SCHOOL OF BUSINESS AND MANAGEMENT
ECON 371: Comparative Economics
Dr. Roger B. Conover
Fall 2015, 9:25 am T/R
3 units
INSTRUCTOR INFORMATION:
Dr. Roger B. Conover
Office Hours: Monday 9 – 10:30; Tuesday 2:30 – 4; Wednesday 12:00 – 2:00, and by appt.
Office location: Wilden Hall, Room 219
Email: rconover@apu.edu
Phone: 626-815-3823
APU MISSION AND PURPOSE STATEMENT:
“Azusa Pacific University is an evangelical Christian community of disciples and scholars who
seek to advance the work of God in the world through academic excellence in liberal arts and
professional programs of higher education that encourage students to develop a Christian
perspective of truth and life.”
SBM MISSION AND PURPOSE STATEMENT:
“We are a Christ-centered community of scholars and professionals pursuing academic
excellence to advance the work of God in the world, developing students of character and
competence as difference-makers in business and society”
AACSB ASSURANCE OF LEARNING GOALS AND OBJECTIVES:
Competent Business Knowledge
Students will be able to demonstrate knowledge in multiple business disciplines, including
management, finance, marketing, accounting and economics.
Critical Thinking Ability
Students will be able to identify and solve business problems using analytical and critical thinking
skills.
Christian Business Ethics
Students will be able to demonstrate the ability to evaluate business decisions based on a
Christian perspective.
Capable Communication Skills
Students will be able to convey ideas clearly through professional written communication.
Students will be able to express ideas effectively through professional oral presentations.
Collaborative Teamwork Ability
Students will be able to demonstrate the ability to function as an effective business team
member.
Comprehensive Global Awareness
Students will be able to identify cultural, economic and political aspects of business in a global
environment.
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COURSE INFORMATION:
University Catalog Course Description:
Students are offered an integrated treatment of policy, institutions, business, and international
trade theory within the different types of economic systems. The values that societies hold are
examined as reasons for why different systems are chosen in different countries. The course
studies the economics of both open market economies and socialist economies, examining their
domestic and international policies toward economic interactions. Prerequisites: ECON 250
Instructor’s Perspective:
This course examines different economic systems and compares the ability of these systems to
effectively raise the level of human capabilities for the people who live and work within them. An
economic system does more than allocate resources to meet needs and wants. It is an entire set
of institutions which not only coordinates the transformation of resources into desired products, but
influences the individual and social definitions of “needs and wants” while modifying the capabilities
of physical and human resources to meet the desired ends.
In particular, we will be studying alternative economic systems, including capitalist, socialist and
mixed economies. We will look at the theoretical foundations of these systems, the actual economic
institutions set in place in various countries, and achievements and failures of particular systems.
The course will use a textbook and reserve readings, lectures and discussions. Student evaluation
will be based on quizzes, writing assignments, presentations, and effective participation in
discussions.
COURSE CREDIT DESCRIPTION:
Following the APU Credit Hour policy, to meet the identified student learning outcomes of this
course, the expectations are that this 3-unit course, delivered over a 15-week term will
approximate:
3
0
0
0
0
hours / week classroom or direct faculty instruction
hours / week internship
hours / week online work
hours / week research
hours / week other academic work
In addition, out-of-class student work will approximate a minimum of 6 hours each week.
REQUIRED TEXTBOOK AND STUDY RESOURCES:
Because of recent changes in the discipline, up-to-date textbooks for Comparative Economics are
not currently being published. Please refer to the web links in the Web Resources List that will be
e-mailed to enrolled students. Updates to that list will be made from time to time as warranted.
(1) Readings as assigned from online sources.
(2) Additional readings may be placed on reserve in Marshburn Library
Copyright Responsibilities:
Students and faculty are both authors and users of copyrighted materials. As a student you must know
the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally
important to be knowledgeable about legally permitted uses of copyrighted materials. Information about
copyright compliance, fair use and websites for downloading information legally can be found at
http://apu.libguides.com/content.php?pid=241554&search_terms=copyright
RECOMMENDED READING AND OTHER COURSE RESOURCES:
Highly Recommended: A Writer’s Reference, 7th ed., by D. Hacker (Bedford/St. Martin's, 2011), (ISBN13: 9780312652692), or similar reference. Eighth Edition of A Writer’s Reference will publish on October
1, 2014.
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STUDENT LEARNING OUTCOMES:
By the end of this course, students should be able to demonstrate mastery of the following learning
outcomes. The classroom assignments that the instructor will use to assess mastery are identified in the
table:
STUDENT LEARNING
OUTCOME
Define “economic system” and
correctly identify the primary
economic characteristics of
capitalist, socialist and communist
systems.
Clearly identify the economic and
social outcomes that the student
believes are of greatest
importance from the perspective
of a Christian value system.
Clearly describe the economic
functions of market and command
economies, how such economies
work and the situations in which
they may fail to work.
Clearly identify and evaluate the
primary values that underlie each
of the major economic systems.
Clearly identify the major
economic institutions that operate
in different systems and be able
to explain the part those
institutions play in the operation of
the systems and the
advancement of the values.
Clearly describe the
characteristics of the economic
system at work in each of a
number of different countries and
evaluate how well the system has
performed in each case.
Clearly discuss the extent to
which the desired outcomes
identified earlier are met in
particular economies.
AACSB LEARNING
GOAL
Comprehensive Global
Awareness
ASSIGNMENTS USED TO
ASSESS
Paper #1; Quiz
Christian Business Ethics
Paper #2, Paper #3, Quiz
Comprehensive Global
Awareness
Paper #1, Paper #2, Quiz
Comprehensive Global
Awareness; Christian
Business Ethics
Comprehensive Global
Awareness; Christian
Business Ethics
Paper #1, Paper #2, Paper #3, Quiz
Comprehensive Global
Awareness; Critical
Thinking Ability
Paper #2, Paper #3, Quiz
Comprehensive Global
Awareness; Critical
Thinking Ability
Paper #2, Paper #3, Quiz
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Paper #2, Paper #3, Quiz
COURSE CALENDAR/SCHEDULE:
DATE
TOPICS/CHAPTERS
Week 1
INTRODUCTION- Comparing Economic Systems
Week 2
Examining Ethical Commitments, Visions, and Values: The basis for
analysis
Week 3
Economic Systems: Institutions, Structures, and Rules
Institutional Dynamics (an applied example)
Week 4
What institutions, structures and rules?
Transactions, Labor, Trade, Financial system, etc.
ASSIGNMENTS
See assignments
below
USA
Week 5
USA
Week 6
EU
Week 7
Germany
Week 8
Japan
Week 9
The Developing World
Week 10
South Korea
Week 11
India
Week 12
China
Week 13
China
Week 14
Final Paper Discussion
Week 15
ASSIGNMENTS:
Quizzes: Quizzes will be given in class periodically covering the reading material that has been assigned
for that day and the preceding week.
Paper assignments:
All papers are due at the beginning of the class period indicated. You will submit a detailed outline of
each paper prior to the due date as indicated. The papers must be typed, be properly referenced, and
conform to style (either MLA or APA is acceptable. See Hacker (2011)). Prior to submission, you may not
discuss your papers with anyone in any way, except with the course professor or the Writing Center. You
will turn a hard copy in by the deadline. You will present a summary of your paper to the class the day the
paper is due. Be prepared to discuss your work effectively; do not just fumble through and read parts of it.
Every paper MUST include the following statement at the end of the paper immediately before the
References or Bibliography:
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CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any
assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have
properly cited all sources from which I used data, ideas or words, either quoted directly or
paraphrased. I also certify that this paper was written by me specifically for this course. My name
on the title page of this paper serves as my verification of the above statements.
Paper #1: Due 10/1. (Outline due in class 9/24). Required length: 5-7 pages.
There are many possible desirable features and outcome objectives for an economic system, some of
which were discussed in class. And as we began to discuss, the value system you use will influence your
determination of the “most important” features and objectives.
Which would rank as most important using the values that would derive from a “Christian” value system?
Second? Others? Defend and discuss your choices in detail (be sure that you focus on economic
features and outcomes!). You should also consider features and outcomes that were not listed in class.
These desired features and outcomes will become the criteria you think should be applied when
evaluating economic systems from the perspective of a Christian value system. (I do not require that this
“Christian” value system be your own. Drawing on your other classes here at APU, you may address this
question at least as an academic question if not a spiritual one.)
In what ways would a capitalist market economy include the structural features and/or be helpful to the
attainment of the outcome objectives that you chose above? In what ways would this system exclude
those features and work against the attainment of these outcomes? You should discuss specific issues of
structure and process, and how those would be expected to influence the outcomes.
Note that I am NOT asking you to describe a Christian value system, but the most important economic
features and outcomes that would derive from such a system. You need to identify the key values that
would be the basis for your choices, but the focus be on the economic elements.
I am also NOT asking you to describe a Christian economic system, but rather to identify the most
desirable economic features and outcomes based on a Christian value system. (Such features and
outcomes may arise in societies that are not strongly influenced by Christian values.)
I am also NOT asking you to discuss the economic system of any particular country, including the USA.
Paper #2: Due 10/29. (Outline due in class 10/22). Required length: 7-10 pages.
Consider the principle structural features and objectives that you identified in the first paper for this
course, derived from “Christian” values. These desired features and outcomes are the criteria you think
should be applied when evaluating economic systems from the perspective of a Christian value system.
Describe the economy of the single nation in the world that best achieves the mix of features and
objectives that you identified (other than those countries which we have studied / will study in class and
your country of origin). Complete an analysis of the economic system of the country and carefully explain
how the structures, institutions and processes of the nation’s economic system work to achieve the
objectives that you identified. A basic structure for a one-country analysis is included in this syllabus. Also
describe the ways that this nation’s economic system interferes with the achievement of these desired
objectives. Make sure that you defend your selection (why is this nation a better example rather than
other possible choices?).
Term Paper: Due at Final Exam meeting. (Outline due in class 11/24). Required length: 8-12 pg.
Work out a comparative analysis of the economies of Mexico and Indonesia. Your analysis should include
an evaluation of how well or poorly these economies achieve outcomes consistent with the objectives that
you derived from “Christian” values in your first paper for this course, and which of these two “best”
accomplishes those objectives. Your analysis must draw from resources in addition to readings assigned
for the course. You may not simply repeat information from a book or article. Appropriate citation and
attribution of quotations and information is required. Make sure that you not only analyze the country
situations separately, but that you also compare the two.
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Participation:
Students are expected to come to each class fully prepared. This includes a full and complete reading of
the material assigned for the day. The professor will pose questions each class period for discussion, and
will evaluate each student’s participation in the discussion on the basis of how well the answers given
reflect knowledge of the reading material and how well the student is able to critically evaluate and apply
that material. Additionally, specific questions may be assigned from time to time that will be discussed in
class. By definition, failure to attend class means that the student receives no participation points for the
class.
INFORMATION LITERACY AND USE OF THE LIBRARY:
Information literacy is defined as “a set of abilities requiring individuals to recognize when information is
needed and have the ability to locate, evaluate, and use effectively the needed information” (American
Library Association, 1989). In this course, teaching and learning processes will employ the following
information literacy standards, as endorsed by the American Association for Higher Education (1999), the
Association of College and Research Libraries (2000), and the Council of Independent Colleges (2004).
The students in this course will:





determine the nature and extent of the information needed.
access needed information effectively and efficiently.
evaluate information and its sources critically and incorporates selected information into
his or her knowledge base and value system.
individually or as a member of a group, use information effectively to accomplish a specific
purpose.
understand many of the economic, legal, and social issues surrounding the use of
information and accesses and uses information ethically and legally.
This course requires students to complete course writing assignments using resources available from the
University Libraries. Extensive use of these resources will be critical to your success on the assignments.
GRADE DETERMINATION:
Your grade will depend upon your performance on the assigned papers and presentations, quizzes and
on your participation in class. No extra credit is available except as may be occasionally announced in
class. Students who are concerned about their grades should see the instructor as early as possible
during the semester to work out possible strategies for improving your performance. Grades will not be
changed after the course is over except in the case of clerical error. Grade appeals procedures may be
found in the Student Handbook.
In general, the following guidelines will apply to this course. Your specific grade will be determined by the
point total that you accumulate throughout the course.
Specific Grading Policy: There are 500 points possible in the course:
Papers (2x100)
200
(90 % scale)
Term paper
150
(90 % scale)
Quizzes (5x10)
50
(Scale TBA)
Participation
50
(90 % scale)
500
Grading Scale:
100 – 93% = A
92 – 90% = A-
89 – 87% = B+
86 – 83% = B
82 – 80% = B-
79 – 77% = C+
76 – 73% = C
72 – 70% = C-
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69 – 67% = D+
66 – 63% = D
62 – 60% = D-
59 – 0% = F
Grading Criteria for Assignments and Final Grade:
GRADE
CRITERIA
A
Outstanding knowledge regarding details, assumptions and implications of comparative
economics and analysis; demonstrates superior thinking with information relevant to
application, critique, relationship to other information.
B
More than adequate knowledge regarding technical terms, distinctions, ability to begin
using information; demonstrates ability to think clearly about the information and its
relationship to other information.
C
Basic knowledge needed to function and carry on learning regarding major principles,
central terms, major figures, and awareness of the field.
D
Serious gaps in knowledge, confusion of concepts and categories, inability to recall basic
information.
F
Absence of knowledge, incapable of carrying on a conversation about the subject,
misunderstands most concepts, confuses all categories.
COURSE POLICIES:
Attendance Policy:
Students are expected to attend every class, and attendance will be taken. This is particularly important in
this course because of the cooperative nature of this learning experience. Therefore, students who arrive
after class has begun will be counted as absent. Points will be deducted from a student’s final score
according to the following schedule:
0 to 2 = 0;
3 or more = 20 points each.
This deduction is in addition to any impact that your absence might have on your participation score for
the week. Students who are late or absent because of an approved university event must inform the
instructor prior to such an event. While students are still responsible for assignments due and material
presented on such days, this absence will not be counted against their attendance total.
Exceptions:
With the instructor’s approval of a valid, documented excuse, (e.g. sickness with signed medical excuse,
etc.) alternative arrangements can be made. However, the range of acceptable excuses is very limited. In
particular, computer hardware or software failures and flight departure times are not valid excuses. Back
up your work regularly, and do not schedule your flight out of town for a date before the final exam period.
Students who will be absent because of an approved university event must inform the instructor prior to
such an event. Students are expected to contact the course professor as soon as possible to obtain
approval and schedule make-ups.
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Academic Support:
Please make every effort to contact me if you have questions or are having any difficulty with the material
in this course. Writing assistance is available in APU’s Writing Center.
Students in this course who have a disability that might prevent them from fully demonstrating their
abilities should contact an advisor in the Learning Enrichment Center (ext. 3849) as soon as possible to
initiate disability verification and discuss accommodations that may be necessary to ensure full
participation in the successful completion of course requirements.
Revisions:
Course schedule, topics, evaluation and assignments may be changed at the instructor’s discretion.
Academic Integrity:
The mission of Azusa Pacific University includes cultivating in each student not only the academic skills
that are required for a university degree, but also the characteristics of academic integrity that are integral
to a sound Christian education. It is therefore part of the mission of the university to nurture in each
student a sense of moral responsibility consistent with the biblical teachings of honesty and
accountability. Furthermore, a breach of academic integrity is viewed not merely as a private matter
between the student and an instructor but rather as an act which is fundamentally inconsistent with the
purpose and mission of the entire university. A complete copy of the Academic Integrity Policy is
available in the Office of Student Life, the Office of the Vice Provost for Undergraduate Programs, and
online.
Any work throughout the course that appears to have been copied from another source violates the
standard of academic integrity. You may not give or receive assistance on any graded component of the
course except from the course professor or the Writing Center.
If any work appears to be copied, the above certification of authorship is violated, or other cheating
occurs, all students involved will receive zero points for that assignment. Any other acts of academic
dishonesty will be dealt with in a similar manner. In any case of a suspected violation of the standards of
academic integrity, the incident will be reported to the Vice Provost’s office and further steps may be
taken in accordance with the Academic Integrity Policy of the University.
University or Department Policies
All university and departmental policies affecting student work, appeals, and grievances, as outlined in
the Undergraduate Catalog and/or Department Handbook will apply, unless otherwise indicated in this
syllabus.
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Suggested format for the study of an individual country in paper #2 (This format is only a
suggestion. Carefully weight your work to be sure to answer the questions that are asked in the
assignment!):
Your country study for Paper #2 may be for any country except: USA, Germany, Japan, South
Korea, India, China, Mexico, Indonesia, and your country of origin.
Introduction: The best country according to the features and outcomes based on “Christian
values” that you discussed in the first paper (or since have concluded that you should have
discussed!)
Economic structure:
Short history of the country (especially as concerns the development of economic
institutions)
Social rules, norms and institutions
Principle social values and their sources
Decision making: Who decides what? Public and Private
Production and consumption (property rights)
Political and economic power
Incentives- why do people make the choices they do?
Description of economic institutions that allocate resources and output
Industrial structure (Agriculture, Industry, Services)
Economic policy making (domestic and international)
Legal structures
Business organization and governance
Finance
Money supply; price determination; taxation
Banking; capital markets (debt, share ownership; saving and investment)
Labor allocation / Labor markets
Education and training
Employers, employees and employment relations
Other
Economic outcomes (make sure you connect the outcomes to the elements of the economic
structures that give rise to them!):
Economic growth, Efficiency
Income levels and poverty; Income distribution
Sustainability
Other measures
Conclusion and discussion.
Please note that the lengths of the sections in this sample outline do NOT correspond to how long each
section should be in your paper. The paper should be balanced to answer the questions posed in the
assignment!
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