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Unit of study_

ECON6016: Trade and Development

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

This unit is designed to highlight the relation between trade and development from an institutional and structural perspective, with appropriate modifications of received general economic principles, theories and policies. It closely studies the integration process of traditional segment of a developing society into its modern counterpart in countries selected from Asia, Africa, Latin America, the Caribbean, and the Pacific regions. It examines role of the state and international institutions (like the International Monetary Fund, World Bank, World Trade Organization), rationale for trade, planning and market mechanisms in developing economies, and also socio-cultural preconditions and economic requirements for a market economy. It focuses on a wide range of developmental problems and issues (such as foreign aid, debt, investment, technology transfer) from both national and international points of view.

Unit details and rules

Unit code ECON6016
Academic unit Economics
Credit points 6
ECON5001 or ECON5002 or ECON5040
Available to study abroad and exchange students


Teaching staff

Coordinator Arusha Cooray,
Type Description Weight Due Length
Final exam (Open book) Type C final exam Final exam
50% Formal exam period 2 hours
Outcomes assessed: LO2 LO3 LO4 LO1
Presentation group assignment Seminar paper presentation
25% Multiple weeks 10 minutes
Outcomes assessed: LO1 LO2 LO3 LO4
In-semester test (Open book) Type C in-semester exam In-class test
25% Week 07
Due date: 21 Oct 2020 at 14:00
50 minutes
Outcomes assessed: LO1 LO2 LO3 LO4
group assignment = group assignment ?
Type C final exam = Type C final exam ?
Type C in-semester exam = Type C in-semester exam ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Trade and Development: Overview, Basic Concepts and the SDG Goals Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 02 Developed and Developing Economies: A Comparative Analysis Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 03 Development and Trade Theories and Strategies Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 04 Trade, Development and Institutions Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 05 Trade, Development and Corruption Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 06 Development and Investment Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 07 Development and Aid Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 08 Test and Tutorial Class Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 09 Development and Debt Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 10 Development, Migration and Remittances Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 11 Presentations Project (3 hr) LO1 LO2 LO3 LO4
Week 12 Presentations Project (3 hr) LO1 LO2 LO3 LO4

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
  • Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Acemoglu D and Robinson J (2008) The Role of Institutions in Growth and Development, Comission on Growth and Development, Working Paper No. 10, World Bank.

Apergis. N. and Cooray, A. 2016. Old Wine in a New Bottle: Trade Openness and FDI Flows – Are the Emerging Economies Converging? Contemporary Economic Policy, 34(2), 336-351.

Bradford, Colin I. “Trade and structural change: NICs and next-tier NICs as transitional economies.” World Development 15 (1987): 299–316.

Cooray A, Tamazian A, and Vadlamannati K C (2014) What Drives FDI Policy Liberalization? An Empirical Investigation, Regional Science and Urban Economics, 49 (November), 179-189.

Frankel, J., and D. Romer. 1999. Does Trade Cause Growth? American Economic Review 89(3): 379–399.

Gerber J (2018) International Ecoomics, Seventh Edition, Pearson, UK

Greenaway, D., Morgan, W., and Wright, P. 2002. Trade Liberalisation and Growth in Developing Countries, Journal of Development Economics, 67, 229-244.

Gunder Frank, A. 1967: Capitalism and underdevelopment in Latin America. New York: Monthly Review.

Krueger, Anne O. "The Effects of Trade Strategies on Growth." Finance and Development 20 (June 1983), pp.6-8.

Kruegar, A.O. (1990) “Government Failures in Development,” Journal of Economic Perspectives, Vol. 4 (3): 9-23.

North, D.C. (2005) Understanding the Process of Economic Change. Princeton University Press.

Prebisch, R. 1950: The economic development of Latin America. New York: United Nations.

Posner, R. A. (1998) “Creating a Legal Framework for Economic Development,” The World Bank Research Observer, Vol.13(1): February:1-11.

Rodrik, D. (1999) “Institutions for High Quality Growth: What They are and How They Affect Growth,” Paper prepared for the International Monetary Fund Conference on Second-Generation Reforms, Washington, D.C.: 8-9 November.

Rodríguez, F., and D. Rodrik. 2000. Trade Policy and Economic Growth: A Skeptic’s Guide to the Cross-National Evidence. In NBER Macroeconomics Annual 2000, edited by Ben Bernanke and Kenneth Rogoff. Cambridge, MA: NBER.

Sachs, Jeffrey and Warner, Andrew (2001). The Curse of Natural Resource. Centre for International Development, Harvard University. European Economic Review N o 45. Pp. 227-238.

Sachs, J., and A. Warner. 1995. Economic Reform and the Process of Global Integration. Brookings Papers on Economic Activity 1995(1): 1–118.

Todaro M and Smith H (2020) Economic Development, 13th Edition, Pearson, UK.

UNDP (2019) The 2019 Global Multidimensional Poverty Index (MPI)

United Nations. Human Development Report, various years. New York: Oxford University Press.

United Nations (2020) About the Sustainable Development Goals,

Wacziarg, R., and K. Welch. 2008. Trade Liberalization and Growth: New Evidence. World Bank Economic Review 22(2): 187–231.

World Bank (1998), Assessing Aid: What Works, What Doesn’t and Why?, Oxford University Press for the World Bank.





Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. understand economic, social, political, cultural, legal, commercial and business issues
  • LO2. apply fundamental theories and concepts in diverse and unpredictable environments
  • LO3. think critically about underlying theories, concepts, assumptions and arguments in trade and development related studies
  • LO4. communicate effectively in verbal, written and group discussions to a professional standard in practical day-to-day life.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered


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