SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2L122513
Module Leader Vangelis Chiotis
School Glasgow School for Business and Society
Subject Economics
  • B (January start)

Pre-Requisite Knowledge

International Economic Issues

Summary of Content

This module will provide a framework for analysing the main global institutions such as the World Trade Organisation, International Monetary Fund, World Bank, and the United Nations. The module will provide students with an understanding of i) the role and purpose of each institution ii) the history and development of each organisation iii) the structure, decision making processes and policy development. Students will be enabled to critically examine the ways in which ways these institutions contribute to international development, international trade, global initiatives, impact on business and respond to world problems. The module contributes to the PRME objectives by enabling students to understand the purpose and functioning of the main global institutions, and critically evaluate how effective they are in creating sustainable economic and societal value.


-360b7 Introduction and overview of the global economy and institutions b7 The main global institutions: Understanding the purpose of the World Bank; WTO; IMF; G20; UN b7 History, structure and decision making processes of the institutions b7 Global problems; global solutions? b7 Issues and Challenges: b7 Campaign for a Living Wage - global workers b7 Trade not Aid: Delivering on the Doha Development Agenda b7 Millennium Development Goals - a human right? b7 Migration - causes and implications b7 IMF Stabilisation Programmes - Europe and in LDCs b7 NGOs - Increasing Influence and Impact b7 Business Lobbying and Institutional Influence b7 UN and Climate Change - Kyoto Protocol b7 Future issues and challenges

Learning Outcomes

On successful completion of this module, the student should be able to:1. Understand the role and function of the main global institutions2. Be aware of the history and development of each organisation 3. Know how the institutions are structured 4. Understand how decisions are made and the policy making process 5. Critically examine the ways in which ways these institutions contribute to international development, international trade, global initiatives, impact on business and respond to world problems.6. Analyse the impact of policies and understand different perspectives on effectiveness

Teaching / Learning Strategy

This module will use a range of methods to support student-centred learning. These include lectures, student-centred seminars, group work, group presentations, blended learning, including video material, and guest speakers. All of which will be supported by the use of a Virtual Learning Environment (GCU Learn/Blackboard), which will be used to facilitate group discussions, provide access to additional reading links and audio visual material. In addition to the class contact time in lectures and seminars, students will be supported in their independent learning and peer-learning through seminar preparation and activities, group working including the group presentation assignment which will encourage collaboration and peer-review. Assessment will consist of a group presentation an individual essay and a 2 hour exam. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission. As university for the common good, equality and diversity principles are core GCU values. Equality, diversity and inclusivity is embedded in this module through the creation of learning, teaching and assessment strategies that promote equality of opportunity, eliminate discrimination and harness the benefits of functional and demographic diversity. Engaging students of different class, race and ethnic backgrounds, gender identity, sexual orientation and beliefs is ensured in this module in the following ways; b7 A curriculum that is accessible and meaningful to all by actively valuing diversity and encouraging students to draw on their own experiences in relation to the module content; b7 Conscious use of language and module content that is free from stereotyping, sexism, racism, homophobia, transphobia and discrimination based on systems of belief b7 Recognition and awareness of perceived power imbalances within the student cohort (e.g. gender, race, class and intersecting identities). This is dependent on identifying the characteristics of the student cohort before the module commences.

Indicative Reading

-567 Books and articles: Dicken, Peter (2011) Global Shift: Mapping the Changing Contours of the World Economy, Sage, London. Stiglitz, Joseph E. (2012) The Price of Inequality, W. W. Norton and Company, London. Stiglitz, Joseph E. (2010) Freefall: Free Markets and the Sinking of the Global Economy, Penguin Group, London. Sen, A. (1999) Development as Freedom, Oxford: Oxford University Press. Monbiot, G. (2003) The Age of Consent: A Manifesto for a New World Order. Flamingo Jackson, T (2009) Prosperity Without Growth, Earthscan, London. Coyle, D (2011) The Economic of Enough, Princeton University Press, London. -567 Online sources: <> -2160 Web page of the World Trade Organisation (WTO) <> World Bank site <> International Monetary Fund site <> Global Policy Forum source for critical articles on the activities of the World Bank, IMF and the WTO. <> web site of The Guardian good source of up to date information with a good archive and links to other sites. <> web site of BBC news, good source of up to date information with a good archive and links to other sites. <> BBC profile of IMF and World Bank <> Financial Times world news

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: Analytical and critical thought Problem solving Ability to assess and debate complex concepts and issues Independent learning and self-management Development of academic writing and case study analysis Participate in group work Develop presentation skills

Module Structure

Activity Total Hours
Assessment (FT) 62.00
Independent Learning (FT) 92.00
Lectures (FT) 24.00
Seminars (FT) 22.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 50.00 35% Individual essay - 2000 words
Exam 01 2.00 50.00 35% Exam - 2 hour exam