Download London School of Economics and Political Science

Description of EMGS Modules at the London School of Economics and
Political Science
See also the detailed program handbook on
http://www2.lse.ac.uk/economicHistory/study/mastersProgrammes/Handbo
oks/MSc%20Global%20History%20Handbook.pdf
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Global Studies
Workload
Contents
10 ECTS = 300 hours
1
Economic Change in Global History: Approaches and Analysis
Taught during the MT. Weekly two-hour lectures and one-hour classes.
The 'project' of global history; comparison and connection; tools for global economic
history: ideas from economic history, rational-choice economics and political economy,
and from Marxism and 'world systems' theory; the industrial revolution as a conjuncture in
global history; empires and globalization; meaning and evolution of the 'world economy';
states and state systems; culture and economic change; the natural environment and
global history; the post-modern challenge to metanarrative; strategies for writing global
history.
The course will introduce central themes and analytical tools in global history, focussing
on the history of material progress and stasis, and considering the comparisons and
connections between the histories of different regions of the world.
Requirements
Literature
Examination
K Pomeranz, The Great Divergence (2000); J Diamond, Guns, Germs and Steel (1998);
E Jones, Growth Recurring: Economic Change in World History (1988, 2000); D Landes,
The Wealth and Poverty of Nations (1998); A Frank, Re-Orient: Global economy in the
Asian Age (1998); D North, Institutions, Institutional Change and Economic Performance
(1990); C Bayly, The Birth of the Modern World 1780-1914: Global Connections and
Comparisons (2004); A G Hopkins (ed), Globalization in World History (2002); D Smith, D
Solinger & S Topik (eds), States and Sovereignty in the Global Economy (1999); J
Osterhammel and N Petersson (eds), Globalization: A Short History (2005); B Gills and
W. Thompson (eds), Globalization and Global History (2006).
A two hour examination in the ST.
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Global Studies
Workload
Contents
10 ECTS = 300 hours
2
th
th
The Development and Integration of the World Economy in the 19 and 20 Centuries
20 one-hour lectures and 20 one-hour seminars in MT and LT.
The course analyses the course of modern economic growth and its relationships with
globalisation since the First Industrial Revolution.
The course will include most or all of the following components:
a) Catching-up, forging ahead and falling behind: analysis of reasons for success and
failure in economic growth in different economic eras giving special emphasis to the role
of factor and trade flows in the process of development and to the impact of institutional
change.
b) Demographic transitions in the long run: "modernization" and fertility change; "western"
vs. "eastern" family patterns and their implications for development; disease regimes,
public health and economic development; impacts of immigration and emigration.
c) Agriculture and the environment: agriculture and industrialization; climate,
endowments, institutions and agricultural development; rationale and implications of
changing patterns of agricultural trade.
d) Aspects of technological change and diffusion, and technology transfer.
e) Why, after all, are countries different in a globalizing world?: considers the dimensions
of divergence (including the effects of wars) and explores alternative hypotheses
including institutions, cultural factors, natural resources and examines in detail claims of
path dependency.
Requirements
Literature
Examination
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Workload
Contents
B Arthur (Ed), Increasing Returns and Path Dependence in the Economy (1994); M
Bordo, A Taylor, J Williamson (2003), Globalization in Historical Perspective; J Diamond,
Guns, Germs and Steel (1997); S Engerman & K Sokoloff, Factor Endowments,
Institutions and Differential Paths of Growth among New World Economies (1994); R
Findlay, K O'Rourke (2009), Power and Plenty; B Foster, The Vulnerable Planet: A Short
Economic History of the Environment (1993); J Goody, The East in the West (1996);
Wang Gungwu (Ed), Global History and Migrations (1997); I Inkster, Science and
Technology in History (1981); E L Jones, Growth Recurring (1988); M Livi-Bacci, A
Concise History of World Population (1997); P Mathias & J Davis (Eds), Agriculture and
Industrialization from the 18th Century to the Present Day (1996); M Obstfeld, A Taylor
(2004), Global Capital Markets; D Puga, 'Urbanization Patterns: European vs. Less
Developed Countries', Journal of Regional Science (1998); A van der Woude, A Hayami
& J de Vries (Eds), Urbanisation in History (1990); World Bank, Global Integration and
Decentralization in an Urbanizing World (1999). Stephen Broadberry and Kevin H.
O'Rourke (eds.), The Cambridge Economic History of Modern Europe, Volume 2: 1870 to
the Present, Cambridge: Cambridge University Press, 2010.
One three-hour unseen written examination in the ST (100%).
Global Studies
3
Pre-Modern paths of growth: East and West compared, c.1000-1800
2-hour meetings weekly, with a flexible combination of lectures and seminars in MT and
LT.
10 ECTS = 300 hours
This course surveys long-term processes of growth and development in pre-modern
Europe, China and Japan. The course raises fundamental questions about the nature of
pre-industrial societies and economies. First, it asks if stagnation and poverty were
normal conditions in pre-industrial societies and growth an aberration. What kind of
growth and development did 'Malthusian' societies experience? Second, it addresses
debates over European industrialisation. Why was Britain first? Was British success from
the late 18th century the result of unique social, institutional, or cultural features? Was it
the outcome of a centuries-long, cumulative process of change, that relied as much on
inputs from the rest of Europe as much as specifically domestic features? Or was it the
result of a 'fortunate conjuncture'? Third, it makes an in-depth comparison of three major
geo-economic regions (Europe, China and Japan) over seven centuries. It discusses
recent research that suggests that parts of pre-modern Asia were as developed (in terms
of living standards, agricultural productivity, commerce) as the more advanced regions of
modern Europe, and asks if there were more than one 'premodern paths of growth'.
In the MT we focus on Europe; during the LT, on China and Japan. The approach
throughout is thematic. Themes include: agriculture, population, urbanisation, technology,
urban and rural industry, economic effects of legal, political and constitutional structure;
political economy and taxation; warfare; trade and market integration, causes and effects
of European expansion.
Requirements
Literature
Examination
M Olson, 'Big bills left on the sidewalk: why some nations are rich, and others poor',
Journal of Economic Perspectives, 10:2 (1996); E L Jones, Growth Recurring: economic
change in world history (1988; 2nd edn, 2002); M Mann, The Sources of Social Power,
Vol I (1987); D North & R Thomas, The Rise of the Western World (1973); K G Persson,
Pre-industrial Economic Growth (1988); I Wallerstein, Historical Capitalism (1983); P
Anderson, Lineages of the Absolutist State (1974); T Aston & C Philpin (Eds), The
Brenner Debate: agrarian class structure and economic development in pre-industrial
Europe (1985); S R Epstein, Freedom and growth. The rise of states and markets in
Europe 1300-1750 (2000); J De Vries, The Economy of Europe in an age of crisis, 16001750 (1976); G Deng, The Premodern Chinese Economy (1999); T C Smith, The
Agrarian Origins of Modern Japan (1959); K Pomeranz, The Great Divergence: China,
Europe, and the making of the modern world economy (2000); A G Frank, ReORIENT:
Global economy in the Asian age 1998).
A three-hour written examination.
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Global Studies
Workload
Goals
10 ECTS = 300 hours
4
Regions in the Global Economic History
Each half unit consists of 2-hour meetings weekly, with a flexible combination of lectures
and seminars.
This module focuses on different world regions in Global Economic History, such as:
-India
and
The
World
Economy
-African
Economic
Development
in
--Historical
Perspective
-Japan
and
Korea
as
Developing
Countries
-The
British
Economy
in
Global
Perspective,
1000-2000
-Economic
Development
of
East
and
Southeast
Asia
-Latin
American
Development:
political
economy
of
growth
-Latin American Development: case-studies in growth, poverty and social change
Contents
Half Unit: India and the World Economy
Course content
From the eighteenth century, the South Asia region played an important part in
international transactions in goods, people, and money. The world economy, in turn,
shaped potentials for economic growth in the region. The aim of the course is to impart an
understanding of the global factors that shaped economic change in the South Asia
region in the 18th through the early-20th century. It will also deal with the principal ways in
which South Asia contributed to economic change in the rest of the world. The political
context of globalization, especially imperialism and colonial policies, will be considered.
The course will be divided into a set of topics, which together cover a large ground, but a
selection from which will be discussed in the class. Lectures and seminars will centre on
the readings assigned to each topic.
Topics to be covered: Introductory: India and the world economy in the eighteenth and
nineteenth centuries - how each shaped the other; textiles in eighteenth century India:
scale - organization - impact on global consumption and innovation - trade and territorial
politics; nineteenth century market integration: de-industrialization and the artisans;
nineteenth century market integration: Agricultural exports, land rights, and the peasantry
- Trade and famines; Government finance in colonial setting: The drain controversy public debt; overseas migration in the nineteenth century: Who went where, how many,
and why - private gains and losses - social effects: slavery and indenture, women, nature
of work and skill-formation - labour and non-labour migrants compared; foreign capital
and industrialization; balance of payments and the monetary system; overview:
Globalization and economic growth.
Half Unit: African Economic Development in Historical Perspective
The course provides a concise introduction to Africa's economic development from the
Atlantic slave trade to the present.
The course will examine approaches to African economic history: theories and
historiography. Precolonial era: resources and technology, culture and economic
behaviour, markets and states, slavery and slave trading. Colonial era: political economy
of colonial rule and decolonization; 'peasant' colonies: dynamics and developmental
limitations of the cash-crop 'revolution'; settler colonies: the 'rise and fall of the African
peasantry' debate, and ramifications for manufacturing. Post-1939 and postindependence: the rise and fall of 'state-led' development policies (from marketing boards
to Structural Adjustment); economic performance and distributional coalitions. C.1900present: capitalism and apartheid in South Africa; poverty, welfare and inequality in
tropical Africa.
Requirements
Examination
A two-hour written examination
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Workload
Goals
Global Studies
Contents
This module gives essential training for the dissertation. Starting in the first term, students will
receive advice on the choice of topic and how to tackle it, both from the Department and,
individually, from their tutor and from the teacher of the most relevant taught course. There will
be meetings during the course of the year. The student must submit a one page summary and
draft work for comment by Week 9 of the Summer Term. Supervisors will not normally provide
comments on drafts submitted after that date.
Essay
Requirements
Examination
5
Essay (6,000 word) in Global History
10 ECTS = 300 hours
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Workload
Goals
Global Studies
Contents
The content of the two seminars are based on the participation from all partner universities. The
students gain more in depth knowledge on the different perspectives of globalisation research as
6
Winter and Summer school
Winter School in autumn semester and Summer School in Spring semester
4 days at both Summer and Winter School
Seminar “Winter school” and Seminar “Summer school”
10 ECTS = 300 hours
The aim is to introduce the students to central issues within Global Studies based on both
Social Science and Humanities. In addition the students will practice problem solving
approaches in groups with representatives from many different nationalities.
it is carried out by the partners.
Requirements
-
Examination
Active participation
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Global Studies
Workload
Contents
10 ECTS = 300 hours
7
Economic Change in Global History: Approaches and Analysis
Taught during the MT. Weekly two-hour lectures and one-hour classes.
The 'project' of global history; comparison and connection; tools for global economic
history: ideas from economic history, rational-choice economics and political economy,
and from Marxism and 'world systems' theory; the industrial revolution as a conjuncture in
global history; empires and globalization; meaning and evolution of the 'world economy';
states and state systems; culture and economic change; the natural environment and
global history; the post-modern challenge to metanarrative; strategies for writing global
history.
The course will introduce central themes and analytical tools in global history, focussing
on the history of material progress and stasis, and considering the comparisons and
connections between the histories of different regions of the world.
Requirements
Literature
Examination
K Pomeranz, The Great Divergence (2000); J Diamond, Guns, Germs and Steel (1998);
E Jones, Growth Recurring: Economic Change in World History (1988, 2000); D Landes,
The Wealth and Poverty of Nations (1998); A Frank, Re-Orient: Global economy in the
Asian Age (1998); D North, Institutions, Institutional Change and Economic Performance
(1990); C Bayly, The Birth of the Modern World 1780-1914: Global Connections and
Comparisons (2004); A G Hopkins (ed), Globalization in World History (2002); D Smith, D
Solinger & S Topik (eds), States and Sovereignty in the Global Economy (1999); J
Osterhammel and N Petersson (eds), Globalization: A Short History (2005); B Gills and
W. Thompson (eds), Globalization and Global History (2006).
A two hour examination in the ST.
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Global Studies
Workload
Goals
10 ECTS = 300 hours
Contents
8
th
th
The Development and Integration of the World Economy in the 19 and 20 Centuries
20 one-hour lectures and 20 one-hour seminars in MT and LT.
The course analyses the course of modern economic growth and its relationships with
globalisation since the First Industrial Revolution.
The course will include most or all of the following components:
a) Catching-up, forging ahead and falling behind: analysis of reasons for success and
failure in economic growth in different economic eras giving special emphasis to the role
of factor and trade flows in the process of development and to the impact of institutional
change.
b) Demographic transitions in the long run: "modernization" and fertility change; "western"
vs. "eastern" family patterns and their implications for development; disease regimes,
public health and economic development; impacts of immigration and emigration.
c) Agriculture and the environment: agriculture and industrialization; climate,
endowments, institutions and agricultural development; rationale and implications of
changing patterns of agricultural trade.
d) Aspects of technological change and diffusion, and technology transfer.
e) Why, after all, are countries different in a globalizing world?: considers the dimensions
of divergence (including the effects of wars) and explores alternative hypotheses
including institutions, cultural factors, natural resources and examines in detail claims of
path dependency.
Requirements
Literature
Examination
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Workload
Goals
Contents
B Arthur (Ed), Increasing Returns and Path Dependence in the Economy (1994); M
Bordo, A Taylor, J Williamson (2003), Globalization in Historical Perspective; J Diamond,
Guns, Germs and Steel (1997); S Engerman & K Sokoloff, Factor Endowments,
Institutions and Differential Paths of Growth among New World Economies (1994); R
Findlay, K O'Rourke (2009), Power and Plenty; B Foster, The Vulnerable Planet: A Short
Economic History of the Environment (1993); J Goody, The East in the West (1996);
Wang Gungwu (Ed), Global History and Migrations (1997); I Inkster, Science and
Technology in History (1981); E L Jones, Growth Recurring (1988); M Livi-Bacci, A
Concise History of World Population (1997); P Mathias & J Davis (Eds), Agriculture and
Industrialization from the 18th Century to the Present Day (1996); M Obstfeld, A Taylor
(2004), Global Capital Markets; D Puga, 'Urbanization Patterns: European vs. Less
Developed Countries', Journal of Regional Science (1998); A van der Woude, A Hayami
& J de Vries (Eds), Urbanisation in History (1990); World Bank, Global Integration and
Decentralization in an Urbanizing World (1999). Stephen Broadberry and Kevin H.
O'Rourke (eds.), The Cambridge Economic History of Modern Europe, Volume 2: 1870 to
the Present, Cambridge: Cambridge University Press, 2010.
One three-hour unseen written examination in the ST (100%).
Global Studies
9
Pre-Modern paths of growth: East and West compared, c.1000-1800
2-hour meetings weekly, with a flexible combination of lectures and seminars in MT and
LT.
10 ECTS = 300 hours
This course surveys long-term processes of growth and development in pre-modern
Europe, China and Japan. The course raises fundamental questions about the nature of
pre-industrial societies and economies. First, it asks if stagnation and poverty were
normal conditions in pre-industrial societies and growth an aberration. What kind of
growth and development did 'Malthusian' societies experience? Second, it addresses
debates over European industrialisation. Why was Britain first? Was British success from
the late 18th century the result of unique social, institutional, or cultural features? Was it
the outcome of a centuries-long, cumulative process of change, that relied as much on
inputs from the rest of Europe as much as specifically domestic features? Or was it the
result of a 'fortunate conjuncture'? Third, it makes an in-depth comparison of three major
geo-economic regions (Europe, China and Japan) over seven centuries. It discusses
recent research that suggests that parts of pre-modern Asia were as developed (in terms
of living standards, agricultural productivity, commerce) as the more advanced regions of
modern Europe, and asks if there were more than one 'premodern paths of growth'.
In the MT we focus on Europe; during the LT, on China and Japan. The approach
throughout is thematic. Themes include: agriculture, population, urbanisation, technology,
urban and rural industry, economic effects of legal, political and constitutional structure;
political economy and taxation; warfare; trade and market integration, causes and effects
of European expansion.
Requirements
Literature
Examination
M Olson, 'Big bills left on the sidewalk: why some nations are rich, and others poor',
Journal of Economic Perspectives, 10:2 (1996); E L Jones, Growth Recurring: economic
change in world history (1988; 2nd edn, 2002); M Mann, The Sources of Social Power,
Vol I (1987); D North & R Thomas, The Rise of the Western World (1973); K G Persson,
Pre-industrial Economic Growth (1988); I Wallerstein, Historical Capitalism (1983); P
Anderson, Lineages of the Absolutist State (1974); T Aston & C Philpin (Eds), The
Brenner Debate: agrarian class structure and economic development in pre-industrial
Europe (1985); S R Epstein, Freedom and growth. The rise of states and markets in
Europe 1300-1750 (2000); J De Vries, The Economy of Europe in an age of crisis, 16001750 (1976); G Deng, The Premodern Chinese Economy (1999); T C Smith, The
Agrarian Origins of Modern Japan (1959); K Pomeranz, The Great Divergence: China,
Europe, and the making of the modern world economy (2000); A G Frank, ReORIENT:
Global economy in the Asian age 1998).
A three-hour written examination.
Program
Designed for
Module number
Global Studies
Module title
Research Design and Quantitative Methods in Economic History
Term
Duration
Forms of teaching
Workload
Goals
Contents
Requirements
Literature
Examination
Modul/course 10
LT only. Three hours per week. One-and-a-half hours computing session, one-and-a-half
hours classes weekly.
10 ECTS = 300 hours
This course is concerned with how economic historians have used quantitative methods
and with how researchers design and structure a research project. In terms of quantitative
methods the emphasis is on the applied and practical rather than the theoretical and will
range from the use of simple summary descriptive statistics to multiple regression.
The course will start with a consideration of broad issues in research design, this might
include, for example, models, narrative and case studies. The rest of the course will then
be concerned with quantitative issues, the problems of analysing and interpreting
quantitative historical evidence. It will consider topics such as sampling and statistical
distributions, correlation, simple and multiple regression, specification problems,
hypothesis testing, logit and probit analysis, non-parametric tests, and modern time series
analysis, although the content may vary slightly from year to year. The course will also
provide students with training in using an econometrics software package. An important
component of the course is the deconstruction of historical articles that have used
quantitative techniques.
Exam
Program
Designed for
Module number
Module title
Term
Duration
Forms of teaching
Workload
Goals
Global Studies
11/12
Thesis and its discussion with supervisor and research seminar (10,000 word) in Global History
(full unit)
30 hrs research seminar
555 hrs of independent work
20 ECTS = 585 hours
Arrangements for supervision:
EH481 gives essential training for the dissertation. Starting in the first term, students will
receive advice on the choice of topic and how to tackle it, both from the Department and,
individually, from their tutor and from the teacher of the most relevant taught course.
There will be meetings during the course of the year. The student must submit a one
page summary and draft work for comment by Week 9 of the Summer Term. Supervisors
will not normally provide comments on drafts submitted after that date.
Contents
Dissertation:
The subject of the dissertation should relate broadly to one of the global history taught
courses taken by the student. It should be a critical survey of a well-defined problem in
the literature. It must demonstrate adequate knowledge of appropriate literature in Global
History and an ability to handle problems of evidence and explanation.
Requirements
-