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ECONOMIC INTEGRATION AND STRUCTURAL REFORMS

Syllabus

EN IT

Learning Objectives

LEARNING OUTCOMES:
Deep understanding of the economic integration process on growth, competition, the spatial allocation of economic activity, cohesion and convergence.
Knowledge of the role played by reforms on product and labor markets, of the importance of R&D activity, innovation and human capital accumulation as engines of growth; understanding of the common agricultural policy; understanding and critical evaluation of the objectives of the EU growth policies.
Learning of an analytical and quantitative approach for economic analysis so to strengthen what already learned during the first cycle and be able to apply these tools in an innovative way, also in research contexts.

KNOWLEDGE AND UNDERSTANDING:
To give students familiarity with a broad range of European policy issues; to ensure a good knowledge of the economic grounding of European economic integration; to show students the usefulness of simple analytical models in understanding the relevant aspects of European integration and to give them the ability to apply these analytical tools intelligently.

APPLYING KNOWLEDGE AND UNDERSTANDING:
What is learned can be applied to other situations and to actual work in the context of European institutions and/or national and local public administrations subject to European directives and regulations.

MAKING JUDGEMENTS:
•What is learned can be used to assess critically and without prejudices: i) the activity and the decisions of national and European policymakers; ii) the reforms on the agenda. Students will be able to understand novel and complex problems related to the process of economic integration and speculate on future evolutions of the EU.

COMMUNICATION SKILLS:
Be able to rigorously present facts and complex mechanisms; learn how to present complex facts and economic mechanisms in a comprehensive manner and communicate the relative conclusions, knowledge and rationale to specialists and non-specialized audiences.

LEARNING SKILLS:
The course aims at providing students with the tools necessary for future learning. At the end of the course students are expected to be able to read and understand official documents, scientific articles and databases. Students are also expected to be develop autonomous learning abilities.
Special attention will be given to help students develop their soft skills, such as flexibility, integrity and work ethic, positive attitude, responsibility, teamwork and interpersonal skills.

BARBARA ANNICCHIARICO

Prerequisites

Students are expected to be familiar with basic microeconomic and macroeconomic concepts and models, and with elements of public economics and game theory.

Program

1) The EU structure, the institutions and the budget
2) The Single Market I
a) Essential microeconomic tools
b) The economics of preferential liberalization
b) Market size, imperfect competition and scale effects
c) Growth effects and factor market integration
d) Labour markets and migration in the EU
3) The Single Market II
a) The spatial allocation of economic activity in the EU and regional disparities
b) Location theories (agglomeration and dispersion forces, a footloose capital model,
labour market pooling, the role of history versus expectations)
c) Cohesion Policies
d) Economic convergence
4) Structural Reforms I: fostering growth through competition policies and tax reforms
a) Product markets
b) Labour markets
5) Structural Reforms II: fostering growth through knowledge creation and human capital
accumulation
a) R&D and innovation
b) Human capital and education policies
c) Productivity trend and education level
6) The common agricultural policy
7) Environmental policy in the EU
8) Climate-related risks






Books

Baldwin, Richard and Wyplosz, Charles (2019), The Economics of European Integration, 6th edition, McGraw Hill.

Bibliography

Altomonte, Carlo and Nava, Mario (2006), Economics and Policies of an Enlarged Europe, Edward Elgar.
Barro, Robert J., and Sala-i-Martin, Xavier. (2003), Economic Growth, MIT Press.
Boeri, Tito,Castanheira, Micael, Faini, Riccardo and Galasso,Vincenzo, (2006), Structural Reforms without Prejudices, Oxford University Press.
Jones, C.I and Vollrath, D.. (2013), Introduction to Economic Growth, W. W. Norton & Company.
Krugman Paul (1991), Geography and Trade, MIT Press.
Krugman, Paul, (1991), Increasing Returns and Economic Geography,"Journal of Political Economy, University of Chicago Press, vol. 99(3), pages 483-99.
Krugman, Paul, (1991), History versus Expectations, The Quarterly Journal of Economics, MIT Press, vol. 106(2), pages 651-67,.
Puga Diego (2002) , European Regional Policies in Light of Recent Location Theories, Journal of Economic Geography, 2:373-406, 2002.
Romer David (2011) Advanced Macroeconomics, The Mcgraw-Hill Series in Economics.
World Bank (2008), World Development Report 2009: Reshaping Economic Geography, Washington, DC, chapter 4, "A guide to scale economies" (pp. 129- 140)

Teaching methods

Teaching methods
- Lectures
- Tutorials with active student participation
- Case studies and discussions

Learning methods
- Active class participation
- Taking notes in class
- Search for study material in the library and on-line
- Studying the assigned basic readings on textbooks, handouts and journal articles
- Reading and studying official documents (treaties, directives, regulations, reports etc...)

Exam Rules

Written and oral exam on the whole programme.

Grading policy and assessment criteria
Grading is based on the Italian Grading System ranges from 18/30 to 30/30. Specifically, the highest mark is 30/30 with distinction (defined as “lode” in Italian), while the lower is 18/30. Exams under 18/30 are considered as “not passed”.
The written and oral exams evaluate the overall preparation of the student, the ability to integrate (and connect) the knowledge of the different parts of the program, the consequentiality of the reasoning, the analytical capacity, and the autonomy of judgment. As additional criteria, the property of language and clarity of presentation, in accordance with the general and the specific learning outcomes already described in this form (i.e., knowledge and understanding; ability to apply knowledge and understanding; autonomy of judgment; learning skills; communication skills), will be taken into consideration.

FRANCESCA DILUISO

Bibliography

Altomonte, Carlo and Nava, Mario (2006), Economics and Policies of an Enlarged Europe, Edward Elgar.
Barro, Robert J., and Sala-i-Martin, Xavier. (2003), Economic Growth, MIT Press.
Boeri, Tito,Castanheira, Micael, Faini, Riccardo and Galasso,Vincenzo, (2006), Structural Reforms without Prejudices, Oxford University Press.
Jones, C.I and Vollrath, D.. (2013), Introduction to Economic Growth, W. W. Norton & Company.
Krugman Paul (1991), Geography and Trade, MIT Press.
Puga Diego (2002) , European Regional Policies in Light of Recent Location Theories, Journal of Economic Geography, 2:373-406, 2002.
Romer David (2011) Advanced Macroeconomics, The Mcgraw-Hill Series in Economics.

Exam Rules

Written and oral exam on the whole programme.

Grading policy and assessment criteria
Grading is based on the Italian Grading System ranges from 18/30 to 30/30. Specifically, the highest mark is 30/30 with distinction (defined as “lode” in Italian), while the lower is 18/30. Exams under 18/30 are considered as “not passed”.
The written and oral exams evaluate the overall preparation of the student, the ability to integrate (and connect) the knowledge of the different parts of the program, the consequentiality of the reasoning, the analytical capacity, and the autonomy of judgment. As additional criteria, the property of language and clarity of presentation, in accordance with the general and the specific learning outcomes already described in this form (i.e., knowledge and understanding; ability to apply knowledge and understanding; autonomy of judgment; learning skills; communication skills), will be taken into consideration.