, 1990, Creating a Market economy in eastern Europe: The case for Poland, paper presented at the Brookings panel on economic Activity, April 5-6, Washington.
Lipton D, De Crombrugghe, 1993, The Government budget and the economic transformation of Poland, World Institute for Development, working paper 111, United Nations University, N. York.
Μακρής Γεώργιος, 2005, Η παγκοσμιοποίηση και το σύστημα συναλλαγματικών ισοτιμιών για τις οικονομίες σε μετάβαση, στο Α. Κόντης – Χ. Τσαρδανίδης (επιμ.), Διεθνής Πολιτική Οικονομία, Παπαζήσης , Αθήνα, σ. 425-450.
Mises Von L, 1975, (1920), Calculation in the socialist commonwealth, Clifton, N.J.: Kelley Publishing.
Murrell Peter, 1996, How far has the transition progressed. Journal of economic perspectives, vol. 10 (2):25-44.
North Douglass C., 1997, The contribution of the new institutional economics to an
understanding of the transition problem, WIDER Annual lectures, World Institute for Development Economics Research UW University, March, Helsinki.
North Douglass C., 2000, Big Bang Transformation of Economic Systems: An introductory Note, Journal of institutional and theoretical economics, vol. 156 (1):3-8.
O.E.C.D., 1990, Transition from command to market economies, OECD Publications, Paris.
Petrakos George, 2003, Peripheral European transitions: Performance, structure and trade relations in the Balkan Region, vol. 1(1), Fall, South-Eastern Europe Journal of Economics, University at Macedonia Press:41-64.
Qian Yingyi, 2003, How Reform worked in China, στο Dani Rodrik (επιμ), In search of prosperity: Analytic narratives on economic growth, Princeton, N.J. Princeton University Press, σ. 297-333.
Roland Gerard, 1994, The role of political constraints in transition economies, economics of transition, vol. 2(1):27-41.
Roland Gerard, 2000, transition and economics: politics, markets and firms, Cambridge MA: MIT Press.
Sachs Jeffrey, 1995, Old Myths about Poland’s reforms die hard, transition, vol 6 (11):11-12.
Sachs Jeffrey, Wing Thye Woo, Yank Xiao Kai, 2000, economic Reforms and constitutional transition, Annals of economics and finance, vol. (1): 435-491.
Stark D., 1992, Path Dependence and privatization strategies in east central Europe, east European politics and societies, vol. (6) : 17-54.
Stiglitz Joseph E, 1996, Whither Socialism, the MIT Press, Cambridge MA.
Stiglitz Joseph E., Stern Nicholas, 1997, A framework for a development strategy in a market economy: objectives, scope, institutions and instruments, EBRD working paper 20, April, London.
Stiglitz Joseph E., 1998, More instruments and broader goals: Moving toward the Post-Washington Consensus, WIDER Annual lectures, world institute for development economics research, UN University, January, Helsinki.
Svejnar Jan, 2002, Transition economics: performance and challenges, Journal of
economic perspectives, vol. 16 (1): 3-28.
Williamson John, 1993, Democracy and the Washington consensus, world development, vol 21 (8):1329-1336.
Williamson John, 1997, The Washington consensus revisited, στο Louis Emmerij (επιμ), Economic and social development into the XXI Century, Inter-American development Bank, Washington.
Witold Jakobik, 1999, Dynamics of the economic transition in Poland: An Attempt of interpretation, IAER, May 5 (2):167-178.
World Bank, 2002, transition: the first ten years, analysis and lessons for eastern Europe and the former soviet union, Washington D.C.
Χαζάκης Κωνσταντίνος, 2000, Εγχειρίδιο ξένων επενδύσεων στις Βαλκανικές χώρες: Οι περιπτώσεις της Βουλγαρίας και της Ρουμανίας, Ζητή, Θεσσαλονίκη.
Χαζάκης Κωνσταντίνος, 2001, Οδηγός ξένων επενδύσεων στην Ανατολική Ασία, Ζητή, Θεσσαλονίκη.
Zouboulakis Michel, 2005, On the evolutionary character of North’s idea of institutional change, journal of institutional economics, vol. 1 (2) : 139-153.
Weeks 10-11
Alesina, A. and Ardagna, S. (2009) “Large changes in fiscal policies: Taxes versus spending”, NBER Working Paper 15348. [online] http://www.nber.org/papers/w15438 (Accessed 20 May 2015).
Alesina, A., Ardagna, S. and Galasso, V. (2008) “The Euro and Structural Reforms”, NBER Working Paper 14479. [online] http://www.nber.org/papers/w14479.pdf (Accessed 20 May 2015).
Allen, M. (1984). “The link between structural reform and stabilization policies: an overview. In R. C. Barth, A. R. Roe, & C. H. Wong (Eds.)”, Coordinating stabilization and structural reform. Washington: IMF.
Bedoya, H., Silarszky, P. and Verheyen, G. Conditionality revisited. Washington: World Bank, pp. 57–84.
Beveridge, W. A., and Kelly, M. R. (1980) “Fiscal content of financial programs supported by Stand-By Arrangements in the upper credit tranches, 1969–1978”. IMF Staff Papers, Vol. 27, pp. 205–249.
Bini Smaghi, L.(2004) “A Single EU Seat in the IMF?”, Journal of Common Market Studies, Vol. 42, pp.229-248
Bird, G. and Willett, T. D. (2004) “IMF conditionality, implementation and the new political economy of ownership”. Comparative Economic Studies, Vol. 46, pp. 423–450.
Boockmann, B. and Dreher, A. (2003) “The contribution of the IMF and the World Bank to economic freedom”. European Journal of Political Economy, Vol. 19, pp. 633–649.
Dixit, A. (2003) “Some lessons from transaction cost politics for less-developed countries”. Economics and Politics, Vol. 15, pp. 107–133
Drazen, A. (2002) “Conditionality and ownership in IMF lending: A political economy approach.” IMF Staff Papers, Vol. 49 (Special Issue), pp. 36–67.
Drazen, A. and Grilli, V. (1993) “The benefit of crises for economic reforms.” American Economic Review, Vol. 83, pp. 598–607.
Drazen, A. and Isard, P. (2004) “Can public discussion enhance program ownership?” NBER Working Paper 10927.
Dreher, A. (2009) “IMF conditionality: theory and evidence”, Public Choice, Volume 141 Issue 1, pp. 233 – 267.
European Commission (2010). The Economic Adjustment Programme for Greece. European Economy, Occasional Papers 61, Brussels: European Commission.
European Commission (2012). The Second Economic Adjustment Programme for Greece. European Economy, Occasional Papers 94, Brussels: European Commission.
European Commission (2014b). The Economic Adjustment Programme for Cyprus – Fifth Review. European Economy, Occasional Papers 209, Brussels: European Commission.
European Commission (2014c). The Economic Adjustment Programme for Portugal – Eleventh Review. European Economy, Occasional Papers 191, Brussels: European Commission.
European Commission (2014e). The Second Economic Adjustment Programme for Greece – Fourth Review. European Economy, Occasional Papers 192, Brussels: European Commission.
Goldstein, M. (2003) “IMF structural programs, in: M. Feldstein, ed., Economic and Financial Crises in Emerging Market Economies” University of Chicago Press, Chicago, pp. 363–347.
Haggard, S. (1985) “The politics of adjustment: lessons from the IMF’s Extended Fund Facility.” International Organization, Vol. 39, pp. 505–534.
Hazakis, K. (2014) The crisis of eurozone economic governace and its impact on the management of the greek public debt, In the book “The Greek political economy, 2000-2010: from economic and monetary union to support mechanism” Livanis publications, Athens.
Hazakis, K (2015) “The Political Economy of Economic Adjustment Programs in the Eurozone: A Detailed Policy Analysis” Politics and Policy, Vol. 43, pp. 822-854.
International Monetary Fund (2001a). Conditionality in Fund-supported programs—policy issues. Washington, DC.
International Monetary Fund (2001d). Structural conditionality in Fund-supported programs. Washington, DC.
International Monetary Fund (2004). The IMF and Argentina, 1991–2001, IMF Independent Evaluation Office, Washington, DC: IMF.
International Monetary Fund (2006a). Bolivia: 2006 Article IV Consultation – Staff Report, IMF Staff Country Report No. 06/270.
International Monetary Fund (2008). Uruguay: Ex Post Evaluation of Exceptional Access Under the 2005 Stand-By Arrangement, IMF Staff Country Report No. 08/47.
Ivanova, A., Mayer, W., Mourmouras, A., and Anayiotos, G. (2005) “What determines the implementation of IMF-supported programs? In A. Mody & A. Rebucci (Eds.), IMF-supported programs: assessing program design, implementation, and effectiveness”. Washington, DC: IMF, pp. 160–186.
Joyce, J. P. (2006) “Promises made, promises broken: a model of IMF program implementation” Economics and Politics, Vol. 18, pp. 339–365.
Khan, M. S. and Sharma, S. (2001) “IMF conditionality and country ownership of programs” IMF Institute, IMF.
Killick, T. (1995) IMF programmes in developing countries—design and impact. Routledge, London.
Killick, T. (2005) “Did conditionality streamlining succeed?” In S. Koeberle, H. Bedoya, P. Silarszky, & G. Verheyen (Eds.), Conditionality revisited. pp. 93–96. Washington: World Bank.
Killick, T. (2006) “Conditionality and IMF flexibility” In A. Paloni &M. Zanardi (Eds.), The IMF, World Bank and policy reform. Routledge, London.
Nsouli, S. M., Atoian, R. and Mourmouras, A. (2005) “Institutions, program implementation, and macroeconomic performance.” In A. Mody & A. Rebucci (Eds.), IMF-supported programs: assessing program design, implementation, and effectiveness. Washington: International Monetary Fund.
Payer, C. (1974) The debt trap. Penguin Books, Harmondsworth.
Reichmann, T. M. and Stillson, R. T. (1978) “Experience with programs of balance of payments adjustment: stand-by arrangements in the higher tranches, 1963–72” IMF Staff Papers, Vol. 25, pp. 293–309.
Reinhart, C. and Rogoff, K. (2010) “Growth in a time of debt”, American Economic Review, American Economic Association, Vol. 100 No.2, pp. 573 – 578.
Santaella, J. A. (1996) “Stylized facts before IMF-supported macroeconomic adjustment” IMF Staff Papers, Vol.43, pp. 502–544.
Svensson, J. (2000) “When is foreign aid policy credible? Aid dependence and conditionality”, Journal of Development Economics, Vol. 61, pp. 61–84.
Varga, J., Roeger, W. and Veld, J. (2013) “Growth Effects of Structural Reforms in Southern Europe: The case of Greece, Italy, Spain and Portugal”, European Economy – Economic Papers 511.
Veld, J. (2013) “Fiscal consolidations and spillovers in the Euro area periphery and core”, European Economy – Economic Papers 506.
Weaver, JH. (1995) “What is structural adjustment? Structural Adjustment: Retrospect and Prospect”, Westport, CT: Praeger, pp. 3 – 20.
Week 12
Cortright D, 1995, Economic Sanctions: Panacea or peace building in a post cold-war world? Boulder, Westview Press.
Akbar E. Torbat, 2005, The World Economy, 28(3): 407-434
Week 13
Gros D. – Kluh Ulrich – Di Mauro B.W., 2009, Reforming the international financial system, Interconomics , March / April: 72-76.
Hazakis K., 2009, From Rambοuillet to Heilingendamm: The role of group-8 economic summits in global monetary architecture, Central European journal of international and security studies, vol. 3(1): 165-184.
Hazakis K., 2009, Ethics and economic transition: A reconsideration of critical issues, in R. Spinger – P. Chadraba (edit), Marketing and Business strategies for central and eastern Europe, University of Vienna, Department of economics, Vienna, p.p. 139-150.
IMF, 2003, International standards: Strengthening surveillance, Domestic Institutions and International Markets, IMF Public, Washington.
Κόντης Α., 2009, Ο Διεθνής ρόλος του Ευρώ: Διεκδίκηση Ηγεμόνας; Διεθνής και Ευρωπαϊκή Πολιτική, τευχ. 15: 268-304.
Mc Cleery R. – De Paolis F., 2008, The Washington Consensus: A post – Mortem, Journal of Asian Economics, vol. 19:438-446.
Mundell R., 2009, The world economy: Quo Vadis? Journal of policy Modeling, vol. 31:493-497.
Ruggie J., 1982, International Regimes, transactions and change: embedded liberalism in the postwar economic order, International organization, vol. 36 (2):379-416.
Χαζάκης Κ., 2007, Παγκόσμια Οικονομική Ηγεμονία ή Συνεργασία; Ο ρόλος της ομάδας των οκτώ πιο Αναπτυγμένων Χωρών, Παπαζήσης: Αθήνα.
White W., 2008, Past financial crises, the current financial turmoil and the need for a new macro financial stability framework, Journal of financial stability, vol. 4:307-312.

International Economics I


  • GENERAL
SCHOOL SOCIAL, POLITICAL AND ECONOMIC SCIENCES
ACADEMIC UNIT ECONOMICS
LEVEL OF STUDIES Undergraduate
COURSE CODE ΝΚ51 SEMESTER 5th
COURSE TITLE INTERNATIONAL ECONOMICS I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

General Background
PREREQUISITE COURSES:

 

LANGUAGE OF INSTRUCTION and EXAMINATIONS: Greek
IS THE COURSE OFFERED TO ERASMUS STUDENTS Yes (in English)
COURSE WEBSITE (URL)

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

 

The course International Economics helps students to gain a more comprehensive and critical thinking about economic policy in an international environment.

 

 

 

General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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…

…….

 

 

Decision-making

Working independently

Criticism and self-criticism

Production of free, creative and inductive thinking

 

 

 

 

 

 

 

 

 

 

 

  • SYLLABUS
 

The core curriculum of International Economics aims to introduce students to the concepts of international trade. The course is structured in a way that students become familiar and analyze issues related to the impact of international trade on a country’s welfare, the major benefits it provides to both people and nations, and the most serious challenges it faces using mathematical models and diagrams. The effects of barriers to trade and other protectionist policies are also presented. Furthermore, students learn about the determinants of short- and long-run equilibrium exchange rates. The course International Economics helps students to gain a more comprehensive and critical thinking about economic policy in an international environment.

 

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
Support the learning process through the online platform e-class
TEACHING METHODS

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

Activity Semester workload
Lectures 52
Individual Study 98
Course total 150
STUDENT PERFORMANCE EVALUATION

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.

 

Writing Exam (100%)

 

 

 

 

 

 

 

 

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Suggested bibliography:

Krugman, P. R., & Obstfeld, M. (2009). International Economics: Theory and Policy. 8th Edition.  Pearson Education.

 

 

 

Human Resources Management


(1) GENERAL
SCHOOL
Economic , social and political studies
ACADEMIC UNIT
Department of economics
LEVEL OF STUDIES
undergraduate
COURSE CODE
ΝΚ54Β
SEMESTER
fifth
COURSE TITLE
Human Resources Management
INDEPENDENT TEACHING ACTIVITIES
WEEKLY TEACHING HOURS
CREDITS
6
6
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE
Special background-specialised knowledge
PREREQUISITE COURSES:
Introductory macroeconomics, introductory microeconomics
LANGUAGE OF INSTRUCTION and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO ERASMUS STUDENTS
Yes ( in English)
COURSE WEBSITE (URL)
http://www.econ.duth.gr/undergraduate/lessons/e2.shtml
(2) LEARNING OUTCOMES
COURSE CONTENT
This course examines the role of the human resource professional as a strategic partner in managing today?s organizations. Key functions such as recruitment, selection, development, appraisal, retention, compensation, and labor relations are examined. Implications of legal and global environments are appraised and current issues such as diversity training, sexual harassment policies, and rising benefit costs are analyzed. Best practices of employers of choice are considered.
METHODS
The following methods will be outlined and used in the course:
1. Lectures
2. Essay writing
3 Essay presentation
OBJECTIVES
1. To become familiar with issues that arise from the interaction of firms and employees
2. To provide an introduction to several conceptual approaches to Human Resource Management
LEARNING OUTCOMES
Upon successful completion of this course, students will be able to:
– Demonstrate an understanding of basic HRM theories
– Apply their understanding of theoretical models to analyze trends in data pertaining to topics in HRM.
– Apply their understanding of theoretical models to case studies presented in the course.
– Construct, defend, and analyze important HRM issues.
TEACHING ARRANGEMENTS
The course will be taught in thirteen four hour lectures in weeks 1-13, followed by thirteen two hour seminars. .
General Competences
1.decision making in modern organizations concerning Human Resources
2.knowledge of methodological tools in HRM
3.critical analysis
SYLLABUS
• Introduction to Human Resources Management
• Managing Equal Opportunity and Diversity Personnel Planning, Recruiting, and Talent Management
• Testing and Selecting Employees Techniques
• Training and Developing Employees
• Appraising and Compensating Employees
• Performance Management, Appraisals, and Careers Techniques
• Compensating Employees
• Managing Employee Ethics, Engagement, Retention, and Fair Treatment
• Managing Labor Relations and Collective Bargaining Concepts
• Protecting Safety and Health
• Practical HR Tools, Guidelines, and Systems for Managers
(3) TEACHING and LEARNING METHODS – EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Lectures
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
e-class platform
TEACHING METHODS
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
Activity
Semester workload
lectures
52
Seminars-case studies
26
Student assignments
26
Student study
46
Course total
150
STUDENT PERFORMANCE EVALUATION
Description of the evaluation procedure
methods of evaluation, summative or conclusive, multiple choice questionnaires, problem solving, written work, essay/report, oral examination,
Specifically-defined evaluation criteria are given, and if and where they are accessible to students.
1.Written examination (in Greek)
2.Essays
3.Presentation of essays
They are analysed during the first lecture
(4) BIBLIOGRAPHY
• Μπουραντάς Δ. (2005) Ηγεσία- ο δρόμος της διαρκούς επιτυχίας. Εκδόσεις Κριτικη.
• Παπαλεξανδρή Ν. και Μπουραντάς, Δ. (2002). Διοίκηση Ανθρώπινων Πόρων. Εκδόσεις Μπένου, Αθήνα.
• Bach, S. (2005) Managing human resources, Oxford: Blackwell
• Baron, J.N and D.M. Kreps (1999) Strategic human resources: frameworks for general managers, John Wiley & Sons, Inc.
• Boxall, P. and J. Purcell (2011) Strategy and human resource management, Basingstoke: Palgrave.
• Bratton, J. and Gold, J., (2003). Human Resource Management, Theory and Practice.Palgrave, UK.
• Claydon, T. and J. Beardwell (2007) Human resource management: a
contemporary approach, Harlow: Prentice Hall.
• Dessler G. (2006) A Framework for Human Resource Management, Fourth edition, Pearson-Prentice Hall, Upper Saddle River.
• Folger, R. and R. Cropanzano (1998) Organizational justice and human resource management, Thousand Oaks, CA: Sage
• Gold, J., Holden, R. Iles, P. Stewart, J. and Beardwell, J. (2010) Human resource development: theory and practice, Basingstoke: Palgrave Macmillan.
• Gomez-Mejía, L., Balkin, D., Cardy, R (2012) Managing Human Resources. Phoenix. Pearson inc.
• Kramar, R. and Syed J. (2012) Human resource management in a global context, Basingstoke: Palgrave.
• Lucas, R., B. Lupton and H. Mathieson (2006) Human resource management in an international context, London: CIPD.
• Michael, A. (2006): A Handbook of Personnel Management Practice. London, Kogan Page Ltd
• Mondy W. and Noe R.M. (2006), Human Resource Management, , Pearson-Prentice Hall, Belderbos.
• Price, A. (2011): Human Resource Management. North Way. Cengage learning EMEA.
• Raymond, N., Hollenbeck, J (2011): Fundamentals of Human Resource Management. New York. The McGraw-Hill.
• Stewart, G. and Brown, K (2011): Human Resource Management: Linking Strategy to Practice. Indianapolis. John Wiley and sons Inc.
• Storey, J. (2007) Human resource management: a critical text, London: Thomson Learning.
• Torrington, D., L. Hall, S. Taylor and C. Atkinson.(2011) Human resource management, Harlow: Financial Times.

Environmental Economics


  • GENERAL
SCHOOL Faculty of Social, Political and Economic Sciences
ACADEMIC UNIT Department of Economics
LEVEL OF STUDIES Undergraduate
COURSE CODE ΝΕ57 SEMESTER 5th
COURSE TITLE Environmental Economics
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
Lectures 4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

Elective (special background)
PREREQUISITE COURSES:

 

LANGUAGE OF INSTRUCTION and EXAMINATIONS: Greek
IS THE COURSE OFFERED TO ERASMUS STUDENTS
COURSE WEBSITE (URL) https://eclass.duth.gr

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

 

-Knowledge and understanding of economic science

-Application of economic science

-Development of strategic and critical thinking and the ability to highlight and study an economic subject.

-The ability to explain how economic agents (individuals, households, firms, governments, etc.)make decisions and choices and to use this to solve problems related to economic decisions.

-The ability to explain the basic workings of an economic system and the role of policy in such a system.

-The ability to use economic reasoning to formulate and evaluate economic advice and policy.

-The ability to understand economic theory principles using mathematical and quantitative methods and to model systems utilizing these methods.

-The ability to apply economic reasoning and methods effectively to the study of specific topic areas (For example, markets, public finance, environment, health, labor markets, international trade, etc.)

-The ability to raise and explore a specific issue in economics. This involves identifying the

subject to study, knowing suitable examination methods and the ability to draw conclusions.

 

 

 

 

 

 

 

 

General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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…

…….

 

-Production of new research ideas

-Decision-making

-Production of free, creative and inductive thinking

 

 

 

 

 

 

 

 

 

 

 

 

  • SYLLABUS
This course presents the basic theoretical approaches regarding the relation between environmental problems and economic activity, giving special emphasis to the approaches of “Thermodynamics“ and “Mechanics”. Moreover, basic mathematical models of natural resource management (both renewable and non-renewable) are presented. Finally, the course analyzes some environmental topics of Neoclassical economics such as externalities and taxation.

 

 

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
 
TEACHING METHODS

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

Activity Semester workload
Lectures 52
Study 98
 
 
 
Course total 150
STUDENT PERFORMANCE EVALUATION

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.

 

The language of evaluation is Greek and students have to take a final exam.

 

 

 

 

 

 

 

 

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Suggested bibliography:

Economics of natural resources and the environment, Faucheux Sylvie, Noel Jean – Francois

Economy and the environment, Passet Rene

 

Related academic journals:

Environmental and Resource Economics

Journal of Environmental Economics and Management

 

 

 

Econometrics I


  • GENERAL
SCHOOL Faculty of Social, Political and Economic Sciences
ACADEMIC UNIT Department of Economics
LEVEL OF STUDIES Undergraduate
COURSE CODE NK52 SEMESTER 5th
COURSE TITLE Econometrics I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
Lectures 4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

General Background
PREREQUISITE COURSES:

 

LANGUAGE OF INSTRUCTION and EXAMINATIONS: HELLENIC
IS THE COURSE OFFERED TO ERASMUS STUDENTS YES (ESSAY IN ENGLISH)
COURSE WEBSITE (URL) http://www.econ.duth.gr/undergraduate/lessons/%CE%9F%CE%B9%CE%BA%CE%BF%CE%BD%CE%BF%CE%BC%CE%B5%CF%84%CF%81%CE%AF%CE%B1%20%CE%99.pdf

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

The course in Econometrics aims at presenting and teaching the basic quantitative tools issued in all areas of Economics, in the understanding of the abilities and the limitations of these tools and the way to use them in actual or experimental data. During the semester the student meets linear regression models and basic statistical principles with a limited introduction to non-linear models. Moreover, the student participates in the development of simple real life examples of the application of the regression models from the entire span of Economics with a special attention to the policy implications of the various examples.

 

Upon completion of the course the student will be able to:

• Understand the basic principles of statistics and econometrics.

• apply and infer upon the empirical findings of linear regression models to simple economic phenomena.

• Examine and infer upon the existence of a causal relationship between variables and the policy implications from this relationship.

• Comprehend the application of various quantitative methodologies in different research areas of Economics and the ability to link the empirical findings with the theoretical foundations of the various economic exemplars.

 

General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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…

…….

Working independently

Team work

Decision-making

Production of free, creative and inductive thinking

  • SYLLABUS
1. Introduction to Econometrics

2. Review of basic concepts of Probability theory and Statistics

3. Basic Econometric principles

4. Simple linear regression with one dependent variable

5. Hypothesis testing

6. Empirical applications

7. Multiple regression

8. Hypothesis testing with many variables

9. Binary variables

10.Non-linear regression models

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
The basic instrument for electronic communication, notes dissemination etc is the E-class
TEACHING METHODS

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

Activity Semester workload
Lectures 52
Independent study 98
Course total 150
STUDENT PERFORMANCE EVALUATION

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.

The evaluation is based entirely on the written examination at the end of the semester based on problems including short questions and answers, figure analysis, mathematical representations, judgment, proofs and problem solving.

 

The examination criteria are made known at the start of the semester and are available at the E-class.

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Suggested bibliography:

1) Gujarati και Porter, Introduction to Econometrics. (5th Edition), McGraw-Hill Press, 2008.

2) Hamilton. J., Times Series Analysis, (1st Edition), Princeton Press, 1994.

3) W.H. Greene, Econometric Analysis, (7th edition), Pearson Prentice Hall, 2011.

4) Wooldridge, Jeffrey M. Econometric Analysis of Cross Section and Panel Data. (2nd Edition), MIT Press, 2002.

5) J.H. Stock and M.W. Watson, (3rd edition), Introduction to Econometrics, Pearson Prentice Hall, 2003.

– Related academic journals:

Econometrica

Journal of Econometrics

Journal of Applied Econometrics

International Journal of Forecasting

 

Business Law II


  • GENERAL
SCHOOL Faculty of Social, Political and Economic Sciences
ACADEMIC UNIT Department of Economics
LEVEL OF STUDIES Undergraduate
COURSE CODE NE 55 SEMESTER 5TH
COURSE TITLE BUSINESS LAW II
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits
WEEKLY TEACHING HOURS CREDITS
Lectures 4 6
 
 
Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).
COURSE TYPE

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

GENERAL BACKGROUND
PREREQUISITE COURSES:

 

LANGUAGE OF INSTRUCTION and EXAMINATIONS: GREEK
IS THE COURSE OFFERED TO ERASMUS STUDENTS YES (IN ENGLISH)
COURSE WEBSITE (URL) https://eclass.duth.gr/courses/ΚΟΜ06155/

 

 

  • LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

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

 

The course aims to introduce students to a specific part of commercial law, studying all types of trade companies.

 

Ability to clarify main characteristics and differentiations regarding various types of trade companies. Ability to have access on legislature materials and understanding of methods applied. Ability of composing and analysing.

 

 

 

 

 

General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information, with the use of the necessary technology

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

Project planning and management

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

 

Decision-making

 

Production of free, creative and inductive thinking

 

 

  • SYLLABUS
 

Notion of company – Types of trade companies – numerus clausus of trade companies – Differentiation between personal and capital company – Basic rules on founding, decision making, managing, representing, transformation of legal entities. Particular study of all types of Greek companies.

 

 

 

  • TEACHING and LEARNING METHODS – EVALUATION
DELIVERY
Face-to-face, Distance learning, etc.
Class lectures
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students
Support of the learning process via e-class

 

TEACHING METHODS

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

Activity Semester workload
Lectures 30
Case study 30
Individual study 80
 
 
 
Course total 140
STUDENT PERFORMANCE EVALUATION

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.

 

Evaluation language:   greek

Evaluation method: written test consisting of a case study based on cases elected by the professor and delivered to the students during the semester

 

 

 

 

 

  • ATTACHED BIBLIOGRAPHY
– Suggested bibliography:

– Related academic journals:

 

o    ΔΙΚΑΙΟ ΤΩΝ ΕΜΠΟΡΙΚΩΝ ΕΤΑΙΡΙΩΝ, ΜΠΑΣΑΓΙΑΝΝΗΣ Ν., ΘΕΟΔΩΡΟΠΟΥΛΟΥ-ΔΕΝΔΙΑ Β.  Νομική Βιβλιοθήκη, 2014

o    ΕΤΑΙΡΙΕΣ , ΕΙΣΑΓΩΓΗ ΣΤΟ ΔΙΚΑΙΟ ΤΩΝ ΕΤΑΙΡΙΩΝ ΤΟΥ ΕΜΠΟΡΙΚΟΥ ΔΙΚΑΙΟΥ, ΙΩΑΝΝΗΣ ΡΟΚΑΣ