MAIRET-Topic-guide-for-EAE教学翻译报告

THEEASTASIANECONOMY

Contents

Welcome/Introduction

2

TopicEducationalAims

2

LearningOutcomes

2

TopicPackageandMaterial

3

E-Library 3

TopicLecturer(Bio) 3

UsefulWebSources 4

StudentEvaluationofTeaching(SET) 4

CourseAssessment 5

InterpretationofGrades 6

RequiredReadings 8

SeminarSessions 8

StatementofAssessmentMethods

12

ActivatingyourFlinders'AuthenticationName(FAN)…………………14

FlindersUniversityLibrary………….16

AcademicIntegrityforStudents……………………17

UniversityPoliciesyoumayneedtoknow……….18

Appendix1:AssessmentandTeaching:PolicyonAcademicIntegrity……..19

Appendix

2:EssayWritingGuide………………...29

Welcome/Introduction

OnbehalfofFlindersUniversity’sCollegeofBusinessGovernmentandLaw,IextendawarmwelcometoallofyouwhoareparticipatinginthiscourseontheEastAsianEconomy.TheroleofEastAsiaisbecomingincreasinglyimportantintheworldtoday,bothpoliticallyandeconomicallyanditwarrantsbeingtaughtasastandalonetopicininternationalrelations’courses.

TheEastAsianeconomiesofChina,JapanandKoreaarepresentlyverymuchinthenews,withmanywesterncountries,liketheUSA,CanadaandAustralia,increasinglyre-orientingtheirforeignandtradepoliciestowardsthisdynamicregion.Theregionhas,inrecentyears,witnessedsomeofthehighestratesofeconomicgrowtheverrecordedinworldhistoryandnotsurprisinglymanycountriesareseekingtoconsolidatetheireconomieswithcountriesinthedynamicEastAsianregion.ThisphenomenoniswitnessedbyanumberofcountriesincludingAustralia,NewZealand,theEuropeanUnionandCanadaestablishingfreetradeagreements(FTAs)withcountriesinEastAsia–likeChina,JapanandKorea–tocloserintegratetheireconomieswithEastAsia.

Againstthisbackground,thiscourseprovidesanunderstandingofthepoliticaleconomyofEastAsia.ItprovidesthenecessaryanalyticalframeworktoassesstherelativemeritsofthevariouseconomicpoliciesadoptedinEastAsiaand,indoingso,lookstothefuture.Oncompletionofthiscourse,studentsshouldbeabletoarticulatesomeofthekeyissuesrelatingtotheeconomiesofEastAsiaanddemonstrateknowledgeofwhateconomicscanoffertopoliciesaimedatcontinuinggrowthanddevelopment.Studentsareexpectedtounderstandtheroleeconomicsplaysindesigningappropriatepoliciesaswemoveintothe21stCenturyandbeabletohelpanswerthequestionofwhetherthe21stcenturywillbetheAsianone.Finally,studentsshouldbeabletoundertakeindependentresearchinaspecifiedareaoftheEastAsianEconomy.

TopicEducationalAims

ThepurposeofthistopicistointroducestudentstoarangeofcontemporarytheoreticalandhistoricalapproachestotheriseoftheEastAsianeconomyanditsimpactontheglobaleconomyoverthelast50yearssothattheycanunderstandandanticipatefuturetrendsintheregion.Thestudytopics,withsomereferenceto19thcenturydevelopments,beginwiththepost-warre-emergenceofJapanasaglobaleconomicpowerandendsoncurrentdebatesaboutprospectsforaChina-centred‘AsianCentury.’ThistopicisessentiallyfocusedoneconomicchangewithinmajorEastAsianeconomies(China,JapanandKorea)andtheplaceofEastAsiaandEastAsiancountriesintheglobaleconomyandhowthisisexpectedtochangeinthefuture;itisthereforeacourseonregionalandinternationalpoliticaleconomy.

LearningOutcomes

Studentssuccessfullycompletingthetopicwillbeableto:

UnderstandthewaytheEastAsianeconomyhasdevelopedoverthelast5decades;

Analysethekeyfactors,includinghistorical,behindJapan,SouthKoreaandChina’srapideconomicgrowth;

HaveareasonablygoodunderstandingoftheInternationalPoliticalEconomy;

EvaluatetheplaceofEastAsiaintheglobaleconomy;

Effectivelyuseavarietyofstatisticalsourcesandscholarlywritingsonthesubject;and

Producewrittenworkinaccordancewithgoodscholarlypractice.

TopicPackageandMaterial

Thereareseveralwrittenmaterialsavailableforthistopic,allofwhichwillbeprovidedtoyouaspartofyourenrolment:

Thistopicguide.

Requiredreadings(journalsandarticles)forallsessionsandfortheessayquestionswhichwillbeemailedtoyou.

Essayquestions.

The2compulsorytextbooks–StiglitzandYusuf,RethinkingtheEastAsianMiracle(IwillemailyoutheentireEnglishversionofthistext)ANDHamishita–China,EastAsiaandtheGlobalEconomy.Iwillsendyoucopiesofrelevantchaptersofthistext(Englishversion).YouwillbeprovidedwiththeChineseversionoftheStiglitzbookaspartofyourcourseenrolmentaswellastheChineseversioninbookform).

Aprintedcopy(inChineseandEnglish)ofthecourse’sentirelectureslides.

Avastrangeofreadingmaterialsavailableelectronicallyandonline.

MCQtests.

E-Library

AllFlindersstudentsareexpectedtovisittheFlinderselectroniclibrarywhereyoucanaccessfull-textarticles,bookchapters,reportsetc.Thebestwaytosearchisvia

.au

thengotolibraryandthenusethesearchtabFindIt@Flinders.Thereisavastrangeofmaterialavailablethroughthisgatewayandallyourreadingscanbereadilyaccessed,soIencourageyoutousethisfacility.

Lecturer

MrDessPearson.

Myqualificationsareasfollows:

BachelorofEconomics(LaTrobeUniversity);

GraduateDiplomainPublicEconomicPolicy(AustralianNationalUniversity);

MasterofManagementinIndustryStrategy(AustralianNationalUniversity);

MBA(EdinburghBusinessSchool,UnitedKingdom);

ProfessionalCertificateinInternationalTrade(UniversityofAdelaide).

GraduateCertificateinLearningandTeaching(TorrensUniversityofAustralia–inprogress).

Contactemailaddress:

dess.pearson@.au

Phone:+61-434360299.

Ihavenearly3decadesofpublicpolicywritingandteachingexperience.FollowingmygraduationineconomicsfromLaTrobeUniversityinMelbournein1983,IcommencedmyprofessionalcareerasanappliedagriculturalandresourceeconomistatAustralia’sBureauofAgriculturalandResourceEconomicsinCanberra.Iworkedonanumberofresearchpapersandpolicymonographs,specialisinginJapaneseagriculturalpoliciesandatthetimeIpublishedachaptertoabookonJapan’sdairyeconomy.In1991,IwaspromotedtotheAustralianDepartmentofForeignAffairsandTradewhereIworkedonSouth-EastAsiantradepoliciesandtheirimplicationsforAustraliantrade.IwaslaterpostedastheFirstSecretaryattheAustralianEmbassyinOttawa,CanadawhereIreportedonCanadianeconomic,agriculturalandtradepoliciesandtheirimplicationsforAustralia.OnmyreturntoAustraliain1997,IworkedinCanberraforseveralAustralianGovernmentdepartments-Agriculture,EconomicandIndustrypolicywiththeDepartmentsofIndustry,ScienceandResourcesandAgriculture,FisheriesandForestry.Inrecentyears,IhaveworkedattheSouthAustralianDepartmentsofTradeandEconomicDevelopmentandlaterTreasuryandFinanceandtheDepartmentofStateDevelopment,allinAdelaide.

Withrespecttomyacademiccareer,ItaughtMacroeconomicsattheUniversityofCanberraforoveradecade;EconomicPrinciples,InternationalEconomicsIIandIssuesinInternationalTradeattheUniversityofSouthAustraliaandInternationalTradeandInvestmentPolicyIIandTheEconomicsofClimateChangeattheUniversityofAdelaideandtheNgeeAnnInstituteinSingapore.IampresentlyalecturerinEastAsianEconomyatFlinders/NankaiUniversitiesandIalsolectureinBusinessCommunications,BusinessEnvironmentandEconomicstomasters’andundergraduatestudentsatTorrensUniversityofAustralia,aswellasteachEconomicstoundergraduatestudentsatKaplanCollegeinAdelaide.IalsoteachanonlinecourseinInternationalBusinesstoMBAstudentsattheAustralianInstituteofBusiness.

UsefulWebSources

PetersonInstituteofInternationalEconomics(

)

Asia-PacificResearchCentre(

)

LowyInstitute(

)

EastAsiaForum(

)

InstituteofDevelopingEconomies(

www.ide.go.jp/English

)

AsianDevelopmentBankInstitute(

)

InstituteofWorldEconomicsandPolitics(

)

ShanghaiInstitutesofInternationalStudies(

)

KoreanInstituteforInternationalEconomicPolicy(

www.kiep.go.kr

)

InstituteofSoutheastAsianStudies(

.sg

)

AustralianGovernmentDepartmentofForeignAffairsandTrade(

.au

)

UsefulJournals

EconomicGeography

NewLeftReview

ThirdWorldQuarterly

InternationalOrganisation

PacificReview

AsiaPacificEconomicLiterature

AsianAffairs

TheEconomist

ForeignAffairs

ReviewofInternationalStudies

InternationalStudiesQuarterly

ReviewofInternationalPoliticalEconomy

WorldPolitics

NewLeftReview

ThirdWorldQuarterly

GlobalGovernance

TransnationalCorporations

InternationalRelationsoftheAsiaPacific

Ethics&InternationalAffairs

AustralianJournalofInternationalAffairs

StudentEvaluationofTeaching

FlindersUniversityregardsfeedbackandcommentsfromstudentsasanimportantpartoftopicandcourseevaluation.AllstudentscanfilloutaconfidentialandanonymousStudentEvaluationofTeaching(SET).ThecompletedSETsurveysandstudentcommentsareakeybasisforimprovingtopiccontent,presentationstyle,readingsandotheraspectsofthetopicandcourse.TheSETsareusuallyadministeredneartheendofthetopic.Yoursuggestionsforthetopicarewelcome.

CourseAssessment

Essay

Theprincipalassessmentforthistopicisanessayof4,000words(+/-10%)thatwillaccountfor60%ofyourgrade.Thisessayisdue2monthsaftertheendofyourlecturesandistobesubmittedtotheFLO(FlindersLearnOnline)systemforgrading.IfyouareencounteringdifficultieswithFLO,youaretosubmityouressaytoyourNankaiUniversitytutor.Anumberoftheseessaysarecross-markedand/ormoderatedbytheFlindersUniversitylecturer.Thisensuresfairnessandevennessinthegradingofyourworkandfacilitatestheidentificationofanyunfairpracticesandplagiarisedessays.Studentswillfailthetopicandpossiblythecourseiftheirsubmittedworkisnottheirown.Pleasealsonotethatlatesubmissionswillbepenalisedbya5%deductionfromthegradeforeverylateday.

IfyouhaveanydoubtaboutwhatconstitutesacademicdishonestyatFlindersUniversity,pleaseconsult

.au/ppmanual/student/assessment1.html

Ifyouarestillunsure,consulttheTopicTutororLecturer.

ThegoalsofassessmentinanyFlinderstopicinclude:

Providingeachstudentwithameasureoftheirlevelofacademicachievement

Providingthecorrectincentivesforstudentstoacquirethenecessaryacademicknowledgeandprofessionalskills

FulfillingtheFlindersUniversitydutytoensurethatitscredentials–fromtopicgradestotheawardofdegrees–arebestowedaccordingtotherecognisedstandards.

EssayQuestions

Forthe4,000-wordessay,studentsmustchooseoneofseven(7)questions.StudentsmustuseatleastFOUR(4)oftherequiredreadings,whichincludethetworecommendedtextbooks,fromthetopicguideandshowthepagenumberintheirfootnotetodemonstratetheyunderstandtherequiredliteratureinthefieldofstudy(youwillbeemailedALLoftherequiredreadings).Pleasenoteupto20%ofmarkswillbedeductedwheretherearenocoursereferenceslisted,thatis,a5%penaltyforeachnon-inclusion.Thesevenquestionsareprovidedbelow:

HowisChina’seconomicdevelopmentandinternationalintegrationdifferentfromthatofJapan’sandSoutheastAsia’s?Discuss.

HowhastheendoftheColdWaraffectedtheEastAsianeconomy,inparticularChinaandJapan?Discuss.

Discussindepthwhetherthe21stCenturywillbetheAsianCentury?

WhatrolehastheUnitedStatesplayedinthedevelopmentoftheEastAsianeconomy,particularlyChinaandJapananddoyouexpectthisroletochangeinthefuture?Discuss.

HowhastheeconomicdevelopmentanddynamismofEastAsiachangedtheglobalpoliticaleconomyandhowdoyouexpectthistocontinueintothefuture?

DiscusstheroleAustraliahasplayedinshapingtheregionalarchitectureinEastAsiathroughforumssuchasAPEC,theASEANRegionalForum,theEastAsiaSummitandtheRegionalComprehensiveEconomicPartnership(RCEP)andhowdoyouseethiscontinueintothefuture.

Australia’slargesttradingrelationshipisnowwithChina;afewyearsago,itwasJapan.Discussthelevelofeconomic,tradeandpoliticalintegrationAustraliahaswithEastAsia(JapanandChina)andhowyouseethiscontinuingintothefuture.

Inaddition,studentscanwriteanessayonatopicoftheirchoosing,thoughthismustberelevanttothecoursetopicandbediscussedwiththeTopicLectureratthetimelecturesaredelivered.

EssayAssessmentCriteria

Inassessingyouressay,theNankaiTutorandIwilllookfordemonstratedeffortandskillandinthefollowingareas

Content

Extentanddiversityofyourresearchmaterial

Accuracyofyourknowledgeused

Breadthanddepthofknowledgeused

Relevanceandcurrencyofinformationused

Evidenceofdocumentation(includingareasonableselectionofEnglishsources)

Understanding

Comprehensionofyourchosenresearchquestionandargument

Judgmentofsignificanceofresearchmaterial

Awareness/understandingofdifferentargumentsinavailableresearchmaterials

Recognitionoftheimplicationsofempiricalevidence

AbilitytouseInternationalRelationsconcepts

Abilitytothinkcritically

Graspofrelevanttheory

Understandingofresearchandwritingethics

Originality

Judgmentandinitiativeinresearch

Developmentofaconvincingargument

Effectiveinterpretationanduseofevidence

Independenceinuseofconceptsandlanguage

Style

Clarityinwritingstyle

Organizationandpresentationofessay

Propergrammarandscholarlydocumentation.

AttendanceandParticipation

Thesecondmodeofassessmentisstudentparticipation,whichwillaccountfor10%ofthegrade.Thisgradewillreflectnotonlyattendancebutalsoindividualparticipationindiscussionsinlecturesandseminarsand/orforinitiatingrelevantquestions.IwillfromtimetotimeinviteresponsesfromstudentstoquestionsIwillposeinlectures.Iwillnotethenamesofstudentsthatrespondandaddtothediscussionwithwellthoughtoutanswersandcomments,andthiswillcountforthe10%participation.Students’activeparticipationinworkshopswillcountforthisgrade.

MCQTest

Thethirdmodeofassessmentisaseriesofmultiple-choicetests(MCQ),whichwillaccountfortheremaining30%ofthegrade.Intotal,thesethreewillcomprise30questionsanditwillbedoneinthelast30minutesof3lectures.TheMCQtestswillbebasedONLYonthecourselectureslides.TheMCQtestswillbetakenover3days(10questions)attheendoftheday.Therewillbe3quizzesworth10%each.

InterpretationofGrades

Thisguideindicatesbroadlythequalitativejudgmentsimpliedbythevariousgradeswhichmaybeawardedforyourwrittenwork.

Below50%(Fail):Worknotofacceptablestandard.Workmayfailforalloranyofthefollowingreasons:unacceptablelevelsofparaphrasing;plagiarism,inappropriateuseofotherstudents’works;‘recycling’papersfromothertopics;irrelevanceofcontent;grammarorstructuresosloppyitcannotbeunderstood;lackofresearch;submittedverylatewithoutextension.

50-54%(LowPass):Workofanacceptablestandard.Writtenworkcontainsevidenceofminimalreadingandsomeunderstandingofthesubjectmatter,offersadescriptivesummaryofmaterialrelevanttothequestions,butmayhaveatendencytoparaphrase;makesareasonableattempttoorganisemateriallogicallyandcomprehensivelyandtoprovidescholarlydocumentation.Theremaybegapsinanyoralloftheseareas.

55-59%(MediumPass):Workofasatisfactorystandard.Writtenworkmeetsbasicrequirementsintermsofreadingandresearch,anddemonstratesareasonableunderstandingofthesubjectmatter.Offersasynthesisofrelevantmaterialandshowsagenuineefforttoavoidparaphrasing,hasalogicalandcomprehensivestructureandacceptabledocumentation,andattemptstomountanargument,thoughtheremaybeweaknessesinparticularareas.

60-64%(HighPass):Workdisplayscompetence.Writtenworkcontainsevidenceofabroadandreasonablyaccuratecommandofthesubjectmatterandsomesenseofitsbroadersignificance,offersasynthesisandsomeevaluationofthematerial,demonstratesanefforttogobeyondtheessentialreading,containsaclearfocusontheprincipalissues,demonstratesanunderstandingofrelevantargumentsanddiverseinterpretations,andacoherentargumentgroundedinrelevantevidence,thoughtheremaybesomeweaknessesofclarityorstructure.Articulate,properlydocumented.

65-69%(LowCredit):Proficientwork,demonstratedpotentialtocompletehonourswork,throughfurtherdevelopmentneededtodososuccessfully.Writtenworkcontainsevidenceofcomprehensivereading,offerssynthesisandcriticalevaluationofmaterialinitsownterms,takesapositioninrelationtovariousinterpretations.Inaddition,itshowssomeextrasparkofinsightoranalysis.Demonstratesunderstandingofbroadpoliticalsignificance,goodselectionofevidence,coherentandsustainableargument,andsomeevidenceofindependentthought,graspofpoliticalconcepts,theoreticalapproaches,andvariousschoolsofthought.

70-74%(HighCredit):Highlyproficientwork,demonstratingclearcapacitytocompletehonourssuccessfully.Evidenceofextensivereadingandinitiativeinresearch,soundgraspofsubjectmatterandappreciationofkeyissuesandcontext.Engagescriticallyandcreativelywiththequestionandattemptsananalyticalevaluationofmaterial.Makesagoodattempttocritiquevariouspoliticalinterpretations,andoffersapointedandthoughtfulcontributiontoaparticulardebateinPoliticalScienceandInternationalRelations.Someevidenceofabilitytothinktheoreticallyaswellasempirically,andtoconceptualiseandproblematiseissuesinpoliticalterms.Wellwrittenanddocumented.

75-84%(Distinction):Workofsuperiorstandard.Writtenworkdemonstratesinitiativeinresearchandreading,complexunderstandingandoriginalanalysisofsubjectmatteranditscontent,bothempiricalandtheoretical;makesagoodattemptto‘getbehind’theevidenceandengagewithitsunderlyingassumptions,takesacriticalinterrogativestanceinrelationtopoliticalargumentandinterpretation,showscriticalunderstandingoftheprinciplesandvaluesunderlyingthecourse.Properlydocumented;writingcharacterisedbystyle,clarity,andsomecreativity.

85%+(HighDistinction):Workofexceptionalstandard.Writtenworkdemonstratesinitiativeandingenuityinresearchandreading,pointedandcriticalanalysisofmaterial,innovativeinterpretationofevidence,makesaninsightfulcontributionwithoriginalevidence,developsabstractsortheoreticalargumentsonthestrengthofdetailedresearchandinterpretation.Properlydocumented;writingcharacterisedbycreativity,style,andprecision.

StyleandPresentationofWrittenWork

SourcesmustbeacknowledgedaccordingtotheCambridgefootnotestyledescribedhere(

.au/cite/cambridge_politics/index.html

).StudentsmayalsoaccessthewritingguidesproducesbytheFlindersStudentLearningCentre.ItsaimistodeveloptheacademicandlearningskillsofallstudentsenrolledatFlindersUniversity.Arangeof‘howto’studyskillsleafletsareavailablethereinhardcopy,aswellasontheirwebsitewhereyoucandownloadthem:

.au/current-students/slc/study-guides

Again,pleaseberemindedtheUniversityhasstrictrulesandpenaltiesdealingwithplagiarismandmisuseofacademicconventions.Makesurethatyouunderstandthem.

Ifyouareunsure,talktoyourtutororlecturer.AlsoviewtheFlindersAcademicIntegritysite:

.au/teaching/quality/aims/

RequiredReadings

Requiredreadingshavebeensetforeachseminarsession.Duetotheintensivenatureofthisfour-daytopic,studentsarestronglyencouragedtoreadthesebeforecomingtoclass.Thestrong,enthusiasticandinformedparticipationofstudentsofallstudentswilldeterminehowinformative,enjoyableandusefulthistopicis.Iftherequiredreadingshavenotbeenreadandabsorbed,studentswillgetlessoutofthetopic.Istronglyencourageyoutoreadallthatisrequiredfromyouandcomepreparedtolecturesandtutorials.

Thecompulsorytextbookforthistopicis:JosephEStiglitzandShahidYusuf(2001),RethinkingtheEastAsianMiracle:Aco-publicationoftheWorldBankandOxfordUniversityPress.YouwillbeprovidedwiththeChineseversionoftheStiglitzandYusufbook.Aspartofyourcoursematerials,youwillalsobeprovidedwithanEnglishe-versionofthisbook.

AnotherbookIwouldencourageyoutoacquireis:TakeshiHamashita,China,EastAsiaandtheGlobalEconomy:RegionalandHistoricalPerspectives(Routledge,LondonandNewYork,2008).IwillalsoemailyouthekeychaptersoftheHamashitatext.

ThesetwobookswillbeusedinlecturesandwillbeincludedinmostofthelecturetopicsandyouMUSTrefertotheminyouressays.

LectureSessions

ForeachtopicintheMAIRETcourseincludingTheEastAsianEconomy,therewillbe8Lecturesessionsover4fulldays(2lecturesessionsperday).

Lectureschedule

Lecture1 IntroductiontoInternationalPoliticalEconomy

Lecture2 TheRiseandFutureofJapan

Lecture3 TheRiseandFutureofEastandSouthEastAsia

Lecture4 TheRiseandFutureofChina

Lecture5 TheRoleoftheUnitedStatesofAmerica

Lecture6 EastAsiaandtheGlobalEconomicOrder

Lecture7 TheRoleofAustraliainShapingtheRegionalArchitectureinEastAsia

Lecture8 The‘AsianCentury’

Detailsaboutthelecturesessionsareprovidedbelow.Pleasenotethelecturesanddiscussionsessionsfollowinglectures,willcloselyfollowtheapproachbelow.

Lecture1:IntroductiontoInternationalPoliticalEconomy

Questions

Howdocountriesandinternationalmarketsinteractwitheachother?

Whyareregionsimportanteconomically?

Whyhaspost-WWIIEastAsiandevelopmentbeensorapid?

RequiredReadings

Crane,G.andA.Amawi.“Theoriesofpoliticaleconomy,”inCrane&Amawi(eds)TheTheoreticalEvolutionofInternationalPoliticalEconomy,NewYork,OUP,1991.

Ravenhill,J.“Thestudyofglobalpoliticaleconomy,”inRavenhill(ed)GlobalPoliticalEconomy,Oxford,OUP,2005,7-27.

WorldBank.TheEastAsianMiracle:EconomicGrowthandPublicPolicy,NewYork:OUP,19931-26.

TheEastAsianMiracleattheMillennium:SYusufinJosephEStiglitzandShahidYusuf(2001),RethinkingtheEastAsianMiracle:Aco-publicationoftheWorldBankandOxfordUniversityPress.Chapter2,1-55.

T.Hamashita.China,EastAsiaandtheGlobalEconomy:RegionalandHistoricalPerspectives(Routledge,LondonandNewYork,2008),Chapter1,1-12.

Lecture2:TheRiseandFutureofJapan

Questions

HowdoweexplaintherapidriseofJapanfromthe1960sto1990s?

IstheJapanesemodelfinished?

Werethe1990s10lostyearsandisJapanstillacompetitivepowerintheworld?

HowhasJapan’sdevelopmentaffectedotherEastAsianeconomies?

IsitpossibletoseeJapanriseagaininthe2020s?

RequiredReadings

Andressen,C.AShortHistoryofJapan:SamuraitoSony,Sydney,Allen&Unwin,2002.(Chapters6&7)

Furuoka,F.“Japanandthe‘flyinggeese’patternofEastAsianintegration,”eastasia.atVol.4No.1,2005.

Mulgan,A.G.“Japan:Asettingsun?”ForeignAffairsVol79No.4,2000.

TradeandGrowth:ImportLedorExport-Led?EvidencefromJapanandKoreainJosephE

StiglitzandShahidYusuf(2001),RethinkingtheEastAsianMiracle:Aco

publicationoftheWorldBankandOxfordUniversityPress.Chapter10,343-379.

T.Hamashita.China,EastAsiaandtheGlobalEconomy:RegionalandHistoricalPerspectives(Routledge,LondonandNewYork,2008),Chapter5,57-85.

Lecture3:TheRiseandFutureofEastandSouthEastAsia

Questions

Howaretheeconomicdevelopmentexperiencesofthe‘Asiantigers’differentfromthatofJapan?

IsthereagrowingsenseofEastAsiaasasinglecohesiveregion?

WhyhavesomeSouthEastAsiancountrieslikethePhilippinesnotwitnessedrapiddevelopment,whileSingaporehasbeensuchasuccessstory?

WhatdoesthefutureholdforSouthEastAsia?

RequiredReadings

Terada,T.“Constructingan‘EastAsian’conceptandgrowingregionalidentity:fromtheEAECtoASEAN+3,”PacificReviewVol.16,No.2,2003.

Doner,R.etal.“Systemicvulnerabilityandtheoriginsofdevelopmentalstates:NortheastandSoutheastAsiaincomparativeperspective,”InternationalOrganizationVol.59,Spring2005.

Wong,J.“TheadaptivedevelopmentalstateinEastAsia,”JournalofEastAsianStudiesVol.4,2004.

T.Hamashita.China,EastAsiaandtheGlobalEconomy:RegionalandHistoricalPerspectives(Routledge,LondonandNewYork,2008),Chapter4,39-57.

Lecture4:TheRiseandFutureofChina

Questions

WhatimpacthastheriseofChinahadontheinternationaleconomy?

InwhatwaysinChina’sdevelopmentdifferentfromJapan,SouthKorea,SingaporeandMalaysia?

WhatrolehavetheoverseasChinesediasporaplayedinChina’sre-integrationintotheglobaleconomy?

WhatdoesthefutureholdforChina?

RequiredReadings

CooperRamo,J.TheBeijingConsensus,London,ForeignPolicyCentre,2004.

Zhang,M.“ThetransitionofChina’sdevelopmentmodel,”inHofmeisterandVogt(eds)G20-PerceptionsandPerspectivesforGlobalGovernance,Singapore,KAF,2011.

Boltho,A&M.Weber“DidChinafollowtheEastAsiandevelopmentmodel?”TheEuropeanJournalofComparativeEconomicsVol.6,No.2,2009.

ChineseRuralIndustrialisationintheContextoftheEastAsianMiracle:YifuLinandYangYaoinJosephEStiglitzandShahidYusuf(2001),RethinkingtheEastAsianMiracle:Aco-publicationoftheWorldBankandOxfordUniversityPress.Chapter4,143-197.

T.Hamashita.China,EastAsiaandtheGlobalEconomy:RegionalandHistoricalPerspectives(Routledge,LondonandNewYork,2008),Chapters3(27-39),7(114-145),8(145-167)and9(179-201).

Lecture5:TheRoleoftheUnitedStatesofAmerica

Questions

Wh