Political Economic Theories POEC6301 & PSCI7381 Fall 2013 MW 10:00-11:15 ECSS 2.306

Political Economic Theories POEC6301 & PSCI7381 Fall 2013 MW 10:00-11:15 ECSS 2.306 Professor: Jonas Bunte Office: Green Hall 3.516 E-mail: bunte@utdallas.edu Office Phone: 972-883-3526 Office Hours: W 4pm-6pm Course Pre-requisites, Co-requisites, and/or Other Restrictions Students in this course should have a solid foundation of economic theory. Additionally, knowledge of basic econometrics and research design is a plus. Course Description This seminar offers a critical analysis of central theories of politics and economy. It focuses on such thinkers as Smith, Marx, and Keynes, and on important bodies of theory about political and economic systems. We will explore the controversies that have shaped the development of political economy and their implications for interdisciplinary policy analysis. Student Learning Objectives Since this is a core seminar, the primary purpose is to provide students with an opportunity to familiarize themselves with the central theories of political economy. This involves knowing the literatures as they currently exist, developing critical perspectives on those literatures, and finding opportunities for new contributions of original research. Additionally, students are expected to communicate their ideas and, if applicable, findings, to their fellow students in conference-style presentations and to develop better academic writing skills through class assignments. Course readings Required Textbooks and Materials Please purchase the following books: Caporaso and Levine (1992) Barma and Vogel (2007) Page 1 of 13

Assignments and Academic Calendar Week 1 (8/28) Introduction and Definitions Caporaso and Levine (1992)[Ch.1] Heilbroner (1999)[Ch. 1, 2] Part I: Classics Week 2 (9/04) Classical economics 1 Caporaso and Levine (1992)[Ch.2] Heilbroner (1999)[Ch. 3] Barma and Vogel (2007)[Smith] Skinner (2006) O Brien (2006) Magnusson (2006) de Quirós (2004) Week 3 (9/11) Classical economics 2 Heilbroner (1999)[Ch. 4] Malthus (1998)Ch.1,2,5,16 Ricardo (1817)Preface, Ch.1,7,8,32 Dixon (2008) Maclachlan (1999) Week 4 (9/18) Marxist Economics Caporaso and Levine (1992)[Ch.3] Heilbroner (1999)[Ch. 6] Barma and Vogel (2007)[Marx and Engels, List] Henderson (2008) Howard and King (2008) King (2006) Reuten (2006) DUE: Decide between Research, Policy or Consulting Track Week 5 (9/25) Neoclassical Economics Caporaso and Levine (1992)[Ch.4] Heilbroner (1999)[Ch. 7] Barma and Vogel (2007)[Seldon, Sachs] Tarascio (1972) Groenewegen (2006) Horwitz (2006) Page 2 of 13

Walker (2006) Week 6 (10/02) Keynesian Economics Caporaso and Levine (1992)[Ch.5] Heilbroner (1999)[Ch. 9] Harcourt and Kerr (2006) Hoover (2006) Backhouse and Bateman (2009) Dimand (2006) Groenewegen (1995) Week 7 (10/09) Return of the Classics Barma and Vogel (2007)[Hayek, Friedman] Aslanbeigui and Medema (1998) Boettke and Leeson (2006) Rizvi (2006) Laidler (2010) Krugman (2009) Cochrane (2009) The Economist (2009b) The Economist (2009a) Part II: Approaches Week 8 (10/16) Political Approaches to Economics Coase (1937) Acemoglu and Robinson (2001) Acemoglu and Robinson (2006) Rodrik (2000) Przeworski (2004) Fair (1978) Hibbs Jr (1977) Alesina and Sachs (1988) Week 9 (10/23) Economic approaches to Politics Caporaso and Levine (1992)[Ch.6] Moulin (2013) Austen-Smith (2013) Downs (1957) Shepsle and Weingast (2012) Green and Shapiro (1994) Cox (1999) Page 3 of 13

Week 10 (10/30) Power Caporaso and Levine (1992)[Ch.7] Moe (2005) Hirschman (1970)[Ch.1] Rogowski and Kayser (2002) Przeworski and Sprague (1986) Przeworski and Wallerstein (2008) Nicholas (2003) Evans (1979) Krasner (1976) Przeworski and Wallerstein (1988) Week 11 (11/06) State Caporaso and Levine (1992)[Ch.8] Wren (2013) Medema (2006) Barma and Vogel (2007)[Strange, Johnson, Chaudhry, Guthrie, Lal] Krugman (1994) Week 12 (11/13) History Tribe (2006) Barma and Vogel (2007)[North, Williamson, Rostow, Gerschenkron] Page (2006) Hosseini (2006) Week 13 (11/20) Culture Heilbroner (1999)[Ch. 8] Barma and Vogel (2007)[Polanyi, Fligstein, Landes] Block (2003) Dale (2012) Migone (2011) Dale (2011) Week 14 (11/27) Thanksgiving no class Week 15 (12/04) Comparative Capitalisms Iversen (2013) Esping-Andersen (1990)[Ch.1] Pontusson (2005)[Ch.2] Iversen and Wren (1998) Barma and Vogel (2007)[Lindblom, Hall and Soskice, Vogel] DUE: Final Papers Page 4 of 13

Conference Week 16 (12/11) Student Presentations with peer-review DUE: Peer Reports Structure of Class Each class will begin with a brief summary from each student of his or her thoughts and impressions of the weeks readings. Those comments might include questions of clarification, comparisons of the readings, limitations of existing research, and suggestions for extensions. Based on these initial remarks and prepared lecture, the instructor will present an agenda for discussion during the remainder of the class. We will take a break mid-class, after which we will change gears: Using examples, we will think about how the insights from our discussion can be applied to questions in the realm of academe, government and the private sector. Grading Policy Assignments in this course This course will use several types of assignments to assess your learning. 3 Response Papers (20 points each = 60 points): Each student will write three short (5 pages) papers that summarize and reflect on an individual weeks readings. The papers should have an introduction and a conclusion, and are best modeled on book reviews in current political science journals (e.g., Perspectives on Politics or International Studies Review). Summaries integrated into a broader framework with greater focus on reflection will receive higher grades. Papers longer than five pages will not be graded and must be revised and resubmitted with a grade penalty. The grade penalty will also apply to late papers or those with unusual text sizes or margin settings (double-spaced 10-12 point fonts, 1 or 1.25 inch margins are standard). The response papers are due 24 hours prior to the beginning of class. 1 Final Paper (60 points): You will have three options for the final paper, depending on your future career goals. Option a) Research Design: This type of paper should include a critical literature review, along with identification of a research question, at least three competing hypotheses, and potential data sources. The research question is supposed to anticipate your dissertation research topic. The hypotheses are expected to be inspired by different approaches to political economy, as outlined above. Total paper length should not exceed 20 pages. The topics should be decided upon after consulting the instructor. Option b) Policy Memo: With this option, you will be given a case study that will ask you to act as a government entity faced with a particular challenge. It will be your task to formulate policy recommendations in response to this challenge. The resulting policy memo should include an analysis of the challenge at hand, at least three policy recommendations (inspired by the various approaches Page 5 of 13

introduced in this course), and a detailed proposal of an evaluation approach (both method and measurement) by which to assess the success of your recommendations following their implementation. Total paper length should not exceed 20 pages. Option c) Consulting Report: This final paper also involves a case study given by the instructor. It will ask you to act as a consulting firm who has been hired by a private sector company faced with a particular challenge. If will be your task to formulate strategic recommendations in response to this challenge. The resulting policy memo should include an analysis of the challenge at hand, at least three policy recommendations (inspired by the various approaches introduced in this course), and a detailed proposal of an evaluation approach (both method and measurement) by which to assess the success of your recommendations following their implementation. Total paper length should not exceed 20 pages. During the final class period, students will present their final paper to the class in a simulated conference environment. 1 Peer Review report (20 points): Each student will write a peer-review report evaluating the final paper of a classmate. This paper should critically evaluate your colleague s paper, emphasizing both strengths and weaknesses in a constructive manner. The peer-review report should form the basis for the short peer-review comments that you will give after the colleague s presentation of her/his final paper in the last week of class. Class Attendance, Presentation and Participation (60 points): Devoted class participation is essential for this courses success. As such, students final grades will depend in large part on their preparation, participation in class discussion, and general contribution to the courses intellectual climate. This includes the presentation of your final paper as well as the peer-review comments in the final week of the semester. The final course grade calculation therefore consists of the following components: 3 5-page papers: 60 points 1 peer review report: 20 points final paper: 60 points class attendance: 60 points Total: 200 points Note: Please consider the course policies on late work, missed exams, and grade disputes at the end of this document. Expectations What I expect of my students Willingness to work: As a general rule, one credit represents three hours of academic work per week (including lectures, laboratories, recitations, discussion groups, field work, study, and so on), averaged over the semester. In other words, you will need to invest time into this course, otherwise the benefits and the grades you will get might not be what you want. Page 6 of 13

Classroom etiquette: You are expected to complete the assigned readings prior to the class session for which they are scheduled. Lectures and discussions will not duplicate, but instead will build on, and hence will assume prior familiarity with, assigned readings. Your active, informed and civil participation in discussion and class activities is expected. You are responsible for remaining attentive in class, arriving prepared to discuss course materials, and respecting other members of the class as you and they participate. What you can expect from the instructor I offer a learning environment that challenges you in order to provide opportunities for growth. I will be prepared to the best of my abilities. I encourage you to explore your own ideas in response to the assigned tasks. I will be open-minded in responding to your ideas and suggestions. I will offer constructive feedback. I am open to constructive feedback from you on my performance. If you have ideas or suggestions, please do not hesitate to discuss them with me. I am committed to make this the best possible classroom experience. Course Policies Late work Late papers, projects, homework, and other assignments: With regard to papers, projects and other out-of-class assignments, my late-policy is two-fold. First, due dates are due dates. Late work will be subjected to a penalty in the form of points deducted. This deduction will increase exponentially with lateness. More specifically, I will deduct 20% of the points achieved for a 12 hours delay, 50% for 24 hours, and 100% for more than 48 hours. This policy is justified as all deadlines are announced at the beginning of the semester in the syllabus (and the fact that your future boss will not be impressed if you cannot finish work assignments on time). Please note that it is always possible to hand in an assignment early. Incomplete coursework: Incompletes will be granted only in the case of documented long-term illness, and if you and I jointly complete the required paperwork with the Undergraduate Associate Dean of EPPS, which is available here: http://catalog.utdallas.edu/2013/undergraduate/policies/academic#incomplete-grades Extra credit: Extra credit activities or coursework resubmission will not be permitted. Do your best the first time around. Academic Misconduct Students are expected to do their own assigned work. If it is determined that a student has engaged in any form of Academic Dishonesty, he or she may be given an F or an N for the course, and may face additional sanctions from the University. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. Page 7 of 13

Sexual Harassment University policy prohibits sexual harassment as defined in the University Policy Statement (http://www.utdallas.edu/legal/title9/contactharass.html and http://www.utdallas.edu/hrm/er/complaints/harassment.php5). This is a serious offense, and I feel strongly about addressing it. Complaints about sexual harassment should be reported to the Dean of Students, Office of Student Life, Student Union Room 1, phone 972-883-6391 or email gene.fitch@utdallas.edu. However, I also want you to know that you can also talk to me as well about any issues that come up. Accommodations for Students with Disabilities Participants with special needs are strongly encouraged to talk to me as soon as possible to gain maximum access to course information. It is important to me that everyone who wants to take this class is not prevented from doing so due to special needs. University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact the Office of Student AccessAbility and their instructors to discuss their individual needs for accommodations. The Office of Student AccessAbility is located in SSB 3.200. Staff can be reached at studentaccess@utdallas.edu or by calling 972-883-2098. For more information see http://www.utdallas.edu/studentaccess/ Please note, however, that if you have any concerns regarding how special needs might affect the assessment of your performance, you have to talk to me prior to the date of the assessment. I cannot make grade adjustments after the fact. Statement regarding diversity I strongly believe that diversity is an asset rather than a liability. For one, in a globalized world you will be exposed to people who are different from you. Therefore, it is necessary to recognize that people who are different in almost all cases bring something valuable to the table: Experiences that you can learn from, insights that were not apparent to you, skills that you do not have, or knowledge that you can benefit from. It is my intention to create a learning environment in this class that allows everyone to share their unique strengths. This is not only my personal belief. After all, research shows that the best work is usually produced by groups that combine the different comparative advantages of their group members. I therefore emphasize that I will welcome anyone to my class, regardless of your sexual orientation, religious observances, political orientation, physical characteristics, cultural background, nationality, or any other characteristic. I recognize that I myself am not perfect, but I promise you to make every effort. If you have any concerns with respect to your acceptance in the classroom I strongly encourage you to talk with me. Technology in the classroom Laptops are allowed and even encouraged in the classroom. Bring yours to classes, as we will frequently use it for group activities and short in-class writing assignments. However, I do expect you to use the laptop for activities related to the class only. That is, no gaming, no facebook, no emails, no chatting. I reserve the right to administer sanctions if your behavior does not align with these expectations. However, any other technological items such as cell phones, Ipods, MP3 players, pagers, and PDAs need to be turned OFF during class. That s right: turn it off, rather than just setting it to vibrate. The Page 8 of 13

purpose for this policy is that I want to minimize distractions during class. I do want you to be focused on the learning activities that will be going on. If I notice that you are not paying attention but instead are focused on your cell phone I reserve the right to do something about it. Further, you are not allowed to make video- or audio-recordings of the classes without my prior permission. I reserve the right to legal action in case I observe you doing so. The reason why the dialogue between professors and students should stay within the closed community of the classroom is simple. After all, academic freedom and completely honest communication in the classroom requires a certain degree of privacy for all the people in the classroom. Students and teachers alike need to be able to be frank, and they need to express their emotions honestly. A video- or audio recording will seriously impede the willingness of students to come forward and engage in an open and honest discussion. UT Dallas Syllabus Policies and Procedures The information contained in the following link constitutes the Universitys policies and procedures segment of the course syllabus. Please go to http://go.utdallas.edu/syllabus-policies for these policies. The descriptions and timelines contained in this syllabus are subject to change at the discretion of the Professor. Page 9 of 13

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Krugman, Paul. 1994. The Myth of Asia s Miracle. Foreign Affairs 73:62. Krugman, Paul. 2009. How Did Economists Get It So Wrong? The New York Times. Laidler, D. 2010. Lucas, Keynes, and the crisis. Journal of the History of Economic Thought 32(01):39 62. Maclachlan, Fiona Cameron. 1999. The Ricardo-Malthus debate on underconsumption: A case study in economic conversation. History of Political Economy 31(3):563 574. Magnusson, Lars G. 2006. Mercantilism. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 15. Malthus, Thomas. 1998. An Essay on the Principle of Population. Medema, Steven G. 2006. The Economic Role of Government in the History of Economic Thought. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 17. Migone, Andrea. 2011. Embedded markets: A dialogue between F.A. Hayek and Karl Polanyi. The Review of Austrian Economics 24(4):355 381. Moe, Terry M. 2005. Power and Political Institutions. pp. 1 19. Moulin, Herve. 2013. Social Choice. In Oxford Handbook of Political Economy, ed. Barry R Weingast and Donald Wittman. pp. 1 17. Nicholas, T. 2003. Why Schumpeter was right: innovation, market power, and creative destruction in 1920s America. Journal of Economic History 63(4):1023 1058. O Brien, Denis P. 2006. Classical Economics. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 18. Page, Scott. 2006. Path Dependence. Quarterly Journal of Political Science 1(1):87 115. Pontusson, Jonas. 2005. Inequality and Prosperity: Social Europe Vs. Liberal America. Cornell University Press. Przeworski, A. 2004. Institutions Matter? Government and Opposition 39(4):527 540. Przeworski, A. and J.D. Sprague. 1986. Paper Stones: A History of Electoral Socialism. University of Chicago Press. Przeworski, A. and Michael Wallerstein. 2008. Structural Dependence of the State on Capital. In Selected Works of Michael Wallerstein: The Political Economy of Inequality, Unions, and Social Democracy, ed. D. Austen-Smith, J.A. Frieden, M. Golden, A. Przeworski and Karl Moene. Cambridge University Press pp. 58 86. Przeworski, Adam and Michael Wallerstein. 1988. Structural dependence of the state on capital. The American Political Science Review pp. 11 29. Reuten, Geert. 2006. Karl Marx: His Workand the Major Changes in its Interpretation. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 19. Ricardo, David. 1817. On the Principles of Political Economy and Taxation. Page 12 of 13

Rizvi, S Abu Turab. 2006. Postwar Neoclassical Microeconomics. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 18. Rodrik, Dani. 2000. Institutions for High-Quality Growth: What They Are and How to Acquire Them. Studies in Comparative International Development (SCID) 35(3):3 31. Rogowski, R. and M.A. Kayser. 2002. Majoritarian Electoral Systems and Consumer Power: Price-Level Evidence from the OECD Countries. American Journal of Political Science 46(3):526 539. Shepsle, Kenneth A and Barry R Weingast. 2012. Why so much stability? Majority voting, legislative institutions, and Gordon Tullock. Public Choice 152(1-2):83 95. Skinner, Andrew S. 2006. Adam Smith (1723 1790): Theories of Political Economy. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 18. Tarascio, Vincent J. 1972. Vilfredo Pareto and Marginalism. History of Political Economy 4(2):406 425. The Economist. 2009a. Efficiency and beyond. The Economist pp. 1 6. The Economist. 2009b. The other-worldly philosophers. The Economist pp. 1 8. Tribe, Keith. 2006. Historical Schools of Economics: German and English. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 16. Walker, Donald A. 2006. Early General Equilibrium Economics: Walras, Pareto, and Cassel. In A Companion to the History of Economic Thought, ed. Warren J Samuels, Jeff E Biddle and John B Davis. Wiley-Blackwell pp. 1 16. Wren, Anne. 2013. Comparative Perspectives on the Role of the State in the Economy. In Oxford Handbook of Political Economy, ed. Barry R Weingast and Donald Wittman. pp. 1 14. Page 13 of 13