Learning objectives
At the end of the course students are expected of being able to:
acknowledge and comprehend the economic, social and cultural processes that led in the long run to the integration of global markets;
- apply such learning to critically tackle issues deriving from the complex structure of the current framework of global economy;
- being able to evaluate the international economy in a multilateral perspective, bypassing the idea that the Western world is the main player of processes that are currently developing on a global scale;
- convey all the acquired concepts to discuss and interact with private and institutional subjects, including international ones, about issues related to globalization.
Prerequisites
A basic knowledge of economic history.
Course unit content
The course takes into analysis the globalization of economy in a long term historical perspective (from the 15th c. up to today) and using a broad geographical angle (Europe, America, Asia and Africa). To do so, a set of crucial topics will be considered: the “economy-worlds” before globalization (Europe, China, and India); the integration of commodities and capital markets; the impact of developments in transportation and communication; the process of economic convergence; the dialectical interaction between markets regulation and deregulation; global and local crises.
Bibliography
- Mandatory readings:
(a) R. B. Marks, The Origins of the Modern World Economy. A Global and Ecological Narrative from the Fifteenth to the Twenty-first Century, (3rd edition) Oxford, Rowman & Littlefield Publishers, 2015, pp. 1-197;
(b) R. Findlay, K.H. O’Rourke, "Commodity Market Integration, 1500–2000," in Globalization in Historical Perspective, ed. by M.D. Bordo, A.M. Taylor, and J.G. Williamson, Chicago: University of Chicago Press, 2003, pp. 35-57 [i.e. only § 1.5 e 1.6];
(c) S. Dowrick, J.B. de Long, "Globalization and Convergence," in Globalization in Historical Perspective, ed. by M.D. Bordo, A.M. Taylor, and J.G. Williamson, Chicago: University of Chicago Press, 2003, pp. 191-218.
- Supplementary readings (choose 1 among the 3 listed below):
(1) N. Crafts, A.J. Venable, "Globalization in History: A Geographical Perspective," in Globalization in Historical Perspective, ed. by M.D. Bordo, A.M. Taylor, and J.G. Williamson, Chicago: University of Chicago Press, 2003, pp. 323-358;
(2) L. Neal, M. Weidenmier, "Crises in the Global Economy from Tulips to Today: Contagion and Consequences," in Globalization in Historical Perspective, ed. by M.D. Bordo, A.M. Taylor, and J.G. Williamson, Chicago: University of Chicago Press, 2003, pp. 473-507;
(3) B. Eichengreen, H. James, "Monetary and Financial Reform in Two Eras of Globalization," in Globalization in Historical Perspective, ed. by M.D. Bordo, A.M. Taylor, and J.G. Williamson, Chicago: University of Chicago Press, 2003, pp. 515-542.
Reading (a) is a book that can be bought online.
Readings (b), (c), (1), (2), (3) are opensource and can be downloaded at the following link
http://papers.nber.org/books/bord03-1
Teaching methods
The teaching will be carried out through traditional lessons, preferably.
Issues related to the history of globalization will be discussed
experiencing different analytical approaches: applied economic history, social and
cultural history. At the end of each lesson, a short exercise through the game-based learning platform Kahoot is envisaged. The slides used to support the lessons will be uploaded to the Elly platform before the beginning of the lessons. To download the slides it will be necessary to enroll online in the course.
The slides are integral part of the teaching material. Non-attending students must recall to check the available teaching materials and the indications provided by the professor through the Elly platform.
Assessment methods and criteria
Being an integrated course, the exam is normally to be taken jointly with that of the course Economic Growth and Innovation (see the specific syllabus). An intermediate written exam at the end of this part of the course is nevertheless envisaged.
The evaluation will be carried through a 1 hour long written exam based on open answers. Two questions are envisaged (each counting 15 points), both divided in: (a) a general part (totaling a maximum of 10 points), and (b) a section focusing on specific sub-topics and applied historical cases (counting a maximum of 5 points). The final score will result by summing the points of each answer; the “cum laude” honor can be obtained when the scoring of higher points in both answers is coupled by a patent mastery of the subject as a whole.
Knowledge and understanding will be assessed by analyzing the contents of both answers.
The ability in applying knowledge and understanding will be verified by analyzing the answers given to the sections devoted to applied historical cases.
Learning skills and the ability in making judgments will verified by analyzing the answers given to the general part of the questions.
Communication skills and the ability in using the proper technical language will verified by analyzing the terms adopted in the answers and the propensity in clarifying their meaning.
