| Course Name |
Economic Growth
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ECON 405
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| 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 | This course introduces basic models of economic growth theory. Throughout the course, students are also equipped with economic theory, differential equations, and optimal control theory. The course also teaches how to make (theoretical) research and scientific publication. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The course opens with an examination of the Solow model, which is distinguished by its assumption of an exogenous consumption–saving decision. Within this framework, students engage with key concepts such as transitional dynamics, the steady state, the golden rule, and the neoclassical foundations of growth theory. The discussion then turns to the Ramsey model, which endogenizes the consumption–saving tradeoff. This approach introduces central ideas in dynamic macroeconomics, including the subjective discount rate, intertemporal elasticity of substitution, saddle-path stability, transitional dynamics, and steady-state analysis. The course also contributes to improve critical reading skills of research papers on economic growth and how to construct theoretical models. |
| Related Sustainable Development Goals |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Warming up: An Introduction to Neoclassical Economics | Chapter 1 in BSM and Chapter 1 in HY |
| 2 | Warming up: An Introduction to Neoclassical Economics | Chapter 1 in BSM and Chapter 1 in HY |
| 3 | The Solow-Swan Model | Chapter 1 in BSM and Chapter 1 in HY |
| 4 | The Solow-Swan Model | Chapter 1 in BSM and Chapter 1 in HY |
| 5 | The Solow-Swan Model | Chapter 1 in BSM and Chapter 1 in HY |
| 6 | The Solow-Swan Model | Chapter 1 in BSM and Chapter 1 in HY |
| 7 | The Solow-Swan Model | Chapter 1 in BSM and Chapter 1 in HY |
| 8 | Midterm exam | |
| 9 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 10 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 11 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 12 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 13 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 14 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 15 | The Ramsey Model | Chapter 2 in BSM and Chapter 1 in HY |
| 16 | Semester Review |
| Course Notes/Textbooks | Barro, R.J., and X. Sala-I-Martin (BSM), Economic Growth, The MIT Press; 2nd edition (October 1, 2003), ISBN: 9780262024594 |
| Suggested Readings/Materials | Hakan Yetkiner (HY), Economic Growth Theory, Unpublished manuscript |
| Semester Activities | Number | Weigthing |
| Participation |
15
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
40
|
| Final Exam |
1
|
50
|
| Total |
| Weighting of Semester Activities on the Final Grade |
16
|
50
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
50
|
| 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
|
4
|
64
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
34
|
34
|
| Final Exam |
1
|
34
|
34
|
| Total |
180
|
|
#
|
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. |
-
|
-
|
-
|
-
|
-
|
|
| 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. |
-
|
-
|
-
|
-
|
X
|
|
| 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. |
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) |
-
|
-
|
-
|
-
|
-
|
|
| 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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