ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| International Trade (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | ITRD407 | ||||||||
| Course Name: | Foreign Trade and The World Economy | ||||||||
| Course Semester: | Fall | ||||||||
| Course Credits: |
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| Language of instruction: | TR-EN | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Speciality Elective | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Assoc. Prof. BÜLENT HOCA | ||||||||
| Course Lecturer(s): | |||||||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The purpose of this course is to study the structure and dynamics of international trade within an evolving world economy from the perspective of a developing country, especially Turkey. Students will analyze the essential characteristics of international trade structures of developing countries within recent periods of world economy. |
| Course Content: | Classification of economy; classification of manufactured goods; horizontal specialization; vertical classification; technological classification of exports economic development; meaning and indicators of economic development; characteristics of the developing world; the origins of foreign trade; feudal society; geographical explorations; Mercantilism; Industrial Revolution; Colonialism; international trade and development strategy; current key issues in international trade; the terms of trade and the Prebisch-Singer Hypothesis; import substitution industrialization (ISI); export promotion; globalization and international trade; drivers of globalization; globalization of developing countries in trade; outsourcing and offshoring; the fragmentation of production and emergence of production networks; global value chains; governance of value chains; globalization and development strategy; Turkey and value chains; industrial upgrading; sectoral examples. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | • Syllabus. • Discuss Library Orientation Course, Instructor to verify completion. • Describe the classification of production. • Illustrate structure of Turkish exports with respect to sectors. • Compare this structure with more developed and less developed countries. | |
| 2) | • Describe the classification of production with respect to stages. • Explain stages of production. • Illustrate structure of Turkish exports with respect to stages of production. • Illustrate structure of Turkish exports with respect to technological classification. • Compare this structure with more developed and less developed countries. | |
| 3) | • List the measures of development. • Define the developing world. • Discuss the levels of industrialization. • Explain what we mean by development. | |
| 4) | • Explain the origins of global trade. • Describe feudal society. • Define mercantilism. • Describe the historical effects of industrial revolution. | |
| 5) | • Define colonialism. • Describe de-industrialization in the colonies. • Explain decolonization. • Describe the lasting effects of colonialism and path dependency. | |
| 6) | • Describe the structure of Turkish exports. • Explain the meaning of development and its measures. • Explain the evolution of trade. • Discuss effects of industrial revolution. • Describe colonialism. • Explain the lasting effects of colonialism. | |
| 7) | • Discuss the importance of exports to different developing nations. • Explain the traditional theories of international trade. • Understand the critique of traditional free-trade theory. • Describe the traditional trade strategies for development. | |
| 8) | • Discuss the need to industrialize. • Explain the easy ISI. • Define infant industry protection. • Explain when to eliminate infant industry protection. • Describe the importance of state to successful ISI. | |
| 9) | • Define strategy switching. • Explain how to continue structural change • Describe easy export substitution industrialization. • Define difficult ISI • Summarize the lessons of strategies. | |
| 10) | • List the indicators of GVCs. • Define the lead firm in GVCs. • Describe the relation between globalization and development. • Discuss smile curve economics. | |
| 11) | • List the indicators of GVCs. • Define the lead firm in GVCs. • Describe the relation between globalization and development. • Discuss smile curve economics. | |
| 12) | • List the dynamics of globalization. • List the distinctive features of the contemporary global economy. • Describe the reorganization of production and trade in global economy. • Define the lead firm in GVCs.. • Discuss the importance of exports to different developing nations • Understand the critique of traditional free-trade theory. • Describe the traditional trade strategies for development. | |
| 13) | • Define the place of Turkey in GVCs. • Define industrial upgrading. • Describe the steps of upgrading trajectory. • Explain clothing value chain. | |
| 14) | • Explain the importance of understanding the uneven nature of power relationships in GVCs. • Describe the new global clothing industry. • Explain upgrading in the new global clothing industry. • Explain upgrading in Turkey and background on Turkish firms. • Describe the transformation of Erak Clothing. | |
| 15) | • Illustrate structure of Turkish exports. • Compare this structure with more developed and less developed countries. • Define colonialism. • Describe the lasting effects of colonialism and path dependency. • Describe the traditional trade strategies for development. • Describe dynamics that have driven globalization. • List the distinctive features of the contemporary global economy. • Describe the reorganization of production and trade in global economy. • Describe upgrading. • Illustrate upgrading. |
Sources
| Course Notes / Textbooks: | Economic Development Michael P. Todaro and Stephen C. Smith 2012 Pearson | 11th Edition ISBN 978-0-13-801388-2 |
| References: | “Assembly Trade and Technology Transfer: The Case of China,” Authors: Lemoire, F. ve Ünal-Kesenci, D. World Development, (2004), 32(5): 829-850. The Process of Economic Development Authors: James M. Cypher and James L. Dietz Publisher: Routledge; 3rd Edition (2009) ISBN-13: 978-0-415-77103-0 | ISBN-10: 0-415-77103-X International Business, Authors: Michael R. Czinkota, Ilkka A. Ronkainen, Michael H. Moffett, Publisher: John Wiley & Sons, 8th Edition (2011) ISBN-13: 978-0-470-53065-8 Beyond Economic Growth: An Introduction to Sustainable Development Authors: Tatyana P. Soubbotina Publisher: World Bank; 2nd Edition (2004) ISBN: 0-8213-5933-9 Nations and Firms in the Global Economy Authors: Steven Brakman, Harry Garretsen, Charles van Marrewijk, Arjen van Witteloostuijn Publisher: Cambridge (2006) ISBN-13: 978-0-521-54057-5 “Global supply chains: why they emerged, why they matter, and where they are going” in Global value chains in a changing world (eds: Deborah K. Elms and Patrick Low) Author: Richard Baldwin Publisher: WTO Publications; 1st edition (2013) ISBN: 978-92-870-3882-1 “The Global Economy: Organization, Governance, and Development” in The Handbook of Economic Sociology (eds: Neil J. Smelser and Richard Swedberg) Author: Gary Gereffi Publisher: Princeton University Press, 2nd Edition (2005) ISBN: 0-691-12125-7 Introduction: Globalisation, Value Chains and Development Author: Gereffi et al. IDS Bulletin Vol 32 No 3 2001, p.1 Upgrading in Global Value Chains Author: John Humphrey Publisher: International Labor Office, 2004 ISBN: 92-2-116016-5 Upgrading in the Global Clothing Industry: Mavi Jeans and the Transformation of a Turkish Firm from Full-Package to Brand-Name Manufacturing and Retailing Author: Nebahat Tokatli and Ömür Kızılgün Journal: Economic Geography 80(3): 221-240, 2004 Publisher: Clark University |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
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3 |
4 |
5 |
6 |
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| Program Outcomes | |||||||||||
| 1) To have theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with current knowledge in the field based on the qualifications gained at the secondary level. | |||||||||||
| 2) - To gain the ability to use the theoretical and practical knowledge at the basic level at an advanced level or at the same level in the same field. - To be able to interpret and evaluate the data by using the basic knowledge and skills acquired in the field, to identify and analyze the problems, to develop solutions based on evidence. | |||||||||||
| 3) - To be able to convey his / her thoughts on basic knowledge and skills at the level of written and verbal communication. - To share his / her thoughts and solutions to the problems related to his / her field with experts and non-experts. - To be able to follow information in the field and communicate with colleagues by using a foreign language at least at a level of European Language Portfolio A2 General Level. - To be able to use information and communication technologies together with computer software at the basic level of European Computer Driving License required by the field. | |||||||||||
| 4) - To be able to evaluate the basic knowledge and skills acquired in the field with a critical approach, to determine and meet the learning needs. - To be able to direct his / her education to an advanced level of education in the same field or to a profession at the same level. - Not to have gained awareness of lifelong learning. | |||||||||||
| 5) - To have social, scientific, cultural and ethical values in the stages of collecting, applying and announcing the data related to the field. - To have sufficient awareness of the universality of social rights, social justice, quality and cultural values, environmental protection, occupational health and safety. | |||||||||||
| 6) - To be able to conduct a basic level study independently. - To be able to take responsibility as a team member to solve unforeseen complex problems encountered in the applications related to the field. - To be able to carry out activities for the development of employees working under their responsibility within the framework of a project. | |||||||||||
| 7) - To have advanced theoretical and practical knowledge supported by textbooks containing current information in the field, application tools and other resources. | |||||||||||
| 8) To be able to use the advanced theoretical and practical knowledge acquired in the field. - Interpret and evaluate data using the advanced knowledge and skills acquired in the field, identify problems, analyze, develop solutions based on research and evidence. | |||||||||||
| 9) - To be able to inform the relevant persons and institutions about the related subjects; transfer ideas and solutions to problems in written and orally. - To share his / her thoughts and solutions to the problems related to the field with the experts and non-experts by supporting them with quantitative and qualitative data. -To be able to organize and implement projects and activities for the social environment in which he / she lives with a sense of social responsibility. - To follow the information in his / her field and to communicate with his / her colleagues by using a foreign language at least at the European Language Portfolio B1 General Level. - To be able to use information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. - To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. - To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety. | |||||||||||
| 10) - To be able to critically evaluate the advanced knowledge and skills acquired in the field, - Identify learning needs and direct learning. - To develop positive attitudes about lifelong learning. | |||||||||||
| 11) To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. - To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety | |||||||||||
| 12) - To be able to conduct an advanced study independently. - To be able to take responsibility as an individual and as a team member to solve unforeseen complex problems encountered in the applications related to the field. - To be able to plan and manage activities for the development of employees working under their responsibility. | |||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To have theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with current knowledge in the field based on the qualifications gained at the secondary level. | |
| 2) | - To gain the ability to use the theoretical and practical knowledge at the basic level at an advanced level or at the same level in the same field. - To be able to interpret and evaluate the data by using the basic knowledge and skills acquired in the field, to identify and analyze the problems, to develop solutions based on evidence. | |
| 3) | - To be able to convey his / her thoughts on basic knowledge and skills at the level of written and verbal communication. - To share his / her thoughts and solutions to the problems related to his / her field with experts and non-experts. - To be able to follow information in the field and communicate with colleagues by using a foreign language at least at a level of European Language Portfolio A2 General Level. - To be able to use information and communication technologies together with computer software at the basic level of European Computer Driving License required by the field. | |
| 4) | - To be able to evaluate the basic knowledge and skills acquired in the field with a critical approach, to determine and meet the learning needs. - To be able to direct his / her education to an advanced level of education in the same field or to a profession at the same level. - Not to have gained awareness of lifelong learning. | |
| 5) | - To have social, scientific, cultural and ethical values in the stages of collecting, applying and announcing the data related to the field. - To have sufficient awareness of the universality of social rights, social justice, quality and cultural values, environmental protection, occupational health and safety. | |
| 6) | - To be able to conduct a basic level study independently. - To be able to take responsibility as a team member to solve unforeseen complex problems encountered in the applications related to the field. - To be able to carry out activities for the development of employees working under their responsibility within the framework of a project. | |
| 7) | - To have advanced theoretical and practical knowledge supported by textbooks containing current information in the field, application tools and other resources. | |
| 8) | To be able to use the advanced theoretical and practical knowledge acquired in the field. - Interpret and evaluate data using the advanced knowledge and skills acquired in the field, identify problems, analyze, develop solutions based on research and evidence. | |
| 9) | - To be able to inform the relevant persons and institutions about the related subjects; transfer ideas and solutions to problems in written and orally. - To share his / her thoughts and solutions to the problems related to the field with the experts and non-experts by supporting them with quantitative and qualitative data. -To be able to organize and implement projects and activities for the social environment in which he / she lives with a sense of social responsibility. - To follow the information in his / her field and to communicate with his / her colleagues by using a foreign language at least at the European Language Portfolio B1 General Level. - To be able to use information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. - To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. - To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety. | |
| 10) | - To be able to critically evaluate the advanced knowledge and skills acquired in the field, - Identify learning needs and direct learning. - To develop positive attitudes about lifelong learning. | |
| 11) | To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. - To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety | |
| 12) | - To be able to conduct an advanced study independently. - To be able to take responsibility as an individual and as a team member to solve unforeseen complex problems encountered in the applications related to the field. - To be able to plan and manage activities for the development of employees working under their responsibility. |
Learning Activity and Teaching Methods
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Individual study and homework | |
| Lesson | |
| Reading | |
| Project preparation | |
| Q&A / Discussion |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Homework | |
| Application | |
| Observation | |
| Individual Project | |
| Presentation | |
| Reporting | |
| Case study presentation |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 60 |
| Final | 1 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Workload |
| Course Hours | 15 | 45 |
| Study Hours Out of Class | 15 | 90 |
| Presentations / Seminar | 1 | 6 |
| Homework Assignments | 1 | 8 |
| Midterms | 2 | 16 |
| Final | 1 | 12 |
| Total Workload | 177 | |