| Competences |
| Type A | Code | Competences Specific |
| A1 | Analyse the international markets through advanced techniques and approach which allow facilitating important information to international companies and/or companies willing internationalisation. | |
| A7 | Evaluate potential threats and opportunities for public institutions at the local and regional levels of processes linked to economic globalization. | |
| Type B | Code | Competences Transversal |
| CT1 | Manage and communicate complex information, within variety of topics, in a foreign language effectively. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Understand the idiosyncrasy of the emerging countries' institutions and markets, as well as know how to identify business opportunities in these economies. | |
| A7 |
Understand the idiosyncrasy of the emerging countries' institutions and markets, as well as know how to identify business opportunities in these economies. | |
| Type B | Code | Learning outcomes |
| CT1 |
Manage and communicate complex information, within variety of topics, in a foreign language effectively. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction | 1.1. The changes in the world economy. 1.2. Economies, countries and emerging powers. 1.3. The BRICS |
| 2. Development Theories | 2.1. Introduction to the Economy of Development 2.2. Orthodox approaches 2.3. Heterodox approaches |
| 3. The role of the agriculture in development | 3.1. Structural change in development process 3.2. The World Agri-Food System 3.3. Agriculture in the development process 3.4. Agricultural development or rural development? |
| 4. Integration in Global Value Chains |
4.1. Introduction 4.2. Analysing 'global value chains' 4.3. Measurement of value chains (TIVA) |
| 5. Background: where do they come from? | 5.1. Latin America until the 80s 5.2. Different applications of socialism: USSR, China and India 5.3. Aparheid in South Africa |
| 6. Economic take off and its policies | 6.1. Background: the NPI 6.2. Brazil: the dragon of Latin America? 6.3. China: glorious thirty years 6.4. India: the emergency at a slow pace 6.5. Russia: shock therapy and the transition 6.6. South Africa: an evolving economy |
| 7. BRICS development paths. | 7.1. Human potential: the role of demography 7.2. The scientific and technical potential. 7.3. The productivity of work 7.4. Income and size of the domestic market 7.5. The social protection systems 7.6. The growth models |
| 8. Crisis and future prospects | 8.1. 2009 Crisis and its impact on the BRICS 8.2. Risks in emerging countries 8.3. BRICS, the new economic pole? |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 2 | 4 | ||||||
| Seminars |
|
5 | 5 | 10 | ||||||
| Lecture |
|
15 | 17 | 32 | ||||||
| Presentations / oral communications |
|
2 | 10 | 12 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Mixed tests |
|
2 | 9 | 11 | ||||||
| Extended-answer tests |
|
2 | 2 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Activities designed to make contact with students, collect information from them and introduce the subject. |
| Seminars | Case studies |
| Lecture | Description of the contents of the subject. |
| Presentations / oral communications | Pupils make an oral presentation on a particular subject |
| Personal attention | Tutorials |
| Personalized attention |
| Description |
| Tutorials: Tuesday and Thursday (19h-21h) Office 302 |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Presentations / oral communications |
|
Pupils make an oral presentation on a particular subject Pupils must make two presentations: - Development Project (15%) - Comparative Project presentation (20%) |
35% | ||||
| Mixed tests |
|
Activities, problems or cases to solve. Students must respond to the activity by using their theoretical knowledge of the subject in a practical fashion. Pupils must pass two types of mixed tests: - Classroom activities (5%) - Comparative presentation tasks (20%) |
25% | ||||
| Extended-answer tests |
|
Open questions about a particular issue. Pupils have to explain, relate, organize and present their knowledge of the subject. They must give extended answers. | 40% | ||||
| Others |
| Other comments and second exam session | |||
|
Second call: extended-answer test (100%) |
|||
| Sources of information |
| Basic |
Rougier, Eric, Combarnous, François , The Diversity of Emerging Capitalisms in Developing Countries: globalization, institutional convergence and experimentation, , Rougier
Naudé, W., Szirmai, A. y Haraguchi, N. , Struc tural Change and Industrial Development in the BRICS, , Oxford
Vercueil, J. , Les Pays Emergents, , Bréal |
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Materials de l'assignatura |
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| Complementary | |||||||||
Informes OCDE |
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| Recommendations |
| Subjects that it is recommended to have taken before | ||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.