| Course Name |
Regional Economics
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ECON 315
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
|
|||||||||
| Course Language |
English
|
|||||||||
| Course Type |
Elective
|
|||||||||
| Course Level |
First Cycle
|
|||||||||
| Mode of Delivery | - | |||||||||
| Teaching Methods and Techniques of the Course | - | |||||||||
| National Occupation Classification | - | |||||||||
| Course Coordinator | - | |||||||||
| Course Lecturer(s) | ||||||||||
| Assistant(s) | ||||||||||
| Course Objectives | To introduce students to the key theories and approaches of regional economics and their relevance for contemporary regional development. To provide students with the analytical tools and indicators needed to measure regional disparities and inequalities. To explore how global mega trends (digitalization, climate change, demographic shifts) reshape regional economies and development paths. To familiarize students with the EU’s cohesion policy, OECD frameworks, and national regional development strategies, linking theory with practice. To strengthen students’ ability to analyze regional case studies (EU and Türkiye), compare policies, and propose evidence-based recommendations. To encourage critical thinking and discussion about the future of regions in the context of sustainability, inclusiveness, and innovation. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course introduces students to the theory, policies, and practices of regional economics and regional development. It explores regional disparities, the role of institutions such as the EU, OECD, and UN, and the tools used to classify and measure regions (NUTS system, regional indicators). The course combines theoretical perspectives with applied case studies and emphasizes interactive learning. |
| Related Sustainable Development Goals |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses |
X
|
|
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Introduction to Regional economics AND Regional Development | |
| 2 | Classification of Regions (OECD and EU) | Eurostat Regional Yearbook -Regional Statistics by NUTS classification -Eurostat Database |
| 3 | Measuring Inequalities in Regional Development | -UNCAD Reports on employment and regions -OECD Regions and Cities -Rethinking regional policy making (2018) |
| 4 | Core Concepts from Regional Economics | -Krugman, Geography and Trade -Hoover & Giarratani, An Introduction to Regional Economics |
| 5 | Beyond GDP: Contemporary Concepts and Indicators of Development | -UNDP Human Development Reports -Sustainable Development Goals (SDG) Reports -SDG Indicators Database -OECD Well Being |
| 6 | Global Megatrends and Impacts on Regions | -UNCTAD Global Megatrends report 2024 UNIDO: Industrial Development Report 2024 |
| 7 | Regional Development Policies: Place-based Approaches | -Barca, McCann & Rodríguez-Pose, “The Case for Regional Development Policy” -OECD Regions and Cities |
| 8 | EU Regional Policies | -EU Cohesion Policy Reports -EuropeanCommission: Regional and Urban Policy -European Green Deal & Just Transition Mechanism |
| 9 | Midterm Exam | |
| 10 | Climate & Green Transition | -UN reports on Climate Cgange -UNEP Reports |
| 11 | Digitalisation Regional Development in TürkiyeAnd Implications For Regional Growth | -TÜİK Bölgesel İstatistikleri -Kalkınma Planları (11. ve 12.) -İzmir Kalkınma Ajansı (IZKA) Raporları ve Stratejileri -Diğer Bölgesel Kalkınma Ajansları Raporları |
| 12 | Digitalisation And Implications For Regional Growth | -WEC: Future of Jobs Report 2024 |
| 13 | Green And Digital Transition | -ILO ;How to work in Green economy? - EU: Twin. Transition 2022 |
| 14 | Case Studies and Comperative Perspectives | |
| 15 | Case Studies Continue | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | Key References for the Course |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation |
16
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
20
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
60
|
|
| Weighting of End-of-Semester Activities on the Final Grade |
40
|
|
| Total |
| 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 |
16
|
2
|
32
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
10
|
10
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
15
|
15
|
| Total |
120
|
|
#
|
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. |
-
|
-
|
-
|
-
|
-
|
|
| 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. |
-
|
-
|
-
|
-
|
-
|
|
| 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. |
-
|
-
|
-
|
-
|
-
|
|
| 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. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
-
|
-
|
-
|
-
|
-
|
|
| 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. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language 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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