To understand the factors that determine the output, production capacity and consequently welfare growth of countries. The main approaches in the theory of growth are examined and compared with each other.
The course begins by discussing the growth experience of Turkey and the reasons why Turkey was not able to catch up with the developed countries are investigated. We turn to growth theory to see where the problem lies. Harrod’s knife edge theorem and Solow’s answer to Harrod are examined. After discussing the contributions of Mankiw, Romer and Weil to Solow's analysis, we then turn to endogenous theories emphasizing the roles of education and research and development. Having examined the most recent approach to growth, the institutionalist approach, we once again turn to Turkey and question how Turkey is doing with respect to saving and investment, education, R&D and institutions, the main factors contributing to high rates of growth and/or per capita incomes.
|Learning Outcomes||Program Learning Outcomes||Teaching Methods||Assessment Methods|
|To come to terms with the vast per capita income and GDP growth rate differences between countries.||1, 2, 6, 7||1, 2, 3||A|
|To have a good understanding of the post-1960 Turkish growth experience and relate it to the experiences of other countries.||1, 2, 6, 7||1, 2, 3||A|
|To acquire a good understanding of the determinants of growth.||1, 2, 6, 7||1, 2, 3||A|
|To acquire a good understanding of the various approaches to the theory of growth.||1, 2, 6, 7||1, 2, 3||A|
|To be able to critically evaluate the approaches of various international agencies to underdevelopment and growth.||1, 2, 6, 7||1, 2, 3||A|
|1||Introduction to the Course||Jones, Chs. 1, 10 and Appendix A; İnal (A), pp.1-9.|
|2||Turkish Growth Experience: The Republican Era (with an emphasis on the post-1960 period)||İnal (C), İnal (A), pp. 11-38.|
|3||Exogenous Growth Theories I: Harrod’s Analysis of Growth||İnal (A), pp. 39-46.|
|4||Exogenous Growth Theories II: Solow’s Response to Harrod||Jones, 2002, Ch. 2.1; İnal (A), pp. 46-62.|
|5||Exogenous Growth Theories II: Solow’s Response to Harrod||Jones, 2002, Ch. 2.2; İnal (A), pp. 62-72.|
|6||Exogenous Growth Theories III: Solow Model with Human Capital||Jones, Ch. 3; İnal (A), pp. 72-87.|
|8||Introduction to Endogenous Growth: Importance of Ideas in Technological Development||Jones, Ch. 4; İnal (A), pp. 89-102.|
|9||Endogenous Growth I: The Romer Model||Jones, Ch.5; İnal (A), pp. 102-111.|
|10||Endogenous Growth II: The Jones Critique||Jones, Ch.5; İnal (A), pp. 112-127.|
|11||Endogenous Growth III: Alternative Approaches (Lucas and AK Models)||Jones, Ch.8; İnal (A), pp. 127-141.|
|12||The Institutionalist Approach to Growth||Jones, Ch.6, 7; İnal (A), pp. 143,167; Kuran.|
|13||18th and 19th Ottoman Attempts to Catch Up with Europe||İnal(B)|
|14||Prospects of Growth for Turkey||İnal(C); İnal(A), pp. 169-258; İnal and Akçabelen|
|Textbook||Charles Jones, Economic Growth, New York, W.W. Norton, 2002.
Vedit İnal (A), Büyüme Teorileri ve Türkiye’nin Büyüme Sorunları, Ankara, Efil Yayınevi, 2013.
|Additional Resources||Timur Kuran, ‘Why the Middle East Is Economically Underdeveloped: Historical Mechanisms of Institutional Stagnation’, Journal of Economic Perspectives, cilt 18, Yaz 2004.
Vedit İnal (B), ‘The Eighteenth and Nineteenth Century Ottoman Attempts to Catch Up with Europe’ Middle Eastern Studies, cilt 47, No. 5, ss. 725-756, 2011.
Vedit İnal (C), Türkiye'nin Büyüme Potansiyeli Yakın Doğu Üniversitesi, Sosyal Bilimler Dergisi, Volume XII, Number, October 2019.
Vedit İnal and Ayşe Akçabelen, ‘Education, Technology and Economic Growth: The Turkish Growth Experience from 1960 to 2009’, İktisat İşletme ve Finans, cilt 28, sayı 322, Ocak 2013.
|Exams||A mid-term and a final exam.|
|Quizzes (attendance, presentation, etc.)||0||0|
|Contribution of Final Examination to Overall Grade||50|
|Contribution of In-Term Studies to Overall Grade||50|
|COURSE'S CONTRIBUTION TO PROGRAM|
|No||Program Learning Outcomes||Contribution|
|1||Students can keep themselves informed and analyze the current economic development in Turkey and in the world from an international political economy perspective paying a particular attention to the interaction of the Turkish economy with the global economy.||X|
|2||Being aware of the development and accumulation of economic thought, students can master qualitative and quantitative knowledge and methods to test various economic theories that can be applied to the analysis of the current economic problems.||X|
|3||Students can use statistical and econometric analyses by learning how to use information technologies that have validity and widespread use in the field of economics.||X|
|4||By learning how to learn in the field of economics, students can research and work individually or as a team using the Turkish and English academic resources.||X|
|5||Being aware of the ethical values, students know the individual, social and ecological dimensions of the concept of social responsibility and can prove that they understand the active citizenship duty that falls upon them within this framework.||X|
|6||Students can clearly express, present and share their knowledge, the outcomes of their studies, their ideas and comments to people in their field or other disciplines/units using the necessary data, in national and international academic and professional environments, in Turkish or English.||X|
|7||Students can show that understanding the universality of social rights and the concepts of social justice, which form the basis of the modern societies, and the importance of scientific perspective, which is necessary to the social development and global competitiveness.||X|
|Activities||Quantity||Duration (Hour)||Total Workload (Hour)|
|Course Duration (Including the Exam Week: 15 x total course hours)||15||3||45|
|Hours for off-the-classroom study (Pre-study, practice)||15||4||60|
|Quizzes (attendance, presentation, etc.)||0||0||0|
|Total Work Load||133|
|Total Work Load / 25 (s)||5,32|
|ECTS Credit of the Course||5|