MBA509 Economic Development

for F2P 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


MBA 509 Economic Development


F2P 2012 DL


Dr. James Ibe


Prof. of Economics and Marketing Management


MA, MBA; MS, Ph.D., CAE.

Office Location

Online: Shaw Air Force Base, SC. USA.

Office Hours

11:00-12:00 pm, EST.

Daytime Phone

(803) 934-3240


Web Page

Semester Dates


Class Days


Class Time


Credit Hours


Economic Growth, 2nd edition Author: David N. Weil Pearson ISBN-10: 0321416627

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Course Description:
MBA 509 Economic Development: This course focuses on the study of the theoretical background and applied aspects of economic growth in both developing and developed countries. The course looks at how and why growth was fostered of stymied by domestic and/or international governmental policies. Prerequisites: EC141 and EC142 or equivalent approved by Program Director. (Formerly EC509)

Educational Philosophy:
I believe that knowledge is best constructed rather than dispensed from authorities such as your professor. I actively seek to create a learner-centered classroom where learners fully participate in the discovery process and applications of the fundamental assumptions of the discipline. It is my experience that learners are most interested when they know the utility of the concepts and principles they are required to learn. Indeed, when the content is relevant and interesting, learners will learn even the most difficult material. It is my experience that learners learn best when difficult material is introduced through the learners’ strongest perceptual modality and then reinforced through supplementary modalities taking into account that most learners are visually oriented. Further, to ensure effective learning and retention, new information must be linked to prior knowledge and experiences using familiar examples and concrete symbols. I have also used cooperative and collaborative learning teams effectively. It my experience that regardless of the subject matter, learners working in collaborative and cooperative platforms tend to learn more quickly and retain the material longer than when the same content is presented in other instructional formats. Ongoing professional practice allows me to constantly bridge the gap between theory and industry practice.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate sufficient knowledge about the indicators of economic development.
  2. Evaluate the world regions according to their levels of economic development.
  3. Demonstrate an improved understanding across the breath of the literature, theories, and debates in economic development in Third World as well as in developed countries.
  4. Demonstrate the core theoretical ideas and principles in economic growth and development.
  5. Explain the ways in which the analytical techniques are applied in a variety of economic growth and development related issues.
  6. Sufficient knowledge in the research of economic development.

Core Assessment:

Class Assessment:

Discussion Questions          80 Points (10 points each week)

50 Points (25  points each)

Homework Assignments      
80 Point (10 points each week)

Mid-term Exam                   
35 Points

Final Exam                         
50 Points

A = 90 – 100% (220-245 points)
B = 80 – 89% (196-219 points)
C = 70 – 79% (172-195 points)
D = 60 – 69% (147-171 points)
F = < 60% (< 147 points)

Late Submission of Course Materials:

Please submit your work on the date indicated in the assignment section of  each lectures. If you are not going to meet the due date, I expect you to contact me before the due date to make any arrangements for a late paper. Any work submitted late without prior coordination with me will lose 10 percentage points for each day the work is late.

Excused absences can be granted by the instructor for medical reasons, school sponsored activities, and employment-related demands including temporary duty. The student is responsible for completing all missed work. Absences in excess of four (4) class periods (2 weeks in a term) will be reported to the Dean for appropriate action. Any student failing to attend class for two consecutive weeks, without an approved excuse, will be institutionally withdrawn (unofficially withdrawn) and notified by mail that an "F" will be recorded.

Students are expected to spend a substantial amount of time online and offline each week including but not limited to responding to the weekly conference discussions, sending/receiving Email, reading and viewing online lectures, completing online quizzes and tests, and conducting research over the World Wide Web.  A rule of thumb is that you should spend approximately 4-5 hours per week online reviewing course content and engaging in group work and discussion and an additional 4-6 hours per week on readings, preparing assignments, or completing papers or examinations.

Course Topic/Dates/Assignments:

Week                        Topics 

1                      The Importance of Economic Growth and Development

2                      The Growth Models: From Adam Smith to Solow

3.                     Growth Factors: Technological Progress and Population Growth, Quiz

4                      Growth Factors: Saving and Financial Markets, Mid-term Exam

5                      Globalization, Human Capital and Economic Growth

6                      Government Institutions and Economic Growth, Quiz

7                      The Costs of and Limits to Economic Growth and Development

8                      The Future of Economic Development, Final Exam       

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22


Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


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Last Updated:10/5/2012 2:06:38 AM