|2||Undergraduate||Political Science and International Relations||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) To integrate methods, concepts, theories and knowledge concerning political economy and economic policy, with an emphasis on the Eurozone crisis and reform;|
(ii) To develop interactive skills allowing students to participate in debates on contemporary political-economic events;
(iii) To select methods of information management that guide students in selected readings on the Eurozone crisis and reform;
(iv) To improve oral and written communication skills;
(vi) To develop critical analysis of the Eurozone crisis and reform.
|Chapter I – Theoretical framework: the position of economics within social sciences|
Chapter II – Foundations of European monetary integration
Chapter III – The origins and the evolution of the Eurozone crisis
Chapter IV – Political Economy of the crisis and the reform of the Eurozone (I): the orthodox approach
Chapter V – Political Economy of the crisis and the reform of the Eurozone (II): the heterodox approach
Chapter VI – Consequences of the Eurozone crisis.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Chapter I – Discussion about the position of economics within the realm of social sciences, notably the manifold links with other social sciences.|
Chapter II – Presentation of the foundation and functioning of Economic and Monetary Union.
Chapter III – Description of events that gave rise to the Eurozone crisis (financial crisis, economic crisis, sovereign debt crisis), providing students with factors that influenced the Eurozone crisis.
Chapter IV – Students’ awareness of the orthodox approach to the crisis and the reform of the Eurozone (at the level of economics and political-economic decision-making).
Chapter V – Students’ awareness of the heterodox approach to the crisis and the reform of the Eurozone (at the level of the alternative, non-orthodox causality of events that triggered the crisis as well as on alternatives remedies to it).
Chapter VI – Understanding of the several areas (political, social, economic, and international) of the implications of the Eurozone crisis.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology includes lecturing, research, readings and discussion of European integration contemporary issues, as well as critical reflection. Assessment is continuous and based on two written tests.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical exposition of the contents the scientific area; discussions in the classroom; integration of methods, concepts, theories and knowledge in the scientific area; developing interactive competences in the classroom; demonstration of oral and written communication skills of expert assessment contents; selection of methods of information management.|
|De Grauwe, P. (2018), Economics of Monetary Union, 12.ª ed., Oxford University Press. |
Matthijs, M., e Blythe, M. (eds.) (2015), The Future of the Euro, Oxford University Press.
Mody, A.a (2018), Euro Tragedy: A Drama in Nine Acts, Oxford University Press.
Morson, G. S. and Schapiro, M. (2018), Cents and Sensibility: What Economics Can Learn from the Humanities, Princeton: Princeton University Press.
Pisany-Ferry, J. (2014), The Euro Crisis and its Aftermath, Oxford University Press.
Posner, E. A. e Weyl, G. E. (2018), Radical Markets: Uprooting Capitalism and Democracy For a Just Society, Princeton University Press.
Randall Henning, C. (2017), Tangled Governance: International Regime Complexity, the Troika, and the Euro Crisis, Oxford University Press.
Raworth, K. (2017), Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist, Penguin.
Stiglitz, J. E. (2016), The Euro: How a Common Currency Threatens the Future of Europe, W. W. Norton.