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Informatie over Msc Philosophy, Politics and Economics
Hieronder staan het programma en de vakomschrijvingen van Msc Philosophy, Politics and Economics Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | keuze | FI19PPEIR | Research Seminars International Relation | Engels | 10 | ||
| semester I a | verplicht | KIM.DMAS04 | Design of Multi-Agent Systems | Engels | 5 | ||
| verplicht | FI194SM | Hannah Arendt | Engels | 5 | 3 | ||
| verplicht | FI174PPEM | Methods of PPE | Engels | 5 | variabel | ||
| verplicht | GEMPRI | Place, Regions and Identities | Engels | 5 | 3 | ||
| verplicht | THM-RCGI10 | Religion, Conflict and Globalization | Engels | 10 | 3 | ||
| verplicht | FI184PPET | Theories of PPE | Engels | 5 | |||
| verplicht | FI194FH | Towards a Just Society | Engels | 5 | |||
| keuze | EBM043A05 | Business Ethics | Engels | 5 | 4 | ||
| keuze | EBM095B05 | Economic Development | Engels | 5 | |||
| keuze | EBM085A05 | Emerging Markets (MSc) | Engels | 5 | 4 | ||
| keuze | PSMSB-2 | Environmental psychology | Engels | 5 | 2 | ||
| keuze | EBM096A05 | International Banking and Finance | Engels | 5 | |||
| keuze | FI194TS | Marx and Contemporary Political Phil. | Engels | 5 | |||
| keuze | SOMASN02 | Theories of networks and sustainable cooperation | Engels | 5 | variabel | ||
| keuze | FI194FH | Towards a Just Society | Engels | 5 | |||
| semester I b | verplicht | FI174PPEH | History of PPE | Engels | 5 | ||
| verplicht | FI174SEMP1 | Policy Seminar 1 | Engels | 5 | 3 | ||
| verplicht | THM-RPHR5 | Religion & the Politics of Human Rights | Engels | 5 | 3 | ||
| keuze | PSMCB-2 | Cognitive psychology, theory and appli. | Engels | 5 | 3 | ||
| keuze | PSMSB-12 | Cultural Psychology | Engels | 5 | 2 | ||
| keuze | EBM101A05 | Economic Growth in History | Engels | 5 | 3 | ||
| keuze | EBM150A05 | Global Finance and Growth | Engels | 5 | 4 | ||
| keuze | FI164MD | Modernity as Dominance | Engels | 5 | variabel | ||
| keuze | EBM164A05 | Money, Finance and the Economy | Engels | 5 | |||
| keuze | PSMAB-7 | Power and Leadership | Engels | 5 | 2 | ||
| keuze | FI194LB | Racism, Colonialism, and Philosophy | Engels | 5 | |||
| keuze | EBM071A05 | Responsible Finance and Investing | Engels | 5 | variabel | ||
| keuze | FI194RH | The Evolution of Social Behavior | Engels | 5 | |||
| keuze | EBM097A05 | Trade, Environment and Growth | Engels | 5 | |||
| semester II a | verplicht | GEMCITMAT | City Matters | Engels | 5 | variabel | |
| verplicht | GEMPST23 | Contemporary Population Issues | Engels | 5 | 4 | ||
| verplicht | FI174SEMP2 | Policy Seminar 2 | Engels | 5 | |||
| verplicht | GEMRN | Revitalizing Neighbourhoods | Engels | 5 | 4 | ||
| keuze | FI184JL | Argument and Compromise | Engels | 5 | |||
| keuze | EBM083A05 | Comparative Corporate Governance | Engels | 5 | |||
| keuze | FI184AS | Consequentialism | Engels | 5 | |||
| keuze | EBM093A05 | Country Studies | Engels | 5 | |||
| keuze | EBM094A05 | Economic Geography | Engels | 5 | |||
| keuze | FI184FM3 | F&M3: Philosophy of Climate Science | Engels | 5 | |||
| keuze | FI194LH | Knowledge in markets | Engels | 5 | |||
| keuze | EBM107A05 | Monetary Policy and Financial Regulation | Engels | 5 | 2 | ||
| keuze | FI194CK | Social Phenomenology | Engels | 5 | |||
| semester II b | verplicht | FI174S15 | Master Thesis | Engels | 15 | ||
| keuze | FI194AC | De ethiek van David Hume | Engels | 5 | |||
| keuze | EBM069B05 | Inclusive Finance | Engels | 5 | 6 | ||
| 1 | Argument and Compromise | FI184JL | |||||||||||||||||||||||||||
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| 2 | Business Ethics | EBM043A05 | |||||||||||||||||||||||||||
| Bonuses, board diversity, consumer rights, corporate social responsibility, suggestive or deceptive marketing techniques, bribes to get international contracts—ethics is everywhere in business. But research in moral psychology shows that we often fail to see what is morally important about a situation. And if we do see it, we often don’t know how to deal with it. And even if we know how to deal with it, we often don’t act accordingly. For all sorts of reasons. This course takes a practical approach to business ethics. Its main objectives are to foster sensitivity to moral aspects of decisions; to teach analytic skills that help you take a position in moral debates and to give a reasonable justification for your position; and to develop ways to successfully cope with moral dilemmas and issues. We examine the main normative theories in business ethics, moral psychology, corporate social responsibility, customer relations, and the environment; we consider specific moral issues in accounting, finance, international business management, and marketing; and we approach these theories, arguments, and concepts in highly interactively ways, devoting significant part of the time to a number of important and well known cases from business ethics by means of collaborative in-class assignments. | |||||||||||||||||||||||||||||
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| 3 | City Matters | GEMCITMAT | |||||||||||||||||||||||||||
| City Matters: Social Justice and Urban Inequality confronts you with the moral dimension of spatial planning. Too often, planners seek the most effective and efficient planning strategy to reach a pre-defined desired future, without questioning who has the power to define what is desired, and for whom this is desirable. The urgent societal issues of our times urge urban planners to rethink the foundational principles of planning. We witness the beginning of the urban era, now a majority of the world population lives in cities. The rise of (mega) cities is celebrated as their emergence increases production and economic growth. However, due to the liberalization of the world economy and the restructuring of (European) welfare states, the economic situation of large social groups in the global North and the global South has become precarious. As a result, European cities are in constant transformation. Cities that are well connected in the (world) city network become increasingly unaffordable places to live in for those with moderate incomes. On different spatial scales, we observe an increase of socio-spatial polarization. As socio-economic and ethnic segregation is on the rise, fears for the emergence of a social group that is excluded from mainstream society, economy and civic life, are growing. Altogether, these developments confront the planner with issues of justice. This course enables you to build your own framework to develop ‘just’ planning interventions. In City Matters: Social Justice and Urban Inequality, four main questions will be discussed: 1. How much (in)equality is fair? In the course, the most important theoretical views on justice (utilitarianism, egalitarianism, sufficientarianism, prioritarianism) are discussed. Furthermore, we discuss the arguments why a given level of inequality is fair according to these theories. 2. Which inequalities are relevant for planners? Is the spatial concentration of poverty under all conditions a planning issue? This question (re)defines the scope for spatial interventions. To answer this question, several theories of spatial justice (David Harvey, Henry Lefebvre, Edward Soja and Peter Marcuse) are discussed. 3. Which mechanisms have generated the contemporary societal problems, such as segregation, urban marginality, and transport poverty? How are planners involved in generating inequalities? We review these mechanisms through the lens of critical urban theory, not considering them as ‘blind’ or ‘neutral’ processes, but as expressions of a power imbalances between interest groups with different ideologies and agendas. 4. How can urban planners contribute to more ‘just’ cities? Challenges that planners and politicians face while trying to create affordable housing and inclusive communities will be discussed. Furthermore, we take a look at successful practices of ‘commoning’, whereby people take control of their own community and resources. This course consists of eight lectures, seven seminars and an excursion to Belgrade (Serbia) were we visit an urban (re)development project that can be contested and supported from different perspectives on spatial justice. | |||||||||||||||||||||||||||||
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| 4 | Cognitive psychology, theory and appli. | PSMCB-2 | |||||||||||||||||||||||||||
| In this course, recent developments in cognitive psychology and neuroscience will be discussed on the basis of contemporary and applied topics in science and society (including topics related to healthy ageing, cognitive enhancement, or consumer research). Every week, one particular topic within the context of applied cognitive research will be discussed. Students will have prepared the topic the week before. The course assignment consists of writing a proposal for an innovative applied project (similar to an NWO Take-off proposal). | |||||||||||||||||||||||||||||
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| 5 | Comparative Corporate Governance | EBM083A05 | |||||||||||||||||||||||||||
| In the upper echelons of multinational companies, important decisions are made with substantial effects on the future of the organization. These decisions are made by the board of directors, and the consequences can be significant both in a positive and a negative way. In this course, we will focus on two aspects of this decision making process. On the one hand, it is suggested that it matters who is a member of the board of directors in regard to what the outcome will be. On the other hand, boards are regulated by the corporate governance system already in place. Based on formal and informal rules and regulations, decision making is shaped and affects outcomes. To complicate matters even further, both board compositions as well as the corporate governance systems vary between countries. In this course, we will bring these three lines of research together and develop a deeper understanding of the processes at hand. | |||||||||||||||||||||||||||||
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| 6 | Consequentialism | FI184AS | |||||||||||||||||||||||||||
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| 7 | Contemporary Population Issues | GEMPST23 | |||||||||||||||||||||||||||
| Overpopulation. Already by the end of the 18th century, Thomas Robert Malthus warned the world that population growth would outstrip resources. In the 1970s, The Club of Rome provided this same message again in its famous essay ‘The Limits to Growth’. Although technological innovations and improvements in education and health have challenged these doom scenarios, global population growth and related implications for development, such as climate change and food security, remain highly debated. This global concern is also reflected in the Sustainable Development Goals. But is it really population growth we should be concerned with? Or is it more a matter of population structure, resource distribution, consumption levels or population wellbeing? This course focuses on the issues of population growth, climate change, and food security. We will discuss various mechanisms underlying these contemporary population issues from a macro-level perspective. Students will become aware of the science-policy interface as they discuss the issues from the perspectives of various stakeholders and develop a policy brief for a particular country. At the end of the course, the students will represent their country in a United Nations simulation game addressing this contemporary population issue. The aim of the course is to develop students’ understanding of global contemporary population issues, and how population policies are developed and implemented to address these issues. The course consists of lectures, group work and guest lectures given by experts working on population-related issues in academia, policy and practice. Upon successful completion of the course, students will have an understanding of contemporary population issues (population growth, climate change and food security) as well as how these issues can be addressed in policies. They are also aware of forms of research communication that tend to be effective for knowledge exchange and evidence-based policy. | |||||||||||||||||||||||||||||
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| 8 | Country Studies | EBM093A05 | |||||||||||||||||||||||||||
| What are the opportunities and bottlenecks for economic development in a country? What are the lessons for government policies? In this hands-on course, you will focus in-depth on the causes and consequences of economic development in a specific country. As part of a small team, you will analyze one particular theme such as the education system, the business environment or the financial sector. Your analysis will be based on academic literature that discusses what makes a successful institution and statistical data sources. The literature on your theme will be introduced in thematic groups with members from other country teams. The analysis of your theme forms one chapter of the final country report. The insights from the different analyses by the group members are synthesized into a summary chapter to provide useful information for policy makers or multinational firms about the prospects for economic growth and doing business in your country. Together with your team, you will discuss the findings and policy or business recommendations from your report to the lecturers and other course participants. Your final course grade is based on an individual grade for the chapter you contribute to the country report; a grade for the quality of the feedback you provide to fellow students; a group grade for the summary chapter that synthesizes the other chapters; and a grade for your contribution to a discussion panel. | |||||||||||||||||||||||||||||
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| 9 | Cultural Psychology | PSMSB-12 | |||||||||||||||||||||||||||
| Het centrale thema van deze cursus betreft de fundamentele vraag of mensen, binnen maar ook over culturen heen, psychologisch fundamenteel van elkaar verschillen of juist een identieke kern hebben. De cursus is zo opgezet dat verschillende kernthema's in de psychologie worden behandeld, zoals emoties, moraliteit, zelf en identiteit, normen en sociale relaties, acculturatie en immigratie. Deze thema's worden aangevuld met thema's als het nut van en praktische problemen met cross-cultureel onderzoek. Kortom, deze cursus past theorie en onderzoek uit de culturele psychologie ook toe op het dagelijks leven (bijv. samenwerken met mensen met verschillende culturele achtergronden) en op de samenleving (bijv. immigratie). De nadruk hierbij ligt op 'cultuur' als een psychologisch (en niet een geografisch) construct, dat toegepast kan worden op ieder verschil tussen groepen mensen die het eens zijn over wat waar en van waarde is in de samenleving. De kernboodschap van de cursus is dat alhoewel theorie en onderzoek uit de culturele psychologie veel verschillen tussen mensen heeft gedocumenteerd, deze verschillen alleen begrepen kunnen worden vanuit een perspectief dat mensen in de basis fundamenteel hetzelfde zijn. In veel gevallen (emotie, moralititeit, zelf-constructie, sociale relaties) zullen we zien dat mensen dezelfde fundamentele processen delen maar deze op verschillende manieren vertalen, afhankelijk van verschillende culturele normen. Dit perspectief dat gebaseerd is op fundamentele gelijkenis (i.p.v. verschillen) suggereert hiermee dat veel culturele 'conflicten' geworteld zijn in het niet goed begrijpen van hoe de ander deze vertaalslag maakt, wat hoopvol stemt over het vinden van oplossingen voor zulke conflicten. | |||||||||||||||||||||||||||||
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| 10 | De ethiek van David Hume | FI194AC | |||||||||||||||||||||||||||
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| 11 | Design of Multi-Agent Systems | KIM.DMAS04 | |||||||||||||||||||||||||||
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| 12 | Economic Development | EBM095B05 | |||||||||||||||||||||||||||
| Why are some countries poor and some countries rich? This course will introduce you to the debate about strategies for sustained growth and development in today's world. Global economic growth has been rapid since the 1950s, but uneven across countries and major challenges to growth have appeared in the last decade. What were successful growth strategies in the past? Which policies have contributed to this success? What are the new growth challenges ahead at the regional and global level and how can we cope with these? Based on the explanatory growth framework of Angus Maddison we delve into the possibilities of generating development. We discuss new global trends that provide both opportunities and challenges for growth and development, and end the course with an evaluation of possible policy options against this background. This will be done by in-depth study and discussion of major articles in this field. | |||||||||||||||||||||||||||||
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| 13 | Economic Geography | EBM094A05 | |||||||||||||||||||||||||||
| The geo-economic map of the world changes constantly. Globalization has led to a rapid increase of these changes in the location decisions of firms. This course aims to provide students with a better understanding of the resulting changes in the geo-economic patterns of the uneven distribution of economic activity over space and the underlying strategic decision of firms to re-locate in (or offshore to) knowledge intensive clusters of economic activity. We discuss key theories and empirical evidence to understand these changes and, subsequently, discuss the firm level drivers of these changes. | |||||||||||||||||||||||||||||
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| 14 | Economic Growth in History | EBM101A05 | |||||||||||||||||||||||||||
| The aims of this module are to provide at an advanced level the sources and methods of quantitative economic history, together with a review of some major findings of economic historical research of interest to economists. This course deals with selected issues during the period of modern economic growth that is, from the industrial revolution until the present time. Within this time frame a comparison will be made between the nature of the growth process in Western Europe during the 19th and the 20th century and that of the post-World War II experience of the East Asian and Latin American countries. The course will address the issue of transferability or replicability of the European experience under different institutional and social conditions. Important questions include: How did globalization begin? When and why did it lead to development or underdevelopment, did it play a role in the great divergence in income between the West and the rest of the world. What was the impact of colonialism and free trade on these regions. What lessons does history teach to countries that want to catch up to the West today? The course focuses on important topics related to modern economic growth: technological progress / general purpose technologies, historical institutional analysis, globalization and the historical geography of economic development and Divergence Big Time: Economic growth since 1870. Students should achieve an understanding of both how economic historical research can be used to shed light on the current state of the economy and how economic analysis can sharpen our understanding of history. | |||||||||||||||||||||||||||||
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| 15 | Emerging Markets (MSc) | EBM085A05 | |||||||||||||||||||||||||||
| The course provides a nuanced perspective on doing business in countries such as Brazil, Russia, India and China. Primary emphasis is on, >recognizing the uniqueness of the context characterizing the business environment in these economies, and >how the context then shapes the nature and behavior of firms. From an academic perspective, the course introduces students to recognizing and evaluating the assumptions and limitations of popular theories and frameworks, originally developed and applied in the context of developed economies. | |||||||||||||||||||||||||||||
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| 16 | Environmental psychology | PSMSB-2 | |||||||||||||||||||||||||||
| Ons gedrag levert een belangrijke bijdrage aan milieuproblemen. Hoe kunnen we mensen motiveren om milieuvriendelijk gedrag te vertonen, en hoe beïnvloeden omgevingsfactoren ons welzijn en gedrag? De omgevingspsychologie bestudeert de transactie tussen mensen en hun natuurlijke en gebouwde omgeving. In het eerste deel van de cursus gaan we in op de invloed van de omgeving op het welzijn en gedrag van mensen. Er wordt onder meer besproken hoe omgevingsstressoren (zoals lawaai en stank) en risico's (zoals klimaatverandering) invloed kunnen uitoefenen op het welzijn en het gedrag van mensen. Daarnaast wordt ingegaan op het belang van natuur voor gezondheid en welzijn. In het tweede deel wordt ingegaan op de invloed van de mens op de kwaliteit van het milieu. We gaan in op factoren die van invloed zijn op milieugedrag en factoren die invloed hebben op de effecten en de acceptatie van milileubeleid. We gaan specifiek in op psychologische aspecten gerelateerd aan klimaatverandering, en mogelijkheden om een duurzame energietransitie te stimuleren. Deskundingen van binnen en buiten de vakgroep geven gastcolleges. | |||||||||||||||||||||||||||||
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| 17 | F&M3: Philosophy of Climate Science | FI184FM3 | |||||||||||||||||||||||||||
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| 18 | Global Finance and Growth | EBM150A05 | |||||||||||||||||||||||||||
| What is money? What is debt? What do banks do? How are financial relations between households and firms organized? And between states? How do financial flows relate to trade flows? What was the Gold Standard and the Bretton Woods system? What system do we have now? Why do countries have international reserves? What are shadow banks? How does the Eurozone work? Why was there a global financial crisis in 2007? Why was there a Eurocrisis? These are the questions we ask in this course. You will acquire theoretical and factual knowledge. You will learn a conceptual apparatus to discuss international finance problems. You will weigh different views on the international financial system. | |||||||||||||||||||||||||||||
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| 19 | Hannah Arendt | FI194SM | |||||||||||||||||||||||||||
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| 20 | History of PPE | FI174PPEH | |||||||||||||||||||||||||||
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| 21 | Inclusive Finance | EBM069B05 | |||||||||||||||||||||||||||
| The course is designed for MSc students with a background in (business) economics. The focus is on the role of finance in the process of development in developing countries, with a strong focus on microfinance and financial inclusion. The basis for the course consists of theories on financial development and the economics of microfinance which are applied to developing countries. Attention is paid to the opportunities and limitations of financial institutions in developing countries in general, and microfinance institutions in particular. Questions regarding the functioning and performance of (rural) financial markets in the context of developing economies are raised and discussed. Specific topics include: Finance and Development; Finance and Inequality; the role of the state and why to intervene in credit markets?; the economics of microfinance; techniques to measure impact of financial interventions. The course contains main lectures, guest lectures and group oral presentations by students. The course is part of the focus area on finance and development together with the course “international finance and development”. | |||||||||||||||||||||||||||||
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| 22 | International Banking and Finance | EBM096A05 | |||||||||||||||||||||||||||
| In this course we study internationally operating banks and other financial institutions from an institutional, evolutionary perspective, and with attention to their impacts on the economy. We start by studying money, credit and banking. We study consequences for the economy’s growth and stability. We take a balance sheet approach to understanding each topic. Study materials include online lectures, empirical academic articles and policy papers. | |||||||||||||||||||||||||||||
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| 23 | Knowledge in markets | FI194LH | |||||||||||||||||||||||||||
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| 24 | Marx and Contemporary Political Phil. | FI194TS | |||||||||||||||||||||||||||
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| 25 | Master Thesis | FI174S15 | |||||||||||||||||||||||||||
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| 26 | Methods of PPE | FI174PPEM | |||||||||||||||||||||||||||
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| 27 | Modernity as Dominance | FI164MD | |||||||||||||||||||||||||||
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| 28 | Monetary Policy and Financial Regulation | EBM107A05 | |||||||||||||||||||||||||||
| The course will discuss the following topics: European Economic and Monetary Union and the European System of Central Banks; European monetary policy (conventional and unconventional); global financial crisis; European debt crisis; European Banking Union; supporting policies needed in an incomplete monetary union, financial systems in the Netherlands, Europe, and worldwide; recent developments in the financial system and their mutual relationships; developments in prudential supervision of banks and other financial institutions; financial crises; macro-prudential supervision; systemic risk and financial stability. | |||||||||||||||||||||||||||||
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| 29 | Money, Finance and the Economy | EBM164A05 | |||||||||||||||||||||||||||
| There are four modules. In three two-week modules, Students analyze the role of money and banks in the economy, from three theoretical perspectives (Neoklassical, Post-Keynesian, neo-Austrian). In the fourth module, students experience how theoretical perspective influence policy analysis. | |||||||||||||||||||||||||||||
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| 30 | Place, Regions and Identities | GEMPRI | |||||||||||||||||||||||||||
| With increasingly globalizing societies, culture and identity processes have undergone remarkable changes. In the last couple of decades, regional specificities such as culture and identity have become important tools to (i) internally create social cohesion in an increasingly individualistic and networked society; (ii) lead to socio-economic development by attracting external investments and people in a globally competitive market place that, paradoxically, has been noted to homogenize culture and connect individual identities on a global level. This course considers some of the key overarching concepts and ideas in cultural geography, especially as they pertain to this role of culture and identity in places and regions in a globalizing society. It is general in its focus (i.e. no specific location implied) but highlights concrete trends and processes likely to be active in specific places through both conceptual and empirical discussions. | |||||||||||||||||||||||||||||
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| 31 | Policy Seminar 1 | FI174SEMP1 | |||||||||||||||||||||||||||
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| 32 | Policy Seminar 2 | FI174SEMP2 | |||||||||||||||||||||||||||
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| 33 | Power and Leadership | PSMAB-7 | |||||||||||||||||||||||||||
| In deze cursus worden de meest recente inzichten met betrekking tot de belangrijkste onderzoeksthema’s op het gebied van macht en leiderschap in organisaties behandeld. Onderwerpen die aan de orde komen zijn: effecten van macht op gedrag en waarneming, de 'donkere' kant van macht en leiderschap, de mogelijkheden en beperkingen van charismatisch en transformationeel leiderschap, persoonskenmerken van effectieve leiders, de relatie tussen emoties en leiderschap, leider visie en retoriek. | |||||||||||||||||||||||||||||
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| 34 | Racism, Colonialism, and Philosophy | FI194LB | |||||||||||||||||||||||||||
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| 35 | Religion & the Politics of Human Rights | THM-RPHR5 | |||||||||||||||||||||||||||
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| 36 | Religion, Conflict and Globalization | THM-RCGI10 | |||||||||||||||||||||||||||
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| 37 | Research Seminars International Relation | FI19PPEIR | |||||||||||||||||||||||||||
| The master's programme of International Relations offers a number of Research Seminars that might be intersting for PPE students. Research Seminar: Dimensions of Citizenship Research Seminar: Multinational Corporations Research Seminar: Global Politics of Disease Research Seminar: IPE of Global Financial Markets Research Seminar: Political Economy of Migration Research Seminar: Maps and Power Research Seminar: Money, Trade and Crime Research Seminar: IPE in the 21st century Research Seminar: Integration Processes Research Seminar: Security Studies Research Seminar: The Politics of the Eurocrisis Research Seminar: Human Rights, Democracy, Peace Research Seminar: European Policy-making Research Seminar: Ethics and Global Political Economy Research Seminar: European Security Discourses Research Seminar: Conflict, Security and Development Research Seminar: Environment, Geopolitics Human Research Seminar: Europe and China Research Seminar: The Rise of East Asia Research Seminar: History, Culture and Politics of East Asia Most of these research seminars are programmed in the first semester, some in the second. If you plan to take one of these seminars, please contact the study adviser at fil-study-advisor@rug.nl. | |||||||||||||||||||||||||||||
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| 38 | Responsible Finance and Investing | EBM071A05 | |||||||||||||||||||||||||||
| This course focuses on the role of non-financial attributes in production, especially the interaction between financial and social/environmental performance of firms, in particular financial institutions, and the impact of this interaction on finance and investment decisions at the level of these firms and with respect to the investment portfolio. As to financing, it especially is appropriate pricing that will be discussed; as to investing, we investigate the impact of screening on performance. We highlight the costs and benefits of managing non-financial attributes and go into their pricing and into the consequences of inappropriate pricing. Student will be required to work on projects in which they try to come to grips with responsibility in financing and investing. | |||||||||||||||||||||||||||||
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| 39 | Revitalizing Neighbourhoods | GEMRN | |||||||||||||||||||||||||||
| The city is constantly in transition. This is to say that demands, tensions and opportunities are continuously changing, which lead to new societal challenges for policy makers. In the Revitalizing Neighbourhoods course, you explore the ‘state of the art’ of these societal challenges in neighbourhoods and reflect on urban renewal policies. You are invited to follow the course if you are interested in the motives and changes underlying urban evitalization. We analyse how these policies affect the people living in these specific neighbourhoods. In general, the following topics will be examined: • Which policy interventions are suitable to contribute to the revitalization of neighbourhoods • How private, public and civic actors relate to one another in designing, implementing and evaluating policy interventions • How conditions of a flourishing neighbourhood change over time and its influence on policy interventions • How terms as ‘liveability’, ‘well-being’, ‘resilience’, ‘social cohesion’ and ‘gentrification’ are applied to understand, examine (analytical perspective) and influence (normative perspective) changes within neighbourhoods Similar to cities, perspectives on the revitalization of neighbourhoods are dynamic. We will position changes in urban renewal policies within time and explore new trends. Furthermore, Dutch planning practice will be examined in relation to other countries. Next tot lectures and a workshop, an group assignment on age-friendly neighbourhoods will be part of the course. You will assess the agefriendliness of an indicated neighbourhood and identify possible interventions and strategies for improvement. You are asked to independently report on your findings in a written policy advice. | |||||||||||||||||||||||||||||
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| 40 | Social Phenomenology | FI194CK | |||||||||||||||||||||||||||
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| 41 | The Evolution of Social Behavior | FI194RH | |||||||||||||||||||||||||||
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| 42 | Theories of networks and sustainable cooperation | SOMASN02 | |||||||||||||||||||||||||||
| Social networks are inextricably linked to almost any aspect of human life. Some even claim that we live in a network society. It is therefore not surprising that meanwhile there seems to be a social network explanation for almost anything, from obesity to revolutions. But what exactly is a network explanation? Despite the widespread use of the term “network theory, there is no coherent framework that would qualify as such. The main objective of this course is to systematically review the theoretical foundation of current social network research, disentangle its major assumptions, identify its strengths and weaknesses, and assess its explanatory power in relation to other approaches. Theories of cooperation will be used as an exemplary case for this purpose. The course is structured into three major sections. The first section provides an introduction into the foundations of structuralist explanations, and how they differ from other major theoretical paradigms. It reviews the theoretical micro-foundations behind the initiation, maintenance, and decay, of cooperative social relations and their outcomes. And it develops a conceptual model that will guide analysis in the subsequent parts of the course. The second section analyzes the role of social networks for different levels of analysis, ranging from the individual to the population level of societies. Here, key phenomena and “outcomes” for four specific levels and their relation to networks are discussed. At the level of the individual, we examine the link between personal networks and important characteristics of individuals during different phases of their life course. How important is an individual’s social network when it comes to health and well-being, income, or success and failure in other domains of life? Conversely, how do such characteristics shape an individual’s social network? At the level of natural groups and communities, we examine the interrelationship between social networks and group level phenomena, like different forms of collective action (e.g. joining cooperatives). What role do social networks play in getting and keeping collective action going? In turn, how does such group level cooperation impact the social network of its members? At the level of organizations, we examine the role of networks for vital processes and outcomes within and between formal organizations, and in markets. How do informal networks impact knowledge sharing, prosocial behavior, or performance of teams, departments, and whole organizations? Do informal networks make inter-organizational cooperation more successful? And how do formal organizational structures affect the informal ties in and between organizations? At the level of populations and large-scale collectivities, like nation states, we have a closer look at how social networks help us to better understand societal level phenomena, like segregation, inequality, or opinion dynamics? The third section takes stock and attempts to synthesize the findings obtained during the previous steps. What does a network lens add to our understanding of individual, group, and societal level phenomena, in particular sustainable cooperation? What are the ingredients of a good “Theory of Networks”? | |||||||||||||||||||||||||||||
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| 43 | Theories of PPE | FI184PPET | |||||||||||||||||||||||||||
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| 44 | Towards a Just Society | FI194FH | |||||||||||||||||||||||||||
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| 45 | Trade, Environment and Growth | EBM097A05 | |||||||||||||||||||||||||||
| This course (for which some basic knowledge of matrix algebra is indispensable) applies input-output analysis to issues on trade, on environment, and on growth. For the production of commodities and services, industries depend on other industries for their intermediate products. More and more, such linkages between industries cross borders. Input-output analysis is a tool that takes such interdependencies in the production structure into full account. It has been applied to a wide variety of topics, ranging from international and development economics to disciplines dealing with energy and environmental issues. The course will focus on three such topics. Typical questions are the following. How much high-skilled labor in the US is involved in satisfying the demand for cars by households in Australia, reflecting trade in production factors? What is the greenhouse gas footprint of China, or how large are the Chinese exports of greenhouse gas emissions? What percentage of the growth in German GDP between 1995 and 2009 was due to the increased household consumption in the rest of the EU? To analyze these questions, the World Input-Output Database will be used. | |||||||||||||||||||||||||||||
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