The George Washington University
Department of Political Science
Spring 2014
Course website: http://blackboard.gwu.edu
Course meets: Monroe 251
W 5:10-7:00
Alasdair Bowie
Office: Monroe/
Hall of Govt 423
Ph: (202) 994-7370
Em: abowie@gwu.edu
Off hrs: W,F 1:00-2:00
PSC 6336 - The Political Economy of Developing Areas
This seminar concerns how changing notions of “the” development problem have led to various-often conflicting--prescriptions for policymaking in developing areas of the world. How are
development problems defined? By whom? What are their motives? And what are the implications
(of this defining) for people living in developing areas? These are the kinds of questions we
consider at our seminar discussions. During the course, participants read widely, discuss
collectively, and develop individually their own answers to these questions.
The seminar is designed for graduate students pursuing masters or doctoral degrees, primarily in
political science or international affairs. Graduate students in other disciplines and professional
programs, such as public affairs, law, international business, education and human development,
etc., are welcome. Advanced undergraduate students and those who have recently graduated who
can demonstrate a track record of submitting for a grade high-quality, academic, research papers on
topics related to the seminar focus may be admitted to the seminar, upon approval of the instructor.
We begin the seminar by reflecting on the meaning of "development" as it is used in and with
reference to developing areas. We consider questions such as: how is development measured? How
valid are the measures used currently? And is development as measured in the developing world
comparable with that of advanced areas of the world? Then, we explore ideas about the problems of
and prospects for political and economic development outside the advanced industrialized world.
We study not just the problems themselves, but also how they have been framed over time by
scholars, practitioners and policymakers, using the dominant themes that have characterized
approaches to development since World War II, beginning with the early push to "modernize" the
developing areas, and concluding with today's concern with "globalizing" markets, “liberalizing”
economies and “democratizing” political systems. As we do so, we compare and contrast the
empirical experiences over time (mainly since 1945) of countries from various regions of the
developing world: Africa, Asia, Latin America, etc. Necessarily, our coverage is selective. The
seminar is not intended as a survey of government, politics and the economies of countries in the
developing areas of the world, much less a comprehensive overview of their cultures, languages,
histories, geographies, etc.
The main focus here--reflecting the interests and expertise of the instructor—is on political
economy. Specifically, we examine the effects of economic changes on political events and
institutions. We also look at the ways in which political developments shape the trajectories and
possibilities for economic development. Culture, religions, etc. are touched on from time to time, as
a necessary complement to the political economy focus. Political economy is the discipline from
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which both political science and economics evolved. In recent years, a number of political scientists
and economists have rediscovered that they share the same intellectual discipline. One purpose of
the seminar, then, is to acquaint participants with some of the authors and ideas in this discipline
relevant to the study of developing areas.
Participants with some background in macro- or micro-economics or international trade theory will
find this seminar particularly rewarding. However, participants are not expected to have a detailed
knowledge of economics or of the geographic regions on which the course focuses. Nevertheless,
participants should be able to comprehend common economic concepts and terms, such as capital
account, balance of trade, and balance of payments. Those who feel they may have holes to fill in
their knowledge of economics might usefully read a basic economics primer (e.g., Todd G.
Buchholz’s From Here to Economy: A Shortcut to Economic Literacy, New York: Dutton, 1995).
Learning Objectives
The learning objectives for this seminar represent the impact that the instructor would like this
course to have on you two to three years into the future. They are the ways in which, having taken
this course, you will differ from those who have not yet taken this (or a similar) course. If you
commit yourself to the seminar readings, sessions and assignments, upon completion of the seminar
you will be able to:
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Identify, name, select, classify and appropriately apply to empirical reality concepts relating
to the political economy of the developing world, such as state, development and
modernization; have an appreciation for the contrasting ways in which these concepts have
been interpreted theoretically; and have an appreciation for the range of differences in how
these concepts have been manifested across two or more countries of the developing world;
Write a short paper (in response to a focus question that asks you to link concepts and
empirical examples) that includes an introduction, main points and conclusion and that is
logically structured to present and substantiate an hypothesis you develop in response to the
question;
Distinguish, analyze, criticize, and synthesize core concepts relating to political economy
and development; describe, analyze, interrogate and explain relationships between these
concepts, as they have been manifest in real world events in the developing world;
Design, illustrate and deliver an oral presentation on an assigned topic relevant to the main
themes of the seminar; and
Design, research, create, construct, compose and produce an academic product (graduate
research paper) appropriate to the discipline of political science on a question relevant to
one or more of the main themes of the seminar that you develop in consultation with the
instructor.
Format
This course is presented in a discussion-based, seminar format. There are no lectures. Participants
are expected to complete the reading assignment (in some cases exceeding 200 pages in length)
before attending each seminar session. The main vehicle for learning during class sessions is
participants actively contributing to lively discussions involving the instructor and other
participants on the readings, focus question, on-line Discussion Board contributions, and group oral
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presentations. Such participation is the key to participants’ learning in this course (and you cannot
effectively participate if you haven’t read). While the instructor occasionally (mostly early on in the
semester) presents structured remarks on discrete topics, these segments generally claim less than
half of each seminar meeting.
Each-110 minute session begins with a 5-10 minute period during which seminar participants are
invited to contribute voluntarily on recent events reported in the media relevant to the current
session’s topic (or to topics previously addressed in the seminar). Participants are encouraged to
keep current with developments related to themes of the course relevant to developing areas. They
may also use this period to bring to the attention of others pertinent reports, articles, presentations,
seminars, workshops, colloquia, conferences, etc., both recent and prospective, that they might
have heard about. Where participants come across events or urls relevant to a previous
conversation, they may include these in their Blackboard Discussion Board posts for the next
session. Alternatively, they may use the Send Email feature at the Communications link to provide
the instructor and other participants with urls for webpages or attached files containing
announcements of events, where these are relevant to the seminar’s overall themes.
The instructor then reviews, briefly, the scope and subject matter of the assigned reading for the
session and provides some preliminary commentary on the online Discussion Board contributions
received from participants on the topic and focus question.
At some seminar sessions there will be an oral presentation by an individual student on some aspect
of the session topic and/or the session’s focus question that leads into an activity, led by the oral
presenter(s), designed to involve as many participants as possible and intended to illuminate some
aspect of the oral presentation. It minimum, this will be a discussion revolving around one or more
discussion questions developed by the oral presenter. More typically, it will be a role play or
negotiation scenario in which participants choose to act out certain roles relevant to the session’s
topic.
The remainder of the session comprises a critical and analytical discussion, led by the instructor
and involving all participants, focusing on the assigned readings, the session’s focus question,
online Discussion Board contributions, and ideas stimulated by the oral presenter(s).
At the conclusion of the session, the instructor wraps up the week’s topic by summarizing the
points made during discussion, suggesting what is new that participants might be taking away from
the session, and attempting to reach a “sense of the seminar” position in response to the focus
question. He also previews the next topic, readings and focus question, relating them to previous
session topics and linking them to the overarching questions and themes of the seminar.
What is expected:
Participants:
--share responsibility with the instructor for exploration of ideas and furthering of knowledge
by collective discussion and debate;
--manage their time to enable them to complete the reading assigned for each session of the
seminar before it begins;
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--understand that in-class seminar participation informed by reading is a prerequisite for
learning;
--notify the instructor in advance (where possible) if unable to attend a seminar session;
--meet assignment deadlines with the understanding that grade reductions are applied for late
submission according to the course policy detailed below (see “Course Regulations:
Submission”);
--participate in the seminar in accordance with the student responsibilities specified in the
current edition of the "Guide to Student Rights and Responsibilities," available at:
http://gwired.gwu.edu/dos/GuidetoStudentRights/, and, in particular, as specified in the
“Code of Academic Integrity,” which is part of this larger document (participants are
encouraged to familiarize themselves with the content of the “Guide” at their earliest
convenience); and
--honestly and thoughtfully complete evaluation surveys made available online at the course
website or completed in class during the semester.
Of the instructor:
--creates an environment that encourages participation and discussion. This does not mean,
however, that the instructor will always agree with a participant’s contribution;
--commits to learning from the contributions of all participants;
--provides feedback on participants’ written assignments and oral presentations;
--establishes high expectations for participants and applies the highest of academic standards in
assessing their assignment submissions;
--assigns grades so that academic work that is truly superior is clearly distinguished from that
which is, good, satisfactory, barely passable, or unsatisfactory (failing);
--listens and responds to participant concerns expressed about aspects of the seminar on
anonymous evaluation surveys made available for completion during the semester (note:
participant responses to end-of-course Department course evaluations are not made
available to the instructor until after final grades for the course are posted);
--announces anticipated absences with adequate advanced notice and attempts to schedule
make up sessions to which the largest number of participants are able to attend; and
--directs the seminar in accordance with the principles established in the current edition of the
"Guide to Student Rights and Responsibilities" (see above).
Course Regulations
--attendance, preparedness and participation are expected. Participants should make every effort
to appear at seminar promptly at the specified start time. Participants arriving late are asked to
minimize disruption and distraction occasioned by their late seating.
--religious holidays notification requirements: in accordance with university policy regarding
accommodations for religious holidays, participants seeking accommodation regarding
rescheduling of assignments for the observance of one or more religious holidays must petition
the instructor orally or in writing during the first week of classes, after which time the instructor
is not obligated to grant such a request for accommodation. Saturday, January 18, is the last
day to request from the instructor accommodations for religious observance during this
semester.
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--academic dishonesty policy: participants are expected to familiarize themselves with the
academic dishonesty-related portions of the “Code of Academic Integrity” (see above, under
expectations of participants) and to abide by the Code. The instructor will follow the procedures
established by the Office of Academic Integrity in responding to any suspected violations (e.g.,
cases of suspected cheating, or plagiarism).
Participants should be aware that submitted papers may be submitted through a plagiarismdetection tool such as SafeAssign. SafeAssign is a software resource designed to help
participants avoid plagiarism and improper citation. The software encourages original writing
and proper citation documentation practices by cross-referencing submitted materials with an
archived database of student papers, journals, essays, newspaper articles, books, and other
published work. In addition, other methods may be used to determine the originality of papers
submitted.
--cell phone/IM/email use during class: to facilitate a focused and uninterrupted exploration of
each session’s topic, and as a courtesy to others who might be distracted, participants are asked
to terminate all cell phone conversations upon entering the classroom. In addition, participants
must turn off or silence ring tones of all cell phones, Blackberries, etc., while in the classroom,
and refrain from texting, IMing, emailing, surfing or otherwise communicating electronically for
the duration of each seminar session. Electronic learning devices (e.g. tablets, laptops,
smartphones, etc.) may be used, quietly, to take notes or make audio recordings of parts of the
seminar, for personal use only. The content of material the instructor presents in class and the
design of the course and its component parts are the copyright of the instructor.
--civil and respectful dialogue: it is possible that occasionally the material which participants and
the instructor address in the seminar may be considered controversial and sensitive to some
present. When we discuss such topics, your instructor expects participants to engage them in a
collegial manner, respecting the opinions and ideas of other participants, even when not in
agreement with them. One of the foundations of excellence in higher education in the U.S. is
exploring diverse ideas, beliefs, theories, concepts, etc., without “putting others down.” Should a
participant find a particular topic troublesome, he/she is encouraged to discuss his/her concerns
with the instructor, privately.
--“extra credit”: participants will not have the opportunity to get “extra credit” for additional work
above and beyond the assignments specified in this syllabus.
--submission
Blackboard only: all assignments must be submitted at the appropriate link in the Assignments
section of the course Blackboard website. Submission by email attachment or in hardcopy form
is not permitted. The date and time of receipt for an assignment will be the date and time it is
recorded as received at the course website. Participants may confirm that a submitted
assignment has been received and is “awaiting instructor attention” by visiting the My Grades
link. If you encounter technical difficulties with Blackboard @ GW when submitting an
assignment, please contact the Helpdesk at 202-994-4948 or at http://helpdesk.gwu.edu .
Formats: all materials, with the exception of the oral presentation outline (and associated
materials) and bibliographies appended to papers, must be submitted in 12-point font, doublespaced, with one-inch margins (left, right, top and bottom margins). Bibliographies should be
single spaced, with a blank line between each entry. All materials must be submitted in Word for
Office of pdf format.
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Late submission: due dates and times are specified in this syllabus. The grade assigned for any
assignment not received at the course website by the due dates/times is reduced by a split grade
(e.g., B+ becomes B; B becomes B-) for each 24-hour period or part thereof, including
holidays and weekends, that it is late. The time period on which the grade reduction is based
begins at the day and time that the work is due and ends at the day and time that the assignment
is recorded as received at the course Blackboard website.
--incompletes: a final grade of incomplete (“I”) can be reported only when a participant has
presented a legitimate and compelling reason, typically beyond the control of the individual, that
has prevented him or her from completing a significant proportion of the course work. The
participant must have been performing at least at a “low pass” level before the event or
circumstances for the “I” to be assigned. The request for the “I” grade for any work during the
period when the class is in session (i.e., January 15-April 23, inclusive) must be received by
the instructor on or before 5:00 P.M. on Wednesday, April 30. If one or more assignments has
not been submitted and no request for the “I” grade has been received by this date and time, then
the instructor will assign the grade of “F” for the assignment(s). Before an “I” can be assigned,
the instructor and participant must both sign a written agreement that describes the outstanding
work required and specifies when the work will be made up.
Textbooks
The required textbooks for the seminar are available for purchase at the GW Bookstore (see below
for alternative commercial sources from which these books may be purchased). Participants who
have access to earlier editions of any of these textbooks are asked to consult with the instructor
concerning their suitability for use in this seminar.
In addition to books, participants are required to purchase the Harvard Business School case, 9303-063, “Heineken NV: Workplace HIV/AIDS Programs in Africa (A),” available at
http://harvardbusinessonline.hbsp.harvard.edu/hbsp/case_studies.jsp (download for $3.95, or order
hardcopy for the same price, plus shipping). This case will be the focus of session 5.
Collier, Paul. The Bottom Billion: Why the Poorest Countries are Failing and What Can be Done
About It? Oxford; New York: Oxford University Press, 2007.
Easterly, William. The White Man’s Burden: Why the West’s Efforts to Aid the Rest have Done So
Much Ill and So Little Good. New York: Penguin Press, 2006.
Evans, Peter B. Embedded Autonomy: States and Industrial Transformation. Princeton: Princeton
University Press, 1995.
Herbst, Jeffrey. States and Power in Africa. Princeton: Princeton University Press, 2000.
Sachs, Jeffrey D. The End of Poverty: Economic Possibilities for our Time. New York: Penguin
Press, 2005.
Smith, Stephen C. Ending Global Poverty: A Guide to What Works. New York; Houndsmills,
Basingstoke, UK: Palgrave Macmillan, 2005.
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The Easterly, Evans, Herbst, and Sachs texts are all available for purchase in electronic format. The
Collier book is available as a full-text eBook to all WRLC patrons at the EBSCOhost database
(access via the WRLC catalog entry). One copy of each of the following books is available on
reserve at Gelman Library (request by call number at Gelman’s circulation desk): Collier (HC79.P6
C634 2007); Herbst (JQ1875.H47 2000); and Smith (HC79.P63 S62 2005).
Alternative sources for book purchase: new or used titles are available from www.amazon.com,
www.barnesandnoble.com, eBay, www.Half.com or directly from publishers’ websites.
Required readings that are not in the textbooks can be accessed using: databases accessible through
the Gelman Library home page (gelman.gwu.edu); the course Blackboard website (links: Electronic
Reserves; Electronic Resources); Gelman Library reserves (hardcopy); and on-line sources.
Requirements
Attendance at seminar sessions is a basic requirement of the seminar. Participants do not receive
course “credit” for meeting this requirement. Participants are asked to make every effort to attend
every scheduled session and are expected to complete the assigned reading before coming to class.
In addition, a commitment to active, informed oral participation at seminar sessions by every
participant is essential for achieving the learning objectives of the seminar. Active participation
means each participant contributes questions and observations that are the product of his/her
considered evaluation of the focus question and the reading assignment and engages in debate and
discussion with others about theoretical, empirical and policy issues raised by the instructor and by
fellow participants.
The grade each participant receives for the course is compiled from a number of components (listed
here in the order they are typically submitted). Note: There is no final exam for this course.
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Discussion Board posts submitted online weekly--lowest grade is dropped—worth 20% of
your overall course grade;
one short seminar paper submitted online, worth 15% of your overall course grade;
one research paper question proposal submitted online, worth 15% of your overall course
grade;
one oral seminar presentation, worth 20% of your overall course grade; and
one graduate research paper submitted online, worth 40% of your overall course grade
In My Grades, letter grades assigned to different components are aggregated into a weighted total
using the following numerical conversions (i.e., how the letter grade is converted to points on a 0100 scale). The letter grade is converted to its 0-4.0 equivalent according to GW regulations:
A=4.0; A-=3.7; B+=3.3; B=3.0; etc. Then the numerical figure is scaled up (multiplied) by a factor
of 25. I.e., 4.0 x 25 = 100; 3.7 x 25 = 92.5; 3.3 x 25 = 82.5; 3.0 x 25 = 75. Where the weighted total
lies between these numerical figures, the tipping points (the number where the next highest letter
grade is assigned) are: A-A 96.25; B+A- 87.5; BB+ 78.75; etc. Participants seeking further
clarification of this seminars’ letter grade-numerical conversion schema are invited to consult with
the instructor.
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--Online weekly Discussion Board posts: participants are required to post to the course website
(link: Discussions; at Discussion Board, choose Online Weekly Responses, and then the relevant
session) concise responses--worth, collectively, 20% of the overall grade--to one or more of the
following: the focus question (link: Focus Questions); the readings assigned; and/or another
participant’s post (click on the “reply” button at the end of that post). In addition, each post
should include one question designed to stimulate (provoke?!) thought and responses from
subsequent posters. Each post should be roughly 1-2 paragraphs in length. It is due by 10:00
A.M. on the day the seminar meets.
In assessing these contributions, the instructor looks for: thoughtful responses based upon a
careful reading of the assigned reading; considered, concise responses to the focus question;
and/or engagement with other participants’ posts. Stimulating questions related to the assigned
reading, focus question and/or previous posts are particularly rewarded. On the other hand,
exceedingly long posts that run a page or more will receive low assessments.
Hint: Participants who choose to respond well in advance of the deadline have considerable
leeway as to what they wish to respond on. Participants responding close to the deadline will
find themselves challenged to contribute something new to the discussion and not simply
reiterate or endorse what has already been submitted by earlier posters. They are better advised
to try to respond directly to a point made by another participant. Such responses, however, must
“add value” to what has gone before (content of earlier posts).
Each contribution is assessed as follows: excellent (“A”); good (“A-”); fair (“B+”); or
unsatisfactory (“B” or lower). The posts contribute equally to the overall Discussion Board
grade (the lowest grade is dropped). To count towards the Discussion Board grade, a submission
must be posted to the Discussion Board by the due day/time. Later submissions are accepted,
including “follow ups” following class discussion, but these only contribute to the participant’s
grade for the session’s posting if an original post for that week is received by the above
deadline.
The instructor occasionally contributes to the threads, but does so in a way so as not to
preempt later posters. He does not actively moderate the threads, except where they are
inappropriate or posted in error (participants do not have the ability to remove a post once it has
been submitted).
Participants are asked to review all posts at the session’s thread after the deadline and before
coming to the seminar meeting. During seminar discussion, the instructor calls upon selected
authors of posts to reiterate or elaborate on the content of their posts. If possible, participants are
encouraged to refer to the content of posts online or in hardcopy (use the “collect” and “print”
capability at the thread to generate hardcopy) during the seminar.
--Session topic/question sign-up: each participant signs up for one session topic that will be the
principal focus of his/her short seminar paper and oral seminar presentation. Participants sign up
for their topics on a sign-up sheet circulated at the second session of the seminar.
The paragraphs that follow outline the nature and timing of the remaining assignments. More
details about submission procedures may be found at the course website (link: Assignments).
--Short seminar paper: the participant submits online (link: Assignments) a short seminar paper
(worth 15% of the overall grade) to be received by 10:00 A.M. on Wednesday one week (seven
days) after the seminar session at which the participant made his/her oral contribution. The
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primary purpose of this short paper (minimum 750 words, maximum 1,250 words, or
approximately 3-5 pages, double-spaced [the appended bibliography does not count against this
word count]) is to respond to the focus question assigned for the session at which the author
contributed to the oral presentation (link: Focus Questions). The focus question is designed to
orient participants to what to look for in the session's required readings. The author crafts his/her
response to the focus question based primarily upon a careful reading of the required readings
(note that some of these readings will be more relevant to the focus question than others). The
paper should also compare the assigned readings with one another, in terms of what they say that
is relevant to the focus question. The author should assume that the paper’s readers have
participated in the seminar and are very familiar with the content of the session’s readings, as
well as with readings and discussions from previous sessions of the seminar.
The short seminar paper is written in a formal academic style. Page numbers are required. It
begins with the focus question, which must appear at the top of the first page (in lieu of a title).
The paper must include citations (preferably in foot- or end-notes, but in-text citations using
parentheses are acceptable). Each of the required readings must be mentioned at least once in the
text. In addition, the participant may choose to refer in the text to sources other than the required
readings, but this is not required. Citations to the specific page numbers for relevant sections
from the required readings must be included (as is the case with page references for any other
sources used in preparing the paper). The author must append to his/her paper a short
bibliography comprising full entries for the readings assigned for that week and entries for at
least three (3) relevant works that do not yet appear in the syllabus for any week and have not
been used (in the case of urls or visual materials such as DVDs) for any seminar session of this
seminar. Such sources are not limited to print sources and need not have been referenced in the
body of the paper.
Good short seminar papers are structured to respond directly to each part of the focus question.
They highlight relevant theoretical insights and selected empirical examples from the readings
that are appropriate to answering the question. They also draw upon related ideas from readings
and discussions in previous sessions of the seminar. They are concise and to the point. They
avoid lengthy background or historical preambles. Poor short seminar papers summarize the
content of the assigned readings, “book report” style (it is unnecessary to do this as the reader is
assumed already to be familiar with the assigned readings). Their structure is unrelated to the
parts of the focus question. The empirical material they include does not appear to support
arguments that respond to parts of the focus question. They refer to the readings sequentially but
omit explicit comparisons between them (or leave such comparisons to the very end). Their
bibliographies omit the three additional sources required.
--Oral seminar presentation: the overall objective of the oral seminar presentation (worth 15% of
the overall grade) is to develop participants’ abilities to speak concisely within relatively tight
time constraints on an assigned question (focus question) with reference to the contents of a
short list of relevant (required) readings. Part of the grade for the oral seminar presentation
reflects the written outline used for the remarks (see more on the written outline below). The
oral presenter makes a short (maximum 10-minute) oral presentation on the focus question and
required readings.
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The presenter provides an interesting and stimulating presentation on the focus question and
readings that responds, in addition, to the online Discussion Board contributions of other
participants. The oral presenters should not: read aloud from the drafts of their short seminar
papers; summarize the content of the assigned readings for that week, “book report” style; or
engage in textual critiques of the writing styles of the authors of the assigned readings.
Oral seminar presentation materials: The oral presentation is accompanied by an outline, which
is both distributed in hardcopy form to the instructor and participants at the start of the
presentation (this hardcopy version may be supplemented with an overhead display) and
submitted in electronic form at the oral presentation link (link: Assignments) by the same day
and time as the short seminar paper is due (see above). It is further required that any other
materials or resources that were displayed or circulated during the oral presentation or the
following activity (see below) must also be submitted at the oral seminar presentation link (link:
Assignments) by the presenter by the above-mentioned due day and time. Such materials or
resource might include, for example, a Powerpoint presentation, maps, tables, graphs, urls for
websites or video presentations, such as those accessed at www.YouTube.com or
www.pbs.org/wgbh/pages/frontline/, and search terms used, e.g., in GoogleVideo, to find video
clips. Material not originally available in digital form should be scanned (pdf format) before
submission. Grade reductions will apply to the oral presentation grade for the oral presenter if
the outline and these materials are submitted after the due day and time.
Following the presentation, or interspersed with it, the presenter provides seminar participants
with one or more activities or discussion topics (for pairs, small groups, or the plenary session of
the seminar) related to the topic for the seminar session.
Oral presentation assessment: each oral presentation is evaluated based on the extent to which it
includes: a clearly stated purpose and scope for the presentation, including a statement of its
relationship to the session topic and to the session’s focus question; a clear outline presented
verbally and in hardcopy form to those attending the session; cues to orient the listener during
the main body of the presentation to specific items on the outline; and a clear summary
statement that revisits the purpose of the presentation, the main points made, and the principal
message to be left with the audience. The presentation should be clearly spoken and easily
followed. The presenter should establish eye-contact with his/her audience and present the
material to them, rather than read from notes or speak to the screen (for example, when using a
Powerpoint display). Use of relevant visual materials that enhance the audience’s
comprehension of the presentation is encouraged. The instructor’s assessment of the oral
presentation includes an evaluation of how well the presenter designed and how effectively
he/she led the class activity/discussion. Presenters receive the grade for the oral presentation at
the My Grades link.
--Research paper
Each participant undertakes an extended individual research project during the semester on a
comparative question (the comparison may be across countries; across regions within the same
country; across regions within different countries; across time; across sectors; etc.) culminating
in the submission of a graduate research paper. In some cases, the comparative question chosen
by a participant may be broadly relevant to the weekly topic on which he/she has made (will
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make) an oral presentation and submitted a short seminar paper. The first step towards
completing the research paper assignment involves proposing a specific research paper question
that is broadly relevant to the core topics of the seminar.
--Research paper question proposal: the overall objective of the research paper question proposal
(worth 10% of the overall grade) is to help develop and make concrete each participant’s ideas
about a possible research paper question using a very specific format. Instructor approval
(“green light”) of the research paper question contained in the research paper question proposal
is required before a participant may proceed with researching his/her research paper.
The research paper question proposal includes, in this order: the proposed research question
(which must appear at the top of the first page, in lieu of a title); a literature review; a
justification for the research question; an hypothesis that responds directly to the proposed
research question; an annotated outline for the proposed paper; and a bibliography. This
proposal (roughly 750-1,250 words, or approximately 3-5 pages, double-spaced, in length, not
including the bibliography) is to be received by 10:00 A.M. on Monday, March 03 (link:
Assignments).
The proposed research question must be both comparative and analytical, involving a causal
relationship, rather than being merely descriptive. A descriptive question might ask: “how did
Thailand’s response to the AIDS crisis differ from China’s?” This question can be answered by
describing, sequentially, Thailand’s and China’s responses. In contrast, an analytical question
concerning a causal relationship might be: “did characteristics of the government information
systems in Thailand and China make it more or less difficult for those countries to respond
effectively to the AIDS crisis?” In this case, the hypothesized causal relationship links aspects of
the government information system in each country with their responses to the AIDS crisis. The
question is explicitly comparative, requiring a comparison of the impact of the government
information systems in the two countries. The proposed research question must include the
countries/regions and specific time periods that will be compared in the research paper. The
comparison must involve more than one country and/or more than one region, area or sectors
within one country. The comparison can involve countries/regions in the same time period or in
different time periods.
The literature review section identifies 8-10 sources (preferably in-depth studies in published
books, analytical articles and reports), establishes their relevance to the proposed question, and
then, focusing on a subset of these, perhaps 3-5, identifies and characterizes the gaps (things that
are not explained, and/or not empirically covered) that are apparent in the existing studies
related to the question. It is important that participants plan to invest significant time in
researching sources at this stage of the research paper-writing process. One of the most common
reasons for a participant being asked to submit a revised version of the proposal is that the
proposal paid insufficient attention to the literature review requirements (usually, too few
appropriate sources researched, and insufficient detail provided on each source to establish its
relevance to the research question).
The justification section identifies gaps in the literature (on the research question) that has been
sketched out in the literature review section, and justifies the writing of the research paper in
12
terms of how it will fill these gaps. It explains how a comparison of these particular empirical
cases over these particular time periods will best answer the proposed research question. A
common weakness in the justification section is overlooking justifying the particular empirical
cases and time periods specified in the question.
In the hypothesis section, the proposal provides a tentative answer to the proposed research
question, based upon the participant’s preliminary review of the existing literature. The research
paper will not be evaluated according to whether or not this preliminary assessment is ultimately
sustained, once the research is done. The purpose of the hypothesis is to begin with a “best
guess.” Completed research papers that conclude that, on the basis of the empirical research
performed by the participant, the hypothesis is not sustained are as likely to get a high grade as
those that conclude that their hypotheses are supported by the empirical research.
The annotated outline lists the proposed main headings and sub-headings that the participant
anticipates will be used in his/her research paper and explains (by means of annotations—a
phrase, a sentence, or two--appended to each heading and sub-heading): how they respond to the
different aspects of the proposed research question; and what kinds of information and analysis
will be included under each heading and sub-heading; and from what sources (see literature
review) will such information be drawn. Typically, this section is three-quarters of a page to
one-page in length. Weak proposals (those that necessitate submission of a further, revised
proposal) typically devote insufficient attention to the annotated outline section. In such
proposals, this section consist of a single paragraph of just 8-10 lines, without annotations or
reference to specific sources.
The proposal’s appended bibliography includes full entries for each of the sources mentioned in
the literature review as well as any others that are relevant to the proposed research paper. For
formatting examples of how to correctly format a bibliographical entry using one of the standard
academic style guides (e.g., MLA, Chicago, etc.), see the bibliographies of one or more of the
course textbooks, consult the Gelman Library website (“How do I…” cite sources), or speak
with a Gelman librarian.
Instructor approval of this research paper question proposal is required. If the instructor so
requests, the participant may be required to submit a revised proposal. In this case, the instructor
will provide a short window (typically days, rather than a week or more) within which the
participant is to submit the revised version. The revised version does not receive separate credit
(that is, the grade recorded for this assignment is the grade assessed for the original proposal
submission). However, late submission of the revised version will result in the grade of the
original submission being reduced, in accordance with the “grades reduced for late submission”
section of the Course Regulations (above).
--Research paper small group meetings: the overall objective of the small group meetings with
the instructor is to help each participant recognize and address commonalities in the challenges
associated with the research projects he and other participants are undertaking. The small groups
meetings take place during one of the regular seminar meetings. The schedule for the small
group meetings will be available towards the middle of the semester at the course website.
While there is no formal course credit for participation in the small group meetings (there is no
13
requirement to circulate materials to group members in advance), such meetings do give
participants the opportunity to solicit and receive constructive suggestions from the instructor
and other group participants on questions related to their approaches to their research. Each of
the groups will meet with the instructor for 45-50 minute sessions. Participants are expected to
devote the remaining time that would have been spent in a regular seminar session to individual
research and writing for the research paper.
--Research paper submission: the overall objective of the graduate research paper (worth 40%
of the overall grade) is to help each participant research and write a polished piece of graduatelevel research over an extended period of time and within relatively flexible length requirements
(see below). The participant submits the research paper online, to be received by 10:00 A.M. on
Monday, April 21 (link: Assignments).
The wording of the approved research question must appear at the top of the first page of the
paper. The research paper must respond directly to this question.
Although not prescriptive, the rough page length of the paper should be in the range 15-25 pages
(double-spaced, minimum 12-point font, one-inch margins, not counting space devoted to tables,
graphs, footnotes (if used) appendices, or to the required bibliography [single space the entries,
separate entries with a space]).
While the research paper question proposal is intended as an important intermediate step in
preparation of the paper, the structure of the finished paper need not follow in lock-step the
annotated outline included in the original proposal. With the exception of the research question,
the various parts of the proposal may be incorporated or not, depending upon how appropriate
the author feels they are to the finished version of the research paper.
Participants who have “submitted” each of these items at the course website (link: Assignments) do
not have the opportunity to resubmit. To verify that an item submitted has been received,
participants may visit the My Grades link to see the appropriate icon indicating “needs grading”
(click on “icon legend” for icon explanations).
Detailed Seminar Schedule
This section lists the session topics, assigned readings and assignment due dates. The instructor
reserves the right to amend, reorder, substitute for, supplement or delete session topics and assigned
readings during the course of the semester, with reasonable notice. Those readings (apart from
textbooks—see above) that are available full-text through the ALADIN Catalog or Gelman
Library’s electronic databases such as Ebrary are indicated by an asterisk (*). Readings available at
the course Blackboard website (link: Electronic Reserves) are indicated by the “at” symbol (@).
Readings available in hardcopy on reserve at Gelman Library are indicated by the “+” symbol. The
abbreviations used below for the course textbooks are: C=Collier; E=Evans; Ea=Easterly;
H=Herbst; SS=Smith; Sa=Sachs; and tba=to be assigned. Numbers in square brackets ([]) appended
to an item refer to the number of pages assigned (this information is provided solely to assist
participants in their time management).
14
In general, readings drawn from edited volumes are listed below under the name(s) of the editor(s)
and title of the volumes, and then by the titles of the chapters and the individual authors of those
chapters. When searching the WRLC catalog or Gelman databases such as ArticlesPlus for chapters
in edited volumes, start with the names of both the volume editor(s) and the chapter author(s) and,
failing that, search using the title of the volume and the title of the chapter.
If an assigned reading is temporarily unavailable at the location indicated below, please be aware
that there are usually multiple sources from which readings assigned for this seminar may be
accessed. These include: hardcopy (books and bound journals) in the regular shelf collection at
Gelman Library; materials available for borrowing from other libraries of the WRLC consortium
(request from the catalog entry for the title; expect material to be available in 24-48 hours); interlibrary loan (takes 7-21 days); and, for articles, the many, full text databases available via the
Gelman Library home page (find e-journals by searching at the Journals tab at the Gelman Library
home page).
Items listed under “Further Reading” are voluntary. These are intended as ideas, starting points, for
participants interested in digging deeper into the session topic, perhaps in preparation for choosing
a research paper question related to this topic. In some cases, such items may not be available
through Gelman Library’s catalog or electronic databases.
Jan 15
1. Introduction to the Course
Jan 22
2. Reflecting on the Meaning of Development: from what? To where? Normative
considerations
Required Reading:
@Benjamin M. Friedman. The Moral Consequences of Economic Growth. New York: Knopf,
2005. Ch 12 (“Economics and Politics in the Developing World”) 297-326.[30]
+C ch 1 (“Falling Behind and Falling Apart: the Bottom Billion”).[11]
@+James H. Mittelman & Mustapha Kamal Pasha. Out From Underdevelopment Revisited:
Changing Global Structures and the Remaking of the Third World. New York: St. Martin's
Press, 1997. Ch 1 (“Public Platitudes and Unfounded Attitudes”) 3-27.[25]
@+Sarah J. Tisch & Michael B. Wallace. Dilemmas of Development Assistance: The What, Why,
and Who of Foreign Aid. Boulder: Westview, 1994. Ch 2 (“Economic Dilemma: What is
Development?”) 13-45.[33]
United Nations Development Programme (UNDP). Human Development Report 2013.
Houndsmills, Basingstoke, UK; New York: Palgrave Macmillan, 2013.[available, full text, at
http://hdr.undp.org/en/content/human-development-report-2013]
15
Freedom House. Freedom in the World 2013 (annual survey of political rights and civil liberties
worldwide in 2013).[available, full text, at http://www.freedomhouse.org/report/freedomworld/freedom-world-2013#.UtbtMLTHzps]
Transparency International. “Corruption Perceptions Index (CPI)” 2013.[available, full text, at
www.transparency.org/policy_research/surveys_indices/cpi]
World Economic Forum. The Global Competitiveness Report 2013-2014 (annual survey of
economic competitiveness of economies based upon publicly available data combined with the
results of a comprehensive annual survey conducted by the WEF partnership with leading
research institutes and business organizations in the countries covered by the Report. In the most
recent report, over 12,000 business leaders were polled in nearly 150 countries).[available, full
text, at www.weforum.org/reports/global-competitiveness-report-2013-2014]
World Bank. “World Bank Open Data.” [available at www.worldbank.org, at Data tab, under Data,
click Data Website link], browse data by country or choose indicators to review comparative
data across countries
World Bank. Worldwide Governance Indicators 1996-2012 (a user-friendly, interactive database of
governance indicators compiled by the World Bank Institute).[available, full text, at
http://info.worldbank.org/governance/wgi/index.aspx#home]
Also of interest:
@*Clifford Cobb, Ted Halstead, and Jonathan Rowe. "If the GDP is Up, Why is America
Down?" Atlantic Monthly 276 (issue 4, Oct 1995) 59-78.[available, full text, in WRLC
databases ProQuest Research Library and EBSCOhost Academic Search Premier]
*Lowenstein, Roger. “Intrinsic Value: New Recipe for GDP Leaves Sour Taste,” Wall Street
Journal (Eastern ed.), December 21, 1995, C1 [available, full text, in WRLC databases
Factiva and ProQuest ABI Inform Complete]
Further Reading:
+Alan Thomas. Third World Atlas (2nd ed.) Bristol, PA: Taylor & Francis, 1994. Ch
1("Definitions of Third World and Development") 10-23.
Jan 29
3. Development & Modernization: panacea?
Required Reading:
@+Mittelman & Pasha. Out From…, ch 2 ("Sources of Received Ideas About the Third
World")(part) 31-43, 46-48.[14]
@+Alvin Y. So. Social Change and Development: Modernization, Dependency, and World System
Theories. Newbury Park, CA: Sage Publications, 1990. Ch 2 ("The Modernization
Perspective")(part) 17-18, 23-37; & ch 3 ("The Classical Modernization Studies").[35]
16
@+Daniel Lerner. The Passing of Traditional Society: Modernizing the Middle East. Glencoe, IL:
Free Press, 1958. Ch 1 ("The Grocer and the Chief: A Parable") 19-42.[24]
*Stephanie McCrummen. “A Road Map to Modernity.” Washington Post May 2, 2008,
A1.[available, full text, in WRLC database Factiva]
Further Reading:
+So. Social Change… ch 2 ("The Modernization Perspective")(part) 18-23; & ch 4 ("The New
Modernization Studies") 60-87.
+Stephen A. Marglin & Frederique Apffel Marglin, eds. Dominating Knowledge: Development,
Culture and Resistance. Oxford: Clarendon Press, 1990. Ch 2 ("Development and the Politics of
Knowledge: A Critical Interpretation of the Social Role of Modernization Theories in the
Development of the Third World" [Tariq Banuri]) 29-67; & ch 3 ("Modernization and its
Discontents: A Cultural Perspective on the Theories of Development" [Tariq Banuri]) 73-99.
@+Atul Kohli. "Introduction--The State and Development in the Third World." In Atul Kohli, ed.
The State and Development in the Third World. Princeton: Princeton University Press, 1986.
(part) 4-14.
Alex Inkeles & David H. Smith. Becoming Modern: Individual Change in Six Developing
Countries. Cambridge: Harvard University Press, 1974. Ch 2 ("Towards a Definition of The
Modern Man") 15-35; ch 11 ("The Factory as a School in Modernity") 154-74; and ch 12
("Factory Modernity") 175-91.
+Gabriel A. Almond. A Discipline Divided: Schools and Sects in Political Science. Newbury Park,
Calif: Sage Publications, 1990. Ch 9 (“The Development of Political Development”) 219-53.
+Lawrence Mayer. Redefining Comparative Politics: Promise Versus Performance. Newbury Park,
CA: Sage Publications, 1989, chs 1-2, 11-58.
A. Appadurai. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University
of Minnesota Press, 1997.
M. Berman. All That Is Solid Melts Into Air: The Experience of Modernity. Harmondsworth, U.K.:
Penguin, 1988.
J. Friedman. Empowerment: The Politics of Alternative Development. Cambridge, MA: Blackwell
Publishers, 1994.
+John Williamson, ed. The Political Economy of Policy Reform. Washington, DC: Institute for
International Economics, 1994.
+John Williamson. The Progress of Policy Reform in Latin America. Washington, DC: Institute for
International Economics, 1990. Ch 5 ("Assessment")(part) 59-76.
*Michael Doyle. "Liberalism and World Politics." American Political Science Review 80:4 (Dec
1986) 1151-65.[available, full text, in WRLC database JSTOR]
+Adam Przeworski. "The Neoliberal Fallacy." Journal of Democracy 3 (July 1992) 45-57.
+Jeremy Shearmur, "In Defense of Neoliberalism." Journal of Democracy 3 (July 1992) 75-81.
+Francis Fukuyama. The End of History and the Last Man. New York: The Free Press, 1992. Ch 3
("The Weakness of Strong States II")(part) 33-38; & ch 4 ("The Worldwide Liberal
Revolution") 39-51.[Alternatively, see an earlier version in The National Interest no. 16
(Summer 1989) 3-18.]
+Timothy Burns, ed. After History? Francis Fukuyama and His Critics. Lanham, MD: Rowman &
Littlefield, 1994. Ch 13 ("Reflections on The End of History, Five Years Later" [Francis
Fukuyama]) 239-57.
17
Perry Anderson. A Zone of Engagement. London: Verso, 1992. Ch 13 (“The Ends of History”)
279-375.
*Chalmers Johnson. "Capitalism: East Asian Style" (1992 Panglaykim Memorial Lecture). Jakarta:
Center for Strategic and International Studies (CSIS), 1992.
*Nigel Harris. The End of the Third World: Newly Industrializing Countries and the Decline of an
Ideology. London: Penguin, 1986. Ch 4 ("A Global Manufacturing System") 93-117; & ch 8
("The End of National Reformism") 187-203.
Alexander Gerschenkron. "Economic Backwardness in Historical Perspective." In Gerschenkron,
Economic Backwardness in Historical Perspective: A Book of Essays. Cambridge, Belknap
Press of Harvard University Press, 1962.
Feb 05
4. Challenging Modernization: the South’s call for restructuring global power relations
Required Reading:
+C Part 4, ch 7 (“Aid to the Rescue?”).[25]
@+“Introduction: The State and Development in the Third World" [Atul Kohli] (part) 14-18. In
Atul Kohli, ed., State and Development.[5]
@*+Tony Smith. “Underdevelopment of Development Literature.” In Atul Kohli, ed. State and
Development 25-66.[The original published version of this chapter is in World Politics 31:2
(January 1979) 247-288, available, full text, in WRLC database JSTOR][46]
@*John Kenneth Galbraith. “Power and the Useful Economist.” The American Economic Review
63:1 (Mar. 1973) 1-11.[available, full text, in WRLC databases JSTOR and EBSCOHOST
Business Source Premier][11]
@Joe Foweraker & Todd Landman. “Economic Development and Democracy Revisited: Why
Dependency Theory is Not Yet Dead.” Democratization 11:1 (Feb. 2004) 1-20.[available, full
text, in WRLC database EBSCOHOST Academic Source Premier][20]
E ch 3 (“States”)(part) 66-70 (on India).[5]
Further Reading:
+So. Social Change… ch 6 (“The Classical Dependency Studies”).[35]
Ronald H. Chilcote (ed.). Dependency and Marxism: Towards a Resolution of the Debate. Boulder:
Westview Press, 1982
United Nations, Economic Commission for Latin America (ECLA). The Economic Development
of Latin America; and its Principal Problems. Lake Success, NY: United Nations, 1950. Ch I
("Introduction") 1-7; & ch II ("The Advantage of Technical Progress and the Countries of the
Periphery") 8-14.
*Peter B. Evans. "After Dependency: Recent Studies of Class, State, and Industrialization." Latin
American Research Review 20:2 (1985) 149-60.[available, full text, in WRLC database JSTOR]
+Almond. A Discipline Divided. Ch 10 (“The International-National Connection”) 263-87.
18
H. Michael Erisman. Pursuing Postdependency Politics: South-South Relations in the Caribbean.
Boulder and London: Lynne Rienner, 1992.
Judith Gentleman. Mexican oil and Dependent Development. New York: P. Lang, 1984.
Richard Peet. Global Capitalism: Theories of Societal Development. New York and London:
Routledge, 1991.
Satya R. Pattnayak. “Modernization, Dependency and the State in Asia, Africa, and Latin
America.” International Journal of Comparative Sociology, 37:3/4 (Dec 1996) 274-86.
Feb 12
5. Transnational Corporations in Developing Areas: global strategies, local impacts
Required Reading:
+Mittelman & Pasha. Out From…, ch 3 ("Received Ideas and International Institutions")(part—
“Transnational Corporations”) 63-70.[8]
@Jack N. Behrman & Robert E. Grosse. International Business and Governments: Issues and
Institutions. Columbia, NC: University of South Carolina Press, 1990. Ch 1 (“Introduction”) 121.[21]
*Theodore H. Moran. "Multinational Corporations and Dependency: A Dialogue for
Dependentistas and Non-dependentistas." International Organization 32:1 (Winter, 1978) 79100.[available, full text, in WRLC databases JSTOR, Business Source Complete, and
others.][For the acme of Moran’s work on TNCs, see Multinational Corporations and the
Politics of Dependence: Copper in Chile (Princeton: Princeton University Press, 1974).][22]
*Peter Maass. “The Price of Oil.” New York Times Magazine Dec. 18, 2005, 24-26.[available, full
text, in WRLC database ProQuest Research Library Plus][2]
*E ch 8 ("The New Internationalization") 181-206.[26]
@Subhash C. Jain & Sushil Vachani, eds. Multinational Corporations and Global Poverty
Reduction. Cheltenham: Edward Elgar, 2006. Ch 3 (“Role of Multinational Corporations in
Poverty Reduction” [Ben L. Kedia, Raj V. Mahto and Liliana Perez Nordtvedt]) 59-79.[21]
*Diana Barrett & Daniella Ballou. 2003. "Heineken NV: Workplace HIV AIDS Programs in
Africa (A)," Cambridge, MA: Harvard Business School Publications Case 303063 (May 27,
2003; January 27, 2003) 1-14.[14][Available for download ($3.95) at
http://harvardbusinessonline.hbsp.harvard.edu]
+C Part 4, ch 9 (“Laws and Charters”).[22]
@Anuradha Dayal-Gulati & Mark W. Finn, eds. Global Corporate Citizenship. Evanston, IL:
Northwestern University Press, 2007. Ch 13 (“Meeting the HIV/AIDS Challenge in Brazil”
[Joshua Bennett, Nageswara Pobbathi, Andy Zhilei Qiu, and Ryan Takeushi]) 189-99.[11]
19
@Alan Snitow & Deborah Kaufman (with Michael Fox). Thirst: Fighting the Corporate Theft of
Our Water. San Francisco: John Wiley & Sons, 2007. Ch 1 (“Water: Commodity or Human
Right?”) 1-22.[22]
Further Reading:
+Gabriel Almond. A Discipline Divided Ch 9 ("The Development of Political Development")(part)
229-44.
+Myron Weiner & Samuel Huntington, eds. Understanding Political Development: An Analytic
Study. New York: HarperCollins, 1987. Ch 9 (“Foreign Capital and the Third World State"
[Peter Evans]) 319-46.[Reprinted from Evans, et al., eds. Bringing the State Back In.
Cambridge: Cambridge University Press, 1985. Ch 6 (“Transnational Linkages and the
Economic Role of the State: An Analysis of Developing and Industrialized Nations in the PostWorld War II Period”) 192-221. For the full development of Evans’ work on TNCs, see
Dependent Development: The Alliance of Multinational, State, and Local Capital in Brazil.
Princeton: Princeton University Press, 1979.]
+Douglas Bennett & Kenneth Sharpe. Transnational Corporations Versus the State: The Political
Economy of the Mexican Auto Industry. Princeton: Princeton University Press, 1985. Ch 2
("The State and Dependency in Mexico") 14-50.
Susan Ariel Aaronson & James Reeves. Corporate Responsibility in the Global Village: The Role
of Public Policy. Washington, DC: National Policy Association, 2002 (NPA Report 306).
[Provides a global overview of government initiatives to promote corporate social responsibility
(CSR). Surveys U.S. efforts to promote global CSR and finds them woefully lacking. Presents
other countries' (U.K., Canada, the Netherlands) global CSR initiatives as potential models for
U.S. policies. Includes eight policy recommendations for the U.S. government. Also refers to
CSR activities in Denmark, Austria, Belgium, Sweden, and Germany.]
Thomas Biersteker. “The Illusion of State Power: Transnational Corporations and the
Neutralization of Host Country Legislation.” Journal of Peace Research XVII:3 (1980) 207-221.
Peter J. Buckley & Pervez N. Ghauri, eds. The Global Challenge for Multinational Enterprises:
Managing Increasing Interdependence. Amsterdam; New York: Pergamon, 1999.
Fernando Henrique Cardoso & Enzo Faletto. Dependency and Development in Latin America
Berkeley: University of California Press, 1979.
+Nigel Harris. End of the Third World. Ch 1 ("Third Worldism") 11-29.
Rhys Owen Jenkins. Transnational Corporations and the Latin American Automobile Industry.
Pittsburgh: University of Pittsburgh Press, 1987.
--. Transnational Corporations and Industrial Transformation in Latin America. London:
Macmillan, 1984.
Khong Cho Oon. The Politics of Oil in Indonesia: Foreign Company-Host Government Relations.
Cambridge: Cambridge University Press, 1986. Ch 4 ("Provisions for Development and
National Control") 90-128; & ch 6 ("Organizational Structure and the Negotiating Process")
159-86.
Stephen D. Krasner. Structural Conflict: The Third World Against Global Liberalism. Berkeley:
University of California Press, 1985.
+Lawrence Mayer. Redefining Comparative Politics. Newbury Park, CA: Sage Publications, 1989.
Ch 3 ("Development, Ethnocentrism and Dependency: Theory and Polemic")(part) 83-98.
+Mittelman & Pasha. Out From…, ch 3 ("Received Ideas and International Institutions")(part) 7179.
20
C.K. Prahalad & Allen Hammond. "Serving the World's Poor, Profitably." Harvard Business
Review 80:9 (Sept 2002) 48-57.[available in hardcopy in Periodicals at Gelman Library, 3rd
Floor]
Mitchell Seligson & John Passe-Smith, eds. Development and Underdevelopment: The Political
Economy of Inequality. Boulder: Lynne Rienner, 1993. Ch 17 ("Modernization and
Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment" [J.
Samuel Valenzuela & Arturo Valenzuela]) 203-16 [finds dependency superior to modernization-originally published in Comparative Politics 10 (July 1978) 543-57]; ch 19 ("Wallerstein's
World Capitalist System: A Theoretical And Historical Critique" [Theda Skocpol]) 231-38
[accepts Wallerstein's critique of modernization theory but rejects his alternative--originally
published in the American Journal of Sociology 82 (March 1977) 1075-91]; ch 21 ("Financial
Dependence in the Capitalist World Economy and the Distribution of Income Within States"
[Edward Muller]) 267-94 [an empirical critique of dependency and world systems theories.
Reprinted from Mitchell Seligson, ed. The Gap Between Rich and Poor. Boulder: Westview
Press, 1984.].
+So. Social Change… chs 8-10 ("Part III: The World System School") 169-260.
Michael P. Todaro. Economic Development in the Third World. White Plains, NY: Longman,
1989.
Edwin A. Winckler & Susan Greenhalgh, eds. Contending Approaches to the Political Economy of
Taiwan. Armonk, NY: M.E. Sharpe, 1988. Ch 1 ("Analytical Issues and Historical Episodes") 319.
Feb 19
6. Role of States I: institutions and economic growth
Required Reading:
*E ch 1 ("States and Industrial Transformation")(part) 3-18; & ch 3 ("States").[45]
@Friedman. Moral Consequences ch 13 (“Virtuous Circles, Vicious Circles”) 327-45.[19]
+@Rodrik, Dani. One Economics, Many Recipes: Globalization, Institutions, and Economic
Growth, Princeton: Princeton University Press, 2007. Ch 5 (“Institutions for High-Quality
Growth”)[An earlier version of this chapter appeared as the article, “Institutions for HighQuality Growth: What They Are and How to Acquire Them,” Studies in Comparative
International Development 35:3 (Fall 2000), 3-31. This article is available, full text, in WRLC
databases: Academic Search Complete, Business Source Complete, International Security &
Counter Terrorism Reference Center, SpringerLink, ABI/Inform Complete Plus, ProQuest
Research Library Plus, and Social Science Journals.]
+C Part 2, chs 3 (“The Natural Resource Trap”) & 4 (“Landlocked with Bad Neighbors”).[26]
+H ch 1 (“The Challenge of State-Building in Africa”) 11-31; ch 4 (“The Political Kingdom in
Independent Africa”) 97-136; ch 5 (“National Design and the Broadcasting of Power”) 139-72;
ch 6 (“Chiefs, States, and the Land”) 173-97; ch 9 (“The Past and the Future of State Power in
Africa”) 251-72.[142]
21
*"The Road to Hell is Unpaved." Economist 365: 8304 (21 Dec, 2002) 37-39.[available, full-text,
in WRLC database EBSCOHOST Academic Search Premier, and others][3]
Further Reading:
James C. Scott. Seeing Like a State: How Certain Schemes to Improve the Human Condition have
Failed. New Haven and London: Yale University Press, 1998. Ch 7 (“Compulsory Villagization
in Tanzania”) 223-61.
+Stephan Haggard & Robert K. Kaufman, eds. The Politics of Economic Adjustment. Princeton:
Princeton University press, 1992. Ch 3 ("The State as Problem and Solution: Predation,
Embedded Autonomy, and Structural Change" [Peter Evans]) 139-81.[For an earlier,
abbreviated version, minus India, Korea and Taiwan, see Evans, "Predatory, Developmental,
and Other Apparatuses: A Comparative Political Economy Perspective on the Third World
State." Sociological Forum 4 (1989) 561-87.]
+H chs 2-3 & 7-8.
+Almond, ch 8 ("The Return to the State") 189-216.
+Ziya Onis. "The Logic of the Developmental State." Comparative Politics 24 (1990) 109-25.
World Bank. The East Asian Miracle: Economic Growth and Public Policy. Oxford, New York:
Oxford University Press for World Bank, 1993. Ch 4 ("An Institutional Basis for Shared
Growth") 157-88.
+Robert Wade. "East Asia's Economic Success: Conflicting Perspectives, Partial Insights, Shaky
Evidence." World Politics 44:2 (January, 1992) 270-320.
Patrick Chabal. Power In Africa: An Essay in Political Interpretation. New York: St. Martin's Press,
1992. Part II "Concepts for the Analysis of Power in Africa," Ch 4 ("The State") 68-81.
Donald Rothchild & Naomi Chazan, eds. The Precarious Balance: State and Society in Africa.
Boulder: Westview, 1988. Ch 2 ("The African Colonial State and Its Political Legacy"
[Crawford Young]) 25-60; ch 4 ("States Without Citizens: An Emerging African Phenomenon."
[John A.A. Ayoade]) 100-16.
Robert Fatton. Predatory Rule: State and Civil Society in Africa. Boulder: Lynne Rienner, 1992.
Joshua B. Forrest. "The Quest for State 'Hardness' in Africa." Comparative Politics 20:4 (July,
1988) 423-42.
+Louis Putterman & Dietrich Rueschemeyer, eds. State and Market in Development: Synergy or
Rivalry. Boulder: Lynne Rienner, 1992. Ch 5 ("A Theory of Government Intervention in Late
Industrialization" [Alice Amsden]) 53-84.
+Frederic C. Deyo, ed. The Political Economy of the New Asian Industrialism. Ithaca: Cornell
University Press, 1987. Ch 4 ("Political Institutions and Economic Performance: The
Government-Business Relationship in Japan, South Korea, and Taiwan"[Chalmers Johnson])
136-64.
+Stephen D. Krasner. "Approaches to the State: Alternative Conceptions and Historical Dynamics."
Comparative Politics 16:2 (Jan 1984) 223-46.
+James Caporaso, ed. The Elusive State: International and Comparative Perspectives. Newbury
Park, CA: Sage, 1989. Chs 1, 2, 7.[Reprinted from a special issue of Comparative Political
Studies 21 (Apr, 1988).]
Evans, et al., eds. Bringing the State Back In. Ch 1 (“Bringing the State Back In: Strategies of
Analysis in Current Research” [Theda Skocpol]) 3-37.
+Ernest J. Wilson & John Freeman. "It Isn't Enough to Bring the State Back In." Unpublished
paper, 1986.
22
+John A. Hall & G. John Ikenberry, eds. The State. Minneapolis: University of Minnesota Press,
1989. Ch ? ("Introduction: The State and Social Theory" [John A. Hall and G. John Ikenberry])
1-15.
+Gianfranco Poggi. The State: Its Nature, Development and Prospects. Stanford: Stanford
University Press, 1990.
Feb 26
7. Role of States II: targeted industrial, trade and investment policies--fostering national
industrial competitiveness--technology, protection and employment
Required Reading:
+C Part 4, ch 10 ("Trade Policy for Reversing Marginalization”).[16]
*E chs 4 ("Roles and Sectors"), 5 ("Promotion and Policing"), 6 ("State Firms and High-Tech
Husbandry") & 7 ("The Rise of Local Firms”)[107]
*Joseph E. Stiglitz & Shahid Yusuf, eds. Rethinking the East Asian Miracle. Oxford, UK;
Washington, DC: Oxford University Press and World Bank, 2001. Ch 3 (“Technological Change
and Growth in East Asia: Macro versus Micro Perspectives” [Howard Pack]).[41][available, full
text, in WRLC database Ebrary]
@David G. McKendrick, Richard F. Doner and Stephan Haggard. From Silicon Valley to
Singapore: Location and Competitive Advantage in the Hard Disk Drive Industry. Stanford:
Stanford University Press, 2000. Ch 10 (“Policy, Politics, and Location in Developing
Countries”).[26]
@Douglas A. Irwin. Free Trade Under Fire (2nd ed.). Princeton: Princeton University Press, 2005.
Ch 3 (“Protectionism: Economic Costs, Political Benefits?”).[34]
Further Reading:
World Bank. World Development Report 2014. Washington, DC: World Bank.[available, full text,
at https://openknowledge.worldbank.org/handle/10986/16092]
World Bank. The East Asian Miracle: Economic Growth and Public Policy. New York: Oxford
University Press, 1993. Ch 6 ("Using Resources Efficiently: Relying on Markets and
Exports")(part: “Using the International Market: Trade and Industrial Policy”) 292-326.
+Alasdair Bowie. Crossing the Industrial Divide: State, Society and the Politics of Economic
Transformation in Malaysia. New York: Columbia University Press, 1991. Ch 5 ("Industrial
Aspirations for a Divided Society: State-led Industrialization and the 1980s") 111-52.
** Research Paper Question Proposal due next week on Monday, March 03, by 10:00 A.M.
(submit at course website; link: Assignments)**
Mar 05
8. Opening Economies to Global Trade and Investment: opportunities and perils
Required Reading:
23
@Friedman. Moral Consequences ch 14 (“Growth and Equity")(part) 361-68.[8]
@+Karl Polanyi. The Great Transformation: the Political and Economic Origins of Our Time.
Boston: Farrar & Rinehart, 1944. Ch 5 (“Evolution of the Market Pattern”) 56-67.[12]
@Pietra Rivoli. Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets,
Power, and Politics of World Trade (2nd ed.). Hoboken, NJ: John Wiley & Sons, 2009. Ch 6
(“The Long Race to the Bottom”) 92-104.[13]
+C Part 3, ch 6 (“On Missing the Boat”).[18]
*E ch 9 (“Lessons From Infomatics”) 207-26.[20]
@Douglas A. Irwin. Free Trade Under Fire. Ch 6 (“Developing Countries and Open Markets”)
160-202.[43]
@Marc J. Blecher. “Hegemony and Worker’s Politics in China.” In Lowell Dittmer & Guoli Liu
(eds.), China’s Deep Reform: Domestic Politics in Transition, Lanham, MD: Rowman &
Littlefield, 2006, 405-18.[14]
*Ariffin Norlela & Paulo N. Figueiredo. “Internationalization of Innovative Capabilities: Counterevidence from the Electronics Industry in Malaysia and Brazil.” Oxford Development Studies
32:4 (Dec 2004) 559-83.[25][available, full-text, in WRLC databases Academic Search
Complete & Business Source Complete]
Further Reading:
*Vo Tri Thanh. “Vietnam’s Trade Liberalization and International Economic Integration:
Evolution, Problems, and Challenges,” ASEAN Economic Bulletin 22:1 (Apr 2005) 7591.[available, full-text, in WRLC databases EBSCOhost Business Source Complete and various
ProQuest databases]
*Ha-Joon Chang, Hong-Jae Park & Chul Gyue Yoo. “Interpreting the Korean Crisis: Financial
Liberalisation, Industrial Policy and Corporate Governance.” Cambridge Journal of Economics
22:6 (Nov 1998) 735-46.[available, full-text, in WRLC database Oxford Journals]
*OECD. Economic Policy Reforms: Going for Growth 2008 (4 March 2008). Ch 6 (“Economic
Geography and GDP per Capita”) & ch 7 (“International Trade in Services and Domestic
Regulation”).[Available, full-text, in WRLC database OECD iLibrary]
*Michael Pollan. “You Are What You Grow.” New York Times Magazine (22 April, 2007) 1518.[available, full text, in WRLC database ProQuest Research Library Plus]
@Alan Wm. Wolff. "Market Access in the Global Economy: The Problem of Cartels." Japan
Policy Research Institute, Working Paper No. 6 (January 1995) 1-3.
*Kevin Watkins & Penny Fowler. Rigged Rules and Double Standards: Trade, Globalisation, and
the Fight Against Poverty (April 10, 2002).[available, full text, at www.maketradefair.org at
Research tab, see "The Trade Report."] See also the Washington Post commentary on this
report, by Paul Blustein, "New Faith in Free Trade," April 11, 2002, E1.[available, full text, in
WRLC databases LexisNexis Academic, Factiva, & Regional Business News]
Mar 12
24
Spring Break (no seminar meeting)
Mar 19
9. Research paper small group meetings
--in lieu of one seminar meeting
--small groups convene for 45-50 minute sessions with instructor to discuss research and writing
for individual research papers
--participants will be allocated in advance to specific meeting times
--meeting schedule and location will be posted in advance at course website
--participants should use remaining time that would have been spent in class to work on
individual research paper research
Mar 26
10. Economic Growth, Energy and the Environment
Required Reading:
@Friedman. Moral Consequences ch 15 (“Growth and the Environment ")(part) 380-95.[16]
*Bradsher, Keith, “Grumbling All Around After Solar Panels Deal,” New York Times July 29,
2013.[available, full text, in WRLC databases Factiva, Lexis/Nexis Academic Universe, and
Biography in Context]
*--, “Chinese Solar Power Giant is Tainted by Bankruptcy,” New York Times March 21, 2013
*--, “China Slows Development of Nuclear Power Plants,” New York Times October 25, 2012
*--, “For Solar Panel Industry, a Volley of Trade Cases,” New York Times October 12, 2012
*--, “Glut of Solar Panels Poses a New Threat to China,” New York Times October 4, 2012
*--, “A Union Accuses China of Illegal Clean Energy Subsidies,” New York Times, September 10,
2010, p. B1
*Mufson, Steven. “Chinese Firm Buys Battery Maker that got Recovery Aid.” Washington Post
December 10, 2012, A9
*Rahim, Saqib, and Peter Behr, “How Well did DOE Know Solyndra’s Technology – and its
Market Vulnerabilities,” New York Times, September 15, 2011
*“Choke Point: China” & “Choke Point: India,” articles and graphics focusing on water/energy
issues in China and India from Wilson Center’s China Environment Forum and their partner,
Circle of Blue, at www.wilsoncenter.org/program/china-environment-forum and
www.circleofblue.org
Perkowski, Jack. “China Leads World in Renewable Energy Investment.” Forbes July 27, 2012,
http://www.forbes.com/sites/jackperkowski/2012/07/27/china-leads-the-world-in-renewableenergy-investment/
Howell, Thomas R., Wiliam A. Noellert, Gregory Hume, and Alan Wm Wolff. 2010. “China’s
Promotion of the Renewable Electric Power Equipment Industry: Hydro, Wind, Solar,
Biomass.” Washington, DC: National Foreign Trade Council (March 15). www.nftc.org
25
Smith, Toby. “Pictures: a rare look inside China’s Energy Machine.” National Geographic News
February 14, 2012, http://news.nationalgeographic.com/news/energy/2012/02/pictures/120214rare-look-inside-china-energy/
On carbon-based fuels:
*Mufson, Steve. “China Struggles to Tap its Shale Gas.” Washington Post May 1, 2013, A01 [print
edition title: “China Struggles to Unlock its Huge Shale Gas Potential”]
Sargsyan, Gevorg, et al. 2011. Unleashing the Potential of Renewable Energy in India. The World
Bank, 2011. http://dx.doi.org/10.1596/978-0-8213-8780-1
Sawhney, Aparna. 2013. “Policy Monitor: Renewable Energy Policy in India: Addressing Energy
Poverty and Climate Mitigation.” Review of Environmental Economics and Policy 7 (Summer)
296-312.[available, full-text, at http://reep.oxfordjournals.org]
Nakano, Jane, and Sarah O. Ladislaw. 2011. “China—Leader or Laggard on the path to a Secure,
Low-Carbon Energy Future?” Energy and National Security Program, Center for Strategic and
International Studies (September). www.csis.org
Energy and the environment:
*Mufson, Steven. “In China, Pollution Resists Change.” Washington Post May 12, 2013, p. A12
(print ed.). Discusses coal-fired power stations turning off their scrubbers to maximize profit,
with impunity, because of their SOE or otherwise well-connected status with provincial and
municipal governments. Also discusses fuel efficiency of vehicles, the poor quality of
gasoline, and the conflict of interest inherent in participation of officials from large SOEs on
regulatory boards charged with oversight of energy generation, distribution and pollution
reduction
Sun, Guodong, “Coal Initiative Reports: Coal in China: Resources, Uses and Advanced Coal
Technologies,” Pew Center on Global Climate Change, March 2010. Available at:
http://www.pewclimate.org/docUploads/coal-in-china-resources-uses-technologies.pdf
United Steelworkers (USW), “Steelworkers Applaud Obama Administration Acceptance of Trade
Case.” October 15, 2010. Includes summary of the USW Petition under Section 301 of the U.S.
Trade Act (1974), filed September 9, 2010. Available at: http://www.usw.org/news/mediacenter/releases/2010/steelworkers-applaud-obama-administration-acceptance-of-trade-case
Apr 02
11. Regime type, governance and development in an era of decentralization
Required Reading:
Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi. World Bank. Worldwide Governance
Indicators 1996-2012 (a user-friendly, interactive database of governance indicators compiled by
the World Bank Institute).[available, full text, at
http://info.worldbank.org/governance/wgi/index.aspx#home]
--review from session 2
26
+C Part 2, ch 5 (“Bad Governance in a Small Country”).[12]
Ea ch 4 (“Planners and Gangsters”).[51]
@Bowie, Alasdair, "Governance: a Development Perspective." In Joanna Spear and Paul D.
Williams, eds, Security and Development in Global Politics: A Critical Comparison,
Georgetown: Georgetown University Press, 2012, 131-48
@Grindle, Merilee S., Going Local: Decentralization, Democratization, and the Promise of Good
Governance, Princeton: Princeton University Press, 2009. Ch 1 (“Going Local: Governance on
the Line”)
Further Reading:
*Kurtz, Marcus J., and Andrew Schrank, “Growth and Governance: Models, Measures, and
Mechanisms,” Journal of Politics, 69:2 (May 2007), 538-554.[See also (optional reading, same
issue): Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi, “Growth and Governance: A
Reply” (555-562); and Kurtz, Marcus J., and Andrew Schrank, “Growth and Governance: A
Defense” (563-569).]
@Malley, Michael, “Regions, Resources, and Rivalries: the Political Origins of Decentralization in
Indonesia,” draft book chapter (April 2009)
@Buehler, Michael, and Paige Tan, “Party-Candidate Relationships in Indonesian Local Politics: A
Case Study of the 2005 Regional Elections in Gowa, South Sulawesi Province,” Indonesia 84
(Oct 2007) 41-67.[Also available, full text, in WRLC database ProQuest Research Library]
@Vedi R. Hadiz. “Power and Politics in North Sumatra: the Uncompleted Reformasi.”
Unpublished manuscript. Alternatively (same author), “The State of Corruption: Indonesia.” In
Vinay Bhargava & Emil Bolongaita, eds, Challenging Corruption in Asia: Case Studies and a
Framework for Action, Washington D.C.: World Bank, 2004, 209-35.[available, full text, in
WRLC database Ebrary, or directly from the GW listing for this book in the ALADIN Catalog]
@Blaine Harden. Africa: Dispatches From a Fragile Continent. New York: W.W. Norton, 1990. Ch
6 (“The Good, the Bad, and the Greedy”) 217-70.
*Murray Hiebert. "More Aid, but New Strings." Far Eastern Economic Review (20 February, 2003)
12-14.[available, full-text, in WRLC database Factiva and various ProQuest databases]
*Peter Baker. “Quieter Approach to Spreading Democracy Abroad.” New York Times (22
February, 2009 [Week in Review]) 1.[available, full text, in WRLC database Factiva]
*“The Short Arm of the Law - Bribery and Business - How Big Multinationals Sidestep Laws
Against Bribery,” Economist (2 March, 2002 [part of Special Report on “Bribery and
Business”]).[available, full text, in ALADIN database Factiva]
Christopher J. Anderson & Yuliya V. Tverdova. “Corruption, Political Allegiances, and Attitudes
Toward Government in Contemporary Democracies.” American Journal of Political Science
47:1 (January 2003) 91-109.[Available, full text, in several WRLC databases]
Robert E. Klitgaard. Controlling Corruption. Berkeley: University of California Press, 1988. Ch 3
(“Policy Measures”) 52-97.
Peter Richardson. “Corruption.” In P.J. Simmons & Chantal de Jonge Oudraat, eds., Managing
Global Issues—Lessons Learned, Washington, DC: Carnegie Endowment for International
Peace, 2001, 75-105.
27
Nicolas Van de Walle. African Economies and the Politics of Permanent Crisis: 1979-1999.
Cambridge: Cambridge University Press, 2001.
Larry Diamond. “The Democratic Rollback: The Resurgence of the Predatory State.” Foreign
Affairs 87:2 (Mar/Apr 2008) 36-48.[available, full-text, in WRLC database EBSCOhost
Academic Search Premier and others]
Bob Edwards, Michael W. Foley & Mario Diani, eds. Beyond Tocqueville: Civil Society and the
Social Capital Debate in Comparative Perspective. Hanover, NH: University Press of New
England, 2001.
*Michael W. Foley & Bob Edwards. “The Paradox of Civil Society.” Journal of Democracy 7:3
(July 1996) 38-52.[available, full-text, in WRLC database Project Muse Standard Collection]
Virginia A. Hodgkinson & Michael W. Foley, eds. The Civil Society Reader. Hanover, NH:
University Press of New England for Tufts University, 2003.
Some additional sources from World Bank sources (available at www.worldbank.org, Data tab. At
drop-down “Research Products” menu, choose “Research for Policy Research Working Papers”
and search by title):
Shantayanan Devarajan, Andrew Sunil Rajkumar & Vinaya Swaroop. “What Does Aid to Africa
Finance?” World Bank Policy Research Working Paper No. 2092 (31 March, 1999).
Aart Kraay & Vikram Nehru. “When Is External Debt Sustainable?” World Bank Policy
Research Working Paper No. 3200 (1 February, 2004).
Apr 09
12. Addressing Global Poverty I: the national level
Required Reading:
Friedman. Moral Consequences ch 14 (“Growth and Equity")(part) 351-58.[8]
+Sa Introduction, chs 3, 9-10, 12.[80]
Ea selected chs (national level)
+C Part 2, ch 2 (“The Conflict Trap”).[21]
Further Reading:
Lael Brainard & Derek Chollet, eds. Too Poor for Peace? Global Poverty, Conflict, and Security in
the 21st Century. Washington, DC: Brookings Institution Press, 2007.
Samuel Bowles, Steven N. Durlauf & Karla Hoff, eds. Poverty Traps. New York: Russell Sage
Foundation; Princeton: Princeton University Press, 2006.
Deepa Narayan & Patti Petesch, eds. Voices of the Poor: From Many Lands. Oxford; Washington,
DC: Oxford University Press and World Bank, 2002.[available, full text, at WRLC catalog entry
or in WRLC database ebrary]
OECD/World Health Organization (WHO). Poverty and Health: DAC Guidelines and Reference
Series. Paris; Geneva: OECD/WHO, 2003.[available, full text, at WRLC catalog entry or in
WRLC database ebrary]
28
Jonathon Pincus & John Sender. “Quantifying Poverty in Viet Nam: Who Counts?” Journal of
Vietnamese Studies 3:1 (Feb 2008) 108-50.[available, full text, in WRLC database Caliber]
World Bank. World Development Report 2000/2001: Attacking Poverty. New York: Oxford
University Press, 2000 (available, full text, at http://econ.worldbank.org [choose, under Key
Product Series, “World Development Reports”])
Apr 16
13. Addressing Global Poverty II: the micro level
Required Reading:
+Sa chs 1, 17
+SS Part I (whole), Part II chs 3-8, Part III chs 12 & 14, & Conclusion ch 16
Ea ch 7 (“The Healers: Triumph and Tragedy”)
** Research Paper due next week on Monday, April 21, by 10:00 A.M. (submit at course
website; link: Assignments)**
Apr 23
14. Conclusion; participant research paper colloquium
Required Reading:
+C Part 5, ch 11 (“An Agenda for Action”) and Postscript.[21]
+Mittelman & Pasha. Out From… ch 9 (“What Works in the Third World?”) 217-50.[34]