ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Economics
Areas: Economic History and Institutions
Center Faculty of Economics and Business Studies
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
This subject has the following aims:
a) To teach students the most important characteristics and trends of International Economic Relations during the XIX and XX centuries
b) To demonstrate the independent character of the national economies and the transmission of change from one economy to another. The students will understand that economic development and economic policies cannot be taken separately to what is happening in the rest of the world.
c) To facilitate the understanding of the History of International Economic Relations through relevant economic concepts, so that the students can learn, interpret and analyse the available information as well as to value the importance of historical changes that have occurred worldwide and the impact produced on each country.
d) To help students to learn how to relate the historical description and analysis of the facts in the long run with the theoretical development. We will also try to show the students the state of the most recent debates related to each of the approached subjects.
LESSON 1. The growth of the International Economic Relations until the I World War. The First Economic Globalization.
LESSON 2. The financial and monetary systems in the 19th Century. London as International Financial Centre.
LESSON 3. Break up of the International Economic Relations (1914-1945). Changes and setbacks in foreing trade.
LESSON 4. Monetary and financial instability in the Interwar Period (1918-1939).
LESSON 5. International trade after the II World War. From liberalisation to globlalization, from the Atlantic to the Pacific. Periods, causes, characteristics and protagonists.
LESSON 6. The financial and monetary system since 1945: major ups and downs in its evolution. The 'City' of London.
Basic Handbooks:
CASSIS, Y. (2006), Capitals of Capital: a History of International Financial Centres, 1780–2005. Cambridge, Cambridge University Press.
EICHENGREEN, B. (2000), La globalización del capital. Historia del sistema monetario internacional. Barcelona, Antoni Bosch.
FOREMAN-PECK, J. (1995), Historia de la economía mundial. Las relaciones económicas internacionales desde 1850. Madrid, Prentice Hall.
GRAFF, M.; KENWOOD, A. G.; LOUGHEED, A. L. (2014), The Growth of the International Economy, 1820-2015. London, Routledge.
Additional Books:
ALDCROFT, D. H. (1985), De Versalles a Wall Street, 1919-1929. Barcelona, Crítica.
BAIROCH, P. (1993), Economics and World History. Myths and Paradoxes. New York, Harvester Wheatsheaf.
EICHENGREEN, B. (2011), Exorbitant Privilege: The Rise and Fall of the Dollar and the Future of the International Monetary System. New York, Oxford University Press.
FOREMAN-PECK, J. (Ed.) (1998), Historical Foundations of Globalization. Cheltenham, Edward Elgar.
FRIEDEN, J. A. (2006), Capitalismo global. El trasfondo económico de la historia del siglo XX. Barcelona, Crítica.
HARLEY, C. K. (ed.) (1996), The Integration of the World Economy, 1850-1914. Cheltenham, Edward Elgar. 2 vols.
KINDLEBERGER, C. P. (1985), La crisis económica 1929-1939. Barcelona, Crítica.
MADDISON, A. (1991), Historia del desarrollo capitalista. Sus fuerzas dinámicas. Barcelona, Ariel.
MARICHAL, C. (2010), Las grandes crisis financieras. Una perspectiva, global, 1873-2008. Barcelona, Debate.
MILWARD, A. S. (1986), La Segunda Guerra Mundial, 1939-1945. Barcelona, Crítica.
MITCHELL, B. R. (1992-1999), International Historical Statistics. 1750-1993. Basingstoke, MacMillan. (Varios vols.).
NORFIELD, T. (2016), The City. London and the Global Power of Finance. London, Verso.
REINHART, C.M. y ROGOFF, K. S. (2009), This Time is Different. Eight Centuries of Financial Folly. Oxfordshire, Princeton University Press.
RODRIK, D. (2012), La paradoja de la globalización. Democracia y el futuro de la economía mundial. Barcelona, Antoni Bosch.
SCHENK, C. R. (2011), International Economic Relations since 1945. London & New York, Routledge.
STIGLITZ, J. E. (2002), El malestar en la globalización. Madrid, Taurus.
VAN DER WEE, H. (1986), Prosperidad y crisis. Reconstrucción, crecimiento y cambio 1945-1980. Barcelona, Crítica.
Contribution of this subject to the Competences of the General Degree
- To learn and understand the basic economic principles
- To address the learning process from an interdisciplinary approach
- To obtain and use relevant information from bibliographical, documental and statistical sources
- To improve written and oral preparation and presentation of reports and projects
- To participate in teamwork and learn how to solve possible conflicts.
Specific Competences of the Subject:
- To learn to determine the main stages of the economic internationalisation and to be able to explain the most outstanding characteristics and aspects of each historical period
- To learn the evolution of the main international flows of goods, services and factors of production (trade in goods and services, investments, migrations, monetary and financial relations, etc.) and be able to indicate for each particular period, which one was the most relevant.
- To learn to find out and understand the facts and causes (economic, social, political, innovation, etc) that boosted international economic relations or on the contrary, hindered or provoked their downturn.
- To be able to explain the consequences of the internationalization of the different participants in the process
- To understand and learn how to critically value the role played by the different countries, institutions and social agents on the development of the International Economic Relations.
- To identify the institutional changes occurred since the second half of the XIX century to the present and to understand and assess them.
Scenario 1: adapted normality (without restrictions on physical attendance)
The classroom sessions dedicated to the expository classes will be used to introduce the basic contents of the topics that comprise the syllabus, highlighting those most relevant aspects and the relationships between them. They will be used for face-to-face activities that do not require the active participation of students, and in which, therefore, the number of students per group is not a critical factor for their development.
The interactive small group sessions will be devoted to presenting and discussing the results of the work carried out by the students on topics previously raised by the teacher. That is, face-to-face activities that seek or require the active participation of students: text comments, interpretative analysis of materials and historical data chosen by teachers, seminars, etc. The students' personal work activities include, in addition to the time dedicated to study, the performance of the activities indicated by the teachers.
The Virtual Classroom with available support material will be used.
Scenario 2: distancing (partial restrictions on physical attendance)
Expository teaching may be carried out in whole or in part virtually. In the case of virtual teaching, it will be synchronously through MS Teams and support material will be provided through the Virtual Classroom.
In interactive teaching, physical presence and virtual sessions can be combined. In the latter case, both synchronous and asynchronous individual and collaborative activities will be combined in the Virtual Classroom and in MS Teams that allow monitoring (text comments, interpretative analysis of materials and historical data chosen by the teachers, guided exercises, essays or questionnaires) always with support material in the Virtual Classroom.
Scenario 3: closure of the facilities (impossibility of teaching with physical presence)
Expository teaching and interactive teaching will be taught completely in a virtual way.
Expository teaching will be synchronously through MS Teams and support material will be provided in the Virtual Classroom.
For interactive teaching, both synchronous and asynchronous individual and collaborative activities will be combined in the Virtual Classroom and in MS Teams that allow monitoring (text comments, interpretative analysis of materials and historical data chosen by the teachers, guided exercises, essays or questionnaires) always with support material in the Virtual Classroom.
In Scenarios 2 and 3, the reference bibliography will be, within that indicated in the programming, that available online in open access.
The students' qualification will be carried out following a continuous evaluation process. The evaluation system will take into account all the activities carried out by the students: active participation in the activities proposed (text comments, interpretative analysis of materials and historical data chosen by the teachers, guided exercises, essays or questionnaires, etc.) and will be based on regular checks of the evolution of the learning process and acquisition of skills. Those students who do not pass the continuous assessment system will be assessed through a final exam.
The continuous assessment will include: a) Participation in class, practices, assignments and tests carried out throughout the semester (50% of the final grade); b) A global knowledge test carried out at the end of the course (50% of the final grade).
Both students who do not follow the continuous assessment and those who have been granted a class attendance exemption must take a final exam of the subject program prepared from the basic bibliography. The result in this exam will be 100% of your grade.
The evaluation conditions will be exactly the same in the different opportunities (January and June / July). Likewise, once the academic year has ended, students who do not pass the subject will have to follow the rules established in the next year program. Therefore, the grade of any part of the subject will not be kept for subsequent courses.
To pass, by any of the options, you must obtain a grade of 5 points or more on a scale of 10.
In accordance with the Permanency Regulations in force at the USC for Bachelor and Master studies (art. 5.2), the mere attendance and / or participation in any of the activities subject to evaluation means that the student's final grade will be different from ‘no presented’.
The exams will be carried out on the date and time established by the Faculty. All students will be required to show an official identification document in exams: identity card, university card, passport, etc.
Further details on these basic criteria will be provided throughout the course.
Scenario 1: adapted normality (without restrictions on physical attendance)
The continuous assessment will include: a) Participation in class, practices, essays and tests carried out throughout the semester (50% of the final grade) b) A global knowledge exam carried out at the end of the course (50% of the final grade).
Scenario 2: distancing (partial restrictions on physical attendance)
The continuous assessment will include: a) Participation in class, practices, essays and tests carried out throughout the semester (50% of the final grade) b) A global knowledge exam carried out at the end of the course (50% of the final grade).
- 50% of the grade will be by evaluation through a final exam, which may be in-person or not depending on the situation. If it is a non-face-to-face exam, this would be done through the Virtual Classroom.
- The remaining 50% will be obtained by continuous evaluation based on the activities carried out both in person and online.
In cases of fraudulent performance of exercises or tests, will apply the provisions of the “Regulations for the assessment of academic performance and the review of qualifications of students", established by the USC.
Scenario 3: closure of the facilities (impossibility of teaching with physical presence)
- 50% of the grade will be by evaluation through a final exam, not in person, through the Virtual Classroom.
- The remaining 50% by continuous evaluation based on the activities carried out electronically.
In cases of fraudulent performance of exercises or tests, will apply the provisions of the “Regulations for the assessment of academic performance and the review of qualifications of students", established by the USC.
The total number of 150 hours (6 ECTS * 25 hours/credit) of study by the student on this subject will be distributed as follows:
Compulsory attendance: 51 hours
- Theory: 17 (in these, 1 out of the 2 hours dedicated to the final exam is included).
- Practices and Workshops: 31 hours (hours dedicated to reading, assessment and oral presentations are included – see Methodology) – as well as 1 of the 2 hours dedicated to the final exam. – Approximately 7 hours have been estimated for assessment activities).
- Tutorials: 3 hours (for questions on general matters and guidance on specific issues of individual interest).
Estimated non-attendance hours: 99
Each student will decide the distribution of those 99 hours. However, the following guide is proposed:
- Studying and preparing the theory: 32 hours (2 hours of study for each hour of lecture 16 * 2 = 32).
- Preparing readings, oral presentations and writing reports and essays: 52 hours
- Reviewing and preparing the final exam: 15 hours
The students who choose this subject must have basic knowledge of World Economic History, World Economics and Statistics. It is understood that the student has passed with good marks the following subjects of the Grade in Economics: World Economic History, World Economy I and II, Principles of Economics and Statistics I and II.
In accordance with the Guidelines for the development of safe face-to-face teaching, approved by the Council of Governors of the USC in a regular session held on June 19, 2020, the development of the programming will be adapted to the different scenarios depending on the regulations in force, the programming of the Faculty and the face-to-face and digital media available to teachers and students.
According to the Contingency Plan, given the context of uncertainty in which we find ourselves and to minimize the impact on the teaching-learning process, three scenarios are considered:
Scenario 1: adapted normality (without restrictions on physical attendance).
Scenario 2: distancing (partial restrictions on physical attendance) in which face-to-face and telematic teaching will be combined.
Scenario 3: closure of the facilities (impossibility of teaching with physical presence); expository teaching and interactive teaching will be taught completely online.
For a detailed explanation, see the previous two sections.
Angel Ignacio Fernandez Gonzalez
Coordinador/a- Department
- Applied Economics
- Area
- Economic History and Institutions
- Phone
- 881811566
- geluco.fernandez [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 10:30-11:30 | Grupo /CLE_01 | Galician | Classroom 12 |
| Tuesday | |||
| 11:45-14:15 | Grupo /CLIS_02 | Galician | Classroom 13 |
| Wednesday | |||
| 09:30-12:00 | Grupo /CLIS_01 | Galician | Classroom 13 |
| 01.19.2021 17:00-20:00 | Grupo /CLE_01 | Classroom C |
| 01.19.2021 17:00-20:00 | Grupo /CLIS_02 | Classroom C |
| 01.19.2021 17:00-20:00 | Grupo /CLIS_01 | Classroom C |
| 06.28.2021 09:30-12:30 | Grupo /CLIS_01 | Classroom 26 |
| 06.28.2021 09:30-12:30 | Grupo /CLE_01 | Classroom 26 |
| 06.28.2021 09:30-12:30 | Grupo /CLIS_02 | Classroom 26 |