International Political Economy

STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference.
Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
IRLS504 International Political Economy Course Syllabus 3 Credit Hours Length of Course: 8 Weeks
Graduate students are encouraged to take required or core courses prior to enrolling in the seminars, concentration courses or electives.
Table of Contents Instructor Information Course Description Course Scope Course Objectives Course Delivery Method Instructor Information Table of Contents Course Description This seminar allows the student to research some of the primary theoretical perspectives and analytical approaches for studying international political economy. The course includes a survey of contemporary literature, with special emphasis on theory, the phenomenon of globalization, an exploration of the market economy, the role of international and transnational actors, and relations between the Global North and the Global South with the international economic system. and research, as well as instructions in how to critically evaluate research and set up a research project. [3 Semester Hours] Course Materials Evaluation Procedures Course Outline Online Research Services Selected Bibliography
Course Scope
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
This seminar aims to provide an integrated approach to understanding some of the basic political economic ideas and ideological themes regarding globalization. International Political Economy, as defined in this seminar, will refer to the reduction of barriers to the exchange of goods, services, and ideas across national borders. In the past three decades, a constellation of technological, economic, and political changes have drastically reduced barriers to international exchange. Technologically, innovations in containerization and telecommunications have minimized the costs of moving goods from point to point. Economically, financial innovations and the growth of multinational corporations have made it easier for capital to move from one country to another. Politically, states have been willing to reduce tariffs, non-tariff barriers, and obstacles to investment, magnifying the importance of the aforementioned economic and technological innovations. The Internet is the epitome of this trend. There are minimal costs (in developed economies) to getting on line, and once on the World Wide Web, there is no distinction between purchasing goods made in the same zip code and goods made ten time zones away. And the traditional sources of authority in world politics, nation-states, have tolerated or even promoted these developments. The tension between market pressures to disperse or concentrate various forms of economic activity and state efforts to enhance or resist those pressures is a theme that will run throughout. Whether markets are embedded within or autonomous from political institutions depends on the theoretical perspective employed. Table of Contents Course Objectives Upon successful completion of IRLS 504 the student should demonstrate: 1) An understanding of the ways in which globalization is conceptualized. The students will be introduced to the liberal, realist, and Marxist/alternative perspectives to provide a more focused economic overview of the underlying issues and competing ideologies that shape our world. 2) An understanding of the economic effects of globalization. The student will be able to engage the following questions: Does globalization enrich or impoverish the global population? Does globalization imply an era of permanent financial instability? Does the increase in capital mobility enable or constrain labor? Are states hampered in their ability to regulate their economies? To address these queries, the student will acquire knowledge of such issues such as trade, production, finance, and development. 3) An understanding of the political ramifications of globalization. The student will be able to engage the following questions: Are international and nongovernmental organizations more important actors? What is the future of the nation-state? Does globalization imperil our sense of democracy? The seminar will conclude with the student able to comprehend the debate over whether contemporary global political economic processes are beneficial or detrimental.
Table of Contents
Course Delivery Method This seminar course is delivered via distance learning and enables students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system are made available to each student. Online assignments are usually due by Sunday midnight each week (may vary based on the type of weekly learning activities) and must include Discussion Board questions (accomplished in groups through linear, threaded or roundtable discussion board forums), examinations and quizzes (graded electronically), and individual written assignments (submitted for review to the faculty member). In online courses we construct knowledge not just by completing readings and assignments. An important part of the process is communicating with classmates and learning from what they have to say. As such, we need to share online conversations about ideas. Direct interaction between faculty members and students is a key feature of the educational experience. For that reason, faculty members have a responsibility to ensure that students interact with fellow students and the course instructor during the course as specified in the course syllabus, and can contact the instructor during posted office hours. The faculty member should initiate contact if a student is absent from class and makes no attempt to contact the faulty member during the week. This is especially important if the student fails to make contact at the start of the course. Students are dropped from the class if they do not log into the classroom during the first week of class. Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals we understand you must manage competing demands on your time. Should you need additional time to complete an assignment please contact the faculty before the due date so you can discuss the situation and determine an acceptable resolution. Routine submission of late assignments is unacceptable and may result in points deducted from your final course grade. You will be posting your response to discussion questions posted by me each week. These questions are a response to the weeks module and readings. Aim for two solid paragraphs per answer to the discussion board questions (longer posts test the limits of the software). The aim of the questions is twofold. First, they force you to fit the readings into your busy schedule. Second, and more importantly, they are designed to elicit critical reflection of some of the major themes of the readings. So, concentrate your energies on analysis of the readings rather than restatement of them. I'll redouble my efforts at making sure the questions themselves aim in that direction. Please remember that asynchronous means that we do not meet at specific times and that students have flexibility as to how they approach the material and when.
Table of Contents REQUIRED TEXTS Amy Chua, World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability (New York: Anchor Books, 2003)
Additional readings are available on my external website and within the course website as per the announcement section .
WEB-BASED READINGS
SOFTWARE REQUIREMENTS Microsoft Office 2003 or newer versions (MS Word, MS Excel, MS PowerPoint) Word documents created in Office 2007 have the default file extension of .docx, which is not supported by APUS & some internet browsers. To ensure the Word documents you create in Office 2007 can be opened by all, students must save them with the .doc extension using the "Save As" feature prior to submitting for grading. Adobe Acrobat Reader (for PDF files) To view streaming media and audio, individuals should have the following installed on their machines (all are free downloads): o Real Audio http://www.real.com o Windows Media Player http://www.microsoft.com o Quick Time http://www.apple.com/quicktime Table of Contents Evaluation Procedures
Grade Instruments:
Discussion Group Participation Short Essay Final exam TOTAL
Points
30 30 40 100
% Final Grade
30% 30% 40% 100%
Seminar Participation:
Based on the quality and quality of responses. Please remember that you are required to: 1) Respond to all the discussion board question posted by the professor. 2) For each question respond to at least two of your colleagues responses, either answering questions asked in the post, raising your own questions, or correcting perceived errors in the post.
Grading Criteria for Think Piece and Exam Essay:

GRADING CRITERIA: 1. Is the question answered?
2. Is there a personal argument presented in the first 10 lines and defended throughout the essay? 3. Clarity, Organization, Structure (good outline, good transitions) 4. Integration of class material, facts, and readings to back up the argument TYPICAL PITFALLS OBSERVED IN PAST CLASSES: A large number of papers tended not to present a personal causal argument in response to a clearly identified question. The argument should be clearly stated within the first 2 paragraphs of the introduction, on page 1. It should be engaging and original (personal). It should present an explanation to a puzzling question. The introduction of many papers did not fulfill the stated requirements. Within one page, a strong introduction should introduce the question upfront, present the argument, and give a roadmap for the paper. Many papers were written in a descriptive way, going through a historical analysis of key phenomena. Rather, political science papers should be argumentative and clearly organized. It is important to fight against alternative explanations and to defend your position in forceful ways. Each of the clearly indicated 3 or 4 sections should be there to back up the argument. After presenting facts and evidence, it is important to extract concluding statements, stating what the facts show and how they prove your point. Many papers did not integrate enough political processes and did not extract larger political lessons.
GRADING SCALE: (A- to A+) This grade is reserved for exceptional papers. An exceptional paper must demonstrate strong evidence of original thinking around a clearly articulated thesis; the paper should have a good structure and be well organized; the paper should demonstrate a capacity to analyze and synthesize; it should also demonstrate superior grasp of the subject matter with sound critical evaluations; evidence of extensive knowledge base is expected; clear and effective writing style and appropriate referencing format are also expected. (B- to B+) Grades in this range are given for competent papers. A competent paper will have a clear if not original thesis statement and develop the thesis with sound argumentation; a reasonably coherent structure and organization of the material is expected; the paper will show evidence of a good grasp of subject matter; some evidence of critical capacity and analytic ability is expected as well as a reasonable understanding of relevant issues; although a substantial research effort may not have been made, there should be evidence of familiarity with the most relevant literature. (D to C+) An adequate paper will be awarded a grade in this range. Such a paper lacks or does not develop a coherent or clear thesis statement, but some effort is made to structure the paper around an argument; nevertheless, there is little attempt to develop or sustain a coherent argument throughout the paper; the paper should demonstrate an understanding of the subject matter; it should also show an ability to develop solutions to simple problems in the material; normally, a paper in this range will reflect acceptable but uninspired work; it will not be seriously faulty but will lack style and vigour (especially in argumentation). (F) Inadequate paper. This grade is reserved for papers with little or no evidence of understanding of the subject matter; no thesis statement is made; there are weaknesses in critical and analytic stills; major errors
are made in discussions of the subject matter; the literature used is limited or irrelevant; or the subject is not on list of paper topics or has not received prior approval by the instructor. Critical Book Reviews: The critical review should be around 15 pages long (equivalent to double-spacing on 8.5 by 11 paper). Spelling and grammar matter, as does the clarity and organization of your writing. The paper must have a title page and a bibliography. All pages except the title page must be numbered. The title and bibliography do not count toward the page limit. A critical book review is more than a book review which simply summarizes the content of the book. Rather, a critical book review assess a books strengths and weaknesses, evaluates the goal(s) of a book and evaluates use of evidence while drawing on outside research sources to add both substance and depth to ones review. In this regard, the critical book reviews aim to incorporate the variety of sources utilized in research papers while still allowing the reviewer to more directly engage themes within a specific text. Please structure your review according to the following criteria The Critical book review for this particular seminar MUST HAVE 3 PARTS: Part 1: Summary of the research question and of the argument, and theoretical framework of the book Part 2: Internal critical evaluation of the book: type of evidence used, quality of the evidence case selection how well does the evidence support the argument? strengths of the book and glaring weaknesses, how to improve it Part 3: A discussion of the contribution of the book to the larger debates within globalization: what is the larger debate that is being addressed by this book? what is its main contribution? what are alternative views? With whom does the author agree and disagree? what is your personal view on the better side of the debate any larger thoughts that can be taken out of this book Part 3 must refer to some readings of the class (.ie. comparing the book to some related readings). Term Paper Policies: Sources, Citations, and Lateness: 1) Plagiarism: Above all, do not plagiarize. Plagiarism may be defined as the use of another's ideas or words without acknowledgment. Examples of plagiarism may include: failing to use quotation marks when quoting from a source; failing to document distinctive ideas from a source; and fabricating or inventing sources. Plagiarism will be dealt with harshly. The punishment may include sanctions ranging from a failing grade on the assignment to possible expulsion from the university. So: Provide citations to quotes and to any
ideas that you use that are not your own. Any information that is not common knowledge and is taken from an outside source should be cited. 2) Citations: Use a standard citation system. (The MLA, Chicago, or American Psychological Association style manuals are all acceptable guides. Just be consistent. If you need to cite information obtained online, give the URL of the web site.) 3) Lateness policy: Unexcused late papers will be accepted but assessed a penalty of 5% per day. Table of Contents Course Outline
Week
Topic(s)
Learning Objective(s)
Reading(s) and Web-Activities
Assignment(s) and Discussion Boards
David Held and Anthony McGrew Globalization Entry for Oxford Companion to Politics, 2001. Robert Keohane and Joseph Nye, Globalization What's New? What's Not? (And So What?) Foreign Policy, Spring 2000. R.C. Paehlke Preface, and Chapter 1: The Challenge of Global Economic Integration. Democracys Dilemma, MIT Press 2003. Read only up to page 27. Jagdish Bhagwati, Coping With Antiglobalization: A Trilogy of Discontents Foreign Affairs, January/February 2002. An introduction to globalization Geoffrey Garrett,.The Causes of Globalization, Comparative Political Studies, August/September 2000. Thomas L Friedman, "It's a Flat World, After All" New York Times Magazine, April 3rd, 2005. Pankaj Ghemawat, "Why the World Isn't Flat" Foreign Policy, March/April 2007. "Rich man, poor man", The Economist, Jan 18th, 2007. Some basic International Political Economic Concepts: Robert Gilpin, Three Ideologies of Political Economy, The Political Economy of International Relations, Princeton University Press, 1987. pp. 25-64. Introductions and Response To Weekly Discussion Questions.
David Held and Anthony McGrew Globalization Entry for Oxford Companion to Politics, 2001. Robert Keohane and Joseph Nye, Globalization What's New? What's Not? (And So What?) Foreign Policy, Spring 2000. R.C. Paehlke Preface, and Chapter 1: The Challenge of Global Economic Integration. Democracys Dilemma, MIT Press 2003. Read only up to page 27. Jagdish Bhagwati, Coping With Antiglobalization: A Trilogy of Discontents Foreign Affairs, January/February 2002. Geoffrey Garrett,.The Causes of Globalization, Comparative Political Studies, August/September 2000. Thomas L Friedman, "It's a Flat World, After All" New York Times Magazine, April 3rd, 2005. Pankaj Ghemawat, "Why the World Isn't Flat" Foreign Policy, March/April 2007. "Rich man, poor man", The Economist, Jan 18th, 2007. Some basic International Political Economic Concepts: Robert Gilpin, Three Ideologies of Political Economy, The Political Economy of International Relations, Princeton University Press, 1987. pp. 25-64. Response To Weekly Discussion Questions.
An introduction to globalization
Robert Gilpin, The Insecure Trading System The Challenge of Global Capitalism Princeton University Press, 2000. pp. 88-113. James Fallows, How the World Works The Atlantic Monthly, December 1993. Jonathan Schlefer, Todays most mischievous misquotation The Atlantic Monthly, March 1998. Open Markets Matter: The Benefits of Trade and Investment Liberalisation OECD Policy Brief, No.6 1998 Joseph Stiglitz, "Economics" Chapter 3 Response To Weekly Discussion Questions.
The Global Trading Order
The WTO and the Doha Round
Christina Sevilla, The WTOs North-South Conflict, National Interest,
Response To Weekly
Winter2003/2004 Jagdish Bhagwati, Dont Cry for Cancun Foreign Affairs, January/February 2004. Benjamin Mkapa, Cancuns False Promise Foreign Affairs, May/Jun2004. Ian Campbell, Retreat from Globalization National Interest, Spring2004. James Kanter, Trade Deal Derailed in WTO talks International Herald Tribune, November 11, 2005. C. Fred Bergsten "Rescuing the Doha Round" Foreign Affairs, December 2005. Jagdish Bhagwati, "From Seattle to Hong Kong" Foreign Affairs, December 2005. Mark Drajem and Jennifer M. Freedman "Schwab, Mandelson Meet Amid Signs WTO Talks Advancing" Bloomberg.com June 1st, 2007
Discussion Questions.
Multinational Corporations and Global Production Networks
Robert Gilpin, Age of the Multinational, The Challenge of Global Capitalism Princeton University Press, 2000. pp. 163-192. Daniel Drezner, The Outsourcing Bogeyman Foreign Affairs, May/Jun2004. Series of short 2004 editorial articles by New York Times Columnist Thomas L. Friedman. The New Global Job Shift Business Week, February 3rd, 2003. http://www.businessweek.com:/print/magazine/content/03_05/b3818001.htm?chan=mz& Charles Schumer and Paul Craig Roberts, Second Thoughts on Free Trade New York Times, January 6th 2004. Lawrence Orlowski and Florian Lengyel, "The Corner Office in Bangalore" The New York Times, June 9th, 2006. Thomas L Friedman, The Dell Theory of Conflict Prevention, The World Is Flat: A Brief History of the Twenty-first Century, Farrar, Straus and Giroux, 2005. pp414-469.
Response To Weekly Discussion Questions.
Global Finance 6
Robert Gilpin, The Unstable Monetary System, The Challenge of Global Capitalism, Princeton University Press, 200. pp. 134-162. Thomas Friedman, The Electronic Herd, The Lexus and the Olive Tree, Anchor
Response To Weekly Discussion Questions.
Books, 1999. pp. 112-142. George Soros, Toward a Global Open Society The Atlantic Monthly, January 1998. Joseph Stiglitz, What I learnt at the World Economic Crisis: the Insider The New Republic, April 17 2000. Kenneth Rogoff, The IMF strikes back Foreign Policy, Jan/Feb 2003. Anne Krueger, Economic Growth in a Shrinking World: The IMF and Globalization Address given to the Pacific Council on International Policy San Diego, June 2, 2004 Paul Krugman, The Chinese Connection The New York Times, May 20th 2005. Niall Ferguson, Our Currency, Your Problem New York Times Magazine, March 13th, 2005. "The alchemists of finance" The Economist, May 17th, 2007. Benn Steil, "The End of National Currency" Foreign Affairs, May/June 2007.
Daniel Drezner, Bottom Feeders Foreign Policy, November/December , 2001. Dani Rodrik, Globalization for Whom Harvard Magazine Online, July-August 2002. Andrew Hsiao, Standing up to the swoosh The Village Voice, October10, 2000. William Easterly, The Cartel of Good Intentions Foreign Policy, Jul/Aug2002. David Dollar and Aart Kray, Spreading the Wealth Foreign Affairs, Jan/Feb2002. 7 Developmental Issues Jeffrey D. Sachs, "The End of Poverty" Time Magazine, March 14th 2005. Sachs Review and Letters to the Editor Washington Post March 27, 2005. Jean-Claude Shanda Tonme, All Rock, No Action The New York Times, July 15, 2005. Sam Rich,"Africa's Village of Dreams" The Wilson Quarterly, Spring 2007. Nancy Birdsall, "Inequality Matters" Boston Review, March/April 2007. Chris Giles ,"Lunch with the FT: Jeffrey Sachs", Financial Times, April 6 2007. Response To Weekly Discussion Questions.
Review Exam
and
To allow the student an opportunity to express the comprehensive of their understanding of International Political Economy.
Exam and Paper Due.
CITATION AND REFERENCE STYLE Assignments completed in a narrative essay or composition format must follow the accepted guidelines of the American historical profession, which is the Chicago Manual of Style. This course will require students to use the citation and reference style established by Kate Turabian in A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed. (Chicago, IL: University of Chicago Press, 1996), which is the most readily available distillation of the Chicago Manual. See Chicago Style Manual The Chicago Style Manual for book-length works and its Turabian offshoot for research papers have long been the standard across all fields of study, as well as much of the publishing industry. These texts cover the layout and production gamut--including rules for chapter headings and subheadings, abbreviations, alphabetizing non-English names, and table design/designation. 1. Front matter--e.g., title page, copyright statement, dedication, table of contents, lists of illustrations or tables, acknowledgements, abstract. 2. Narrative with scholarly attributions. 3. Back matter--bibliography, appendices.
NETIQUETTE Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the classroom. Discussions on the Internet, however, can occasionally degenerate into needless insults and flaming. Such activity and the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper Netiquette must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks, or student attempts to stifle the discussion of others.
STUDENT HANDBOOK The staff at American Public University System (APUS) knows how hard it is for students to balance work and other commitments while pursuing a college education. We created the APUS Student Handbook as the ultimate reference for answers to questions about administrative and academic policies and procedures. APUS students do not have to wait for our offices to be open in order to find the information they need to succeed. No matter what location or time zone our students are in, they can consult the online Student
Handbook with any questions about financial aid, tuition assistance and refunds, registration, drop/withdrawal or extensions, the University System's grading system, and the electronic classroom. The handbook also covers issues related to various student services, academic guidance, and each students rights and responsibilities. Of course, there may be a unique question that requires additional information outside that which is covered in the handbook. APUS students should use the contact information listed online inside their campus to contact the APUS staff with any additional questions. See Student Handbook.
DISCLAIMER STATEMENT Course content may vary from the outline to meet the needs of this particular group. Table of Contents
Online Library Research Center & Learning Resources The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Center provides access to special learning resources, which the University has contracted to assist with your studies. APUS Library Tools Book Catalog - Link to thousands of electronic books Databases - Find articles and reports from scholarly journals, magazines, and newspapers o ABC Clio US at War o CIAO o EBSCO o Praeger Security International o ProQuest
Table of Contents
Grading Scale: Please see the student handbook to reference the Universitys grading scale.
Policies
Please see the student handbook to reference all University policies. Quick links to frequently asked question about policies are listed below. Drop/Withdrawal Policy Plagiarism Policy Extension Process and Policy To delete, cut, copy, or paste information from or to your syllabi, simply use the tools in Microsoft Word to make the modifications. The above replacement statements include links to the student handbook and should copy over smoothly from this e-mail, however a Word document is attached should your e-mail client strip out the html coding.
Academic Services
ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to orc@apus.edu.
Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors publication, and services to search and borrow research books and articles from other libraries. Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format. Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services. Smarthinking: Students have access to 10 free hours of tutoring service per year through Smarthinking. Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), accounting, statistics, economics, Spanish, writing, grammar, and more. Additional information is located in the Online Research Center. From the ORC home page, click on either the Writing Center or Tutoring Center and then click Smarthinking. All login information is available.

International Political Economy

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STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference.

Grading Criteria for Think Piece and Exam Essay:

Reading(s) and Web-Activities

Assignment(s) and Discussion Boards

The Global Trading Order

The WTO and the Doha Round

Christina Sevilla, The WTOs North-South Conflict, National Interest,

Multinational Corporations and Global Production Networks

Response To Weekly Discussion Questions.

Response To Weekly Discussion Questions.

Exam and Paper Due.

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