FACULTY OF BUSINESS
Department of Economics
ECON 444 | Course Introduction and Application Information
| Course Name |
Economics of Gender
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ECON 444
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | This course is intended to find out the relationship between social development indicators and economic theory with an interdisciplinary approach. Particularly, one of the aims of this course is to ascertain the concept of gender equality-inequality in economic, social and political activities, the socio-economic, institutional and economic factors to which it is affected by, and to investigate its economic implications. The other purpose of the course is to provide the students with the analysis of economic policy issues. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course is intended to introduce the students the concept of gender equality-inequality and their indicators. The course covers the factors that affect supply of women workers (educational attainment, social norms, marriage and fertility decisions), and that affect demand for women workers (the changes in the sectoral distribution of employment, institutional changes due to competition in a globalized world), gender-based occupational segregation in the labor market (vertical and horizontal segregation), the impact of efficient allocation of labor on overall productivity gains, the bidirectional causal relationship between women’s educational attainment and labor market participation and economic growth and development. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction and overview of the course | |
| 2 | Foundations of Academic Writing | Introduction part of any of the reference books. |
| 3 | The Definition of the Concept of Gender and Economics of Gender | Introduction part of any of the reference books. |
| 4 | Gender Equality | "Kabeer, N., 2005." and "Klasen, S., 2006." |
| 5 | Gender in Labor Market I | Chapter 4&5 of Joyce |
| 6 | Gender in Labor Market II | Chapter 4&5 of Joyce |
| 7 | The Statistical Analysis of Gender Equality in the Labor Market, a Case for Turkey | "Göksel, I., (2013)." |
| 8 | Causes of Earning Differences | Chapter 7 of Joyce |
| 9 | Causes of Earning Differences | "Chapter 2 of Joyce" and "Ironmonger, Duncan (1996)." |
| 10 | Ecology, Sustainability, and Gendered Economic Relations | "Nelson, Julie and Marilyn Power (2018)." |
| 11 | Race, Ethnicity and Class Considerations in Interpreting Gender Differences | Chapter 15 of Joyce |
| 12 | Student Presentations | |
| 13 | Student Presentations | |
| 14 | Student Presentations | |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | The Economics of Gender, Joyce P. Jacobsen, Blackwell, 1998 (ISBN: 0631207279, 9780631207276) İktisat ve Toplumsal Cinsiyet, Ufuk Serdaroğlu, Efil Yayınevi, 2010 (ISBN: 9786054334223) |
| Suggested Readings/Materials | Kabeer, N., 2005. “Gender Equality and Women's Empowerment: A Critical Analysis of the Third Millennium Development Goal.” Gender & Development, Vol. 13(1): 13-24.
Klasen, S., 2006. “UNDP’s gender-related measures: some conceptual problems and possible solutions.” Journal of Human Development, 7.2: 243–74.
Göksel, I., (2013). “Female Labor Force Participation in Turkey: The Role of Conservatism.”
Ironmonger, Duncan (1996). “Counting Outputs, Capital Inputs, and Caring Labor: Estimating Gross Household Product.” Feminist Economics 2(3): 37-64.
Nelson, Julie and Marilyn Power (2018). “Ecology, Sustainability, and Care: Developments in the Field.” Feminist Economics 24(3): 80-88
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
10
|
| Presentation / Jury |
1
|
30
|
| Project |
1
|
20
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
4
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
10
|
10
|
| Presentation / Jury |
1
|
20
|
20
|
| Project |
1
|
25
|
25
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
35
|
35
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. |
X | ||||
| 2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. |
X | ||||
| 3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. |
X | ||||
| 4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. |
X | ||||
| 5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. |
X | ||||
| 6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. |
X | ||||
| 7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
X | ||||
| 8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. |
X | ||||
| 9 | To be able to take the responsibility as an individual and as a team member. |
X | ||||
| 10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
X | ||||
| 11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
X | ||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
|||||
| 13 | To be able to relate the knowledge accumulated throughout human history to their field of economics. |
|||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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