Guía docente de Economía Internacional (M56/56/1/15)

• This course intends to study the recent macroeconomic models in open economy and its empirical verification.
• This course is based on empirical and theoretical work performed with rigorous empirical techniques to help students understand the role of institutions in the regulation of open economies and provide a better understanding of the complexity of open economies: 
  • Recent theories of international trade under imperfect competition and trade policy (instruments and political economy)
  • Business relationships change under different models,
  • Trade and financial integration.

• Basic knowledge of microeconomics and macroeconomics.
• For students interested in debate about internationalization, trade, trade policies, exporting behavior of firms.

• To bring rationality to the analysis of trade flows between countries using the theory of international trade in perfect and imperfect competition
• To distinguish the different implications of international trade in terms of welfare and growth
• To deduce the consequences of external shocks using the main models of international trade
• To identify and to analyze the effects of trade policies in different competitive environments
• To analyze and to discuss relevant economic problems regarding resource allocation in open economies
• To analyze the behavior of firms in an international framework
• To interpret and to discuss critically the debates about internationalization of economies

Part A: International Trade Theory and Analysis

• Lesson 1: Trade in Perfectly Competitive Markets
  • Comparative advantage and role of factor endowments
  • Testing  and Measuring
• Lesson 2: Imperfect Competition and International Trade
  • Monopolistic competition and intra-industry trade
  • Oligopoly and international trade
  • External economies of scale and trade
  • Economic geography
  • Gravity modelling
• Lesson 3: Heterogeneous Firms and International Trade
  • New “new” trade theory: the Melitz (2003) model
  • Extensions of the Melitz models
  • Empirical verifications

Part B: Trade Policy

• Lesson 4: Topics on trade policy
  • Welfare effects of Tariffs,  Quotas and Voluntary Export Restraints
  • Political economy of trade policy
  • Dumping and anti dumping measures
  • Strategic trade policy
• Lesson 5: Trade openness, liberalisation and economic performance
  • Trade and Growth
  • Technology and trade
  • Trade liberalisation and developing countries          

• The teacher will propose a set of practices (quantitative and qualitative exercises) related to the program.

• Krugman P., Obstfeldt M., Melitz MJ (2018) International Economics 11th Edition Pearson Education.

• Ballabriga 2014 The World Economy of the Early 21st Century
• Feenstra R. and Taylor A.M. Essentials of international economics  2015. Third Edition Mac Millan
• Feenstra R. and Taylor A.M. (2016) Advanced International Trade: Theory and Evidence.. Princeton: Princeton University Press.
• Feenstra R. and Taylor A.M. (2014) International Trade. Princeton: Princeton University Press.
• Grossman G. M. & K. Rogoff (ed.), 2001 Handbook of International Economics, edition 2, volume 3, North Holland.
• Jones, R. and Kenen, P., Handbook of International Economics vol 1 and 2, North Holland.
• Krugman, Paul R. 1990. Rethinking International Trade. Cambridge: MIT Press.
• Pugel T. (2016): International Economics, 16th Edition, Mcgraw-Hill Series in Economics.
• Articles from international journals indicated by the teacher

• http://voxeu.org 

• MD01 Lección magistral/expositiva 
• MD02 Sesiones de discusión y debate 
• MD05 Seminarios 
• MD09 Realización de trabajos individuales 

• Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.
• In particular, norms to fight plagiarism apply meaning that presenting a work realised by other person without quoting and citing properly will imply a grade of 0/10.
• The weight of each item in the final assessment is as follows:
  • Problem sets 30%
  • Final exam 70%

• Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria).
• The weight of each item in the final assessment is as follows:
  • Practical part 40%
  • Theoretical part 60%
• Date of the extraordinary call (July) will be fixed, no longer than 2 weeks after the end of the lecture period in June, if necessary and, at least 15 days before the exam.

• Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.
• In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.
• The weight of each item in the final assessment is as follows:
  • Practical part 40%
  • Theoretical part 60%
• Date of the final evaluation (June) will be fixed, no longer than 2 weeks after the end of the lecture period in June, if necessary and, at least 15 days before the exam.

INCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations.

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).