ࡱ> ; Rsdbjbjȝȝ shhW' 4yyyyy000`bbbbbb$ #F-0"000yy   0yy 0`   yl+R 0 #(# # 00 00000<0000000#000000000 U K: -NWS"~?el'Yf[ zYef['Y~ Course Syllabus of Zhongnan University of Economics and Law Course Title: Advanced MacroeconomicsCourse Code51032002Semester2Teaching Hours48Credits3PrerequisitesCalculusInstructor InformationName4TYYEmailswu2014@qq.comInstituteSchool of EconomicsApplicable ObjectInternational StudentsCourse Objectives This course introduces growth models as key components of advanced macroeconomics to international PhD-level students. There are four growth models covered by the course, including the Solow growth model, infinite-horizon model (Ramsey-Cass-Koopmans model), overlapping generations model (Diamond model), and endogenous growth model. The learning objective of each model has three points and this course wishes students to completely understand and master all points. The first point is to be able to describe the model in text/words, that means the qualitative analysis of the model; the second point is to describe the model in terms of mathematic equations, that means quantitative derivation; and the third point is to draw diagrams assisting in the interpretation of the models. This course is expecting students to be capable of fully explaining each model in terms of these three points. Except for understanding the basics of the models, the other objective of the course is to teach students the evolution of growth models, that means how the growth theory has been developing over time, the inner relationships between growth models, and further potential extensions on developing growth theory. Course Description (200 words) There are primarily two learning goals that this course wishes students to achieve. The first goal is that students should understand each growth model clearly and completely, that means students should be able to explain the mechanics of the model and also tell what insights that the model can offer to interpret the worldwide economic growth throughout history and the difference of economic growth across countries. After finishing the course, the students should have gained enough knowledge on determining which model applies to the interpretation of the worldwide growth and which model applies to the interpretation of the growth gaps between countries. The second goal is that, for international students from developing and less developed countries, after learning growth models in the course they should have understood patterns of economic growth in their own countries and have capacity to figure out possibilities for raising growth in their countries and how to bring standards of living in their countries closer to the world leaders. Assessment MethodsRequirements Students are required to fulfill these following tasks: Full attendance in all lectures in 13 weeks Read the reference book in line with the lecture progress Preview the lecture notes before class and review the lecture notes after class Be proactive in communicating with the teacher in class Be proactive in thinking of and answering questions in class Prepare for the discussion class and propose their own ideas Prepare for the final exam and be present on time Find out the most recent journal articles working on growth models and keep reading one article per week Testing and evaluation system We will test and evaluate students' academic performance on this course in two parts. One part is the open-book examination. The exam paper is designed with several essay questions, and the questions are all about interpretation and application on growth models that have been introduced in the course. Students are supposed to finish writing up 3-4 short essays in two hours. The other part is the discussion class. In this class students will present the economic growth of their own country and propose possibilities for raising growth using the growth models learnt in the course. Date Weight Part 1: Discussion class Week 12 20% Part 2: Open-book exam Week 13 80% Total 100% Textbooks and ReferencesRequired readings David Romer (2000), Advanced Macroeconomics, 2nd edition. David Romer (2005), Advanced Macroeconomics, 3rd edition. Daron Acemoglu, Introduction to Modern Economic Growth. Course planningChapter 11. Introduction We start this course by introducing basic knowledge on mathematics, some basic facts about economic growth, the very origin of growth theory called "the linear-stages theory", and the outline of all chapters covered in the course. Introduction on basics of mathematics includes taking derivatives and integrals, steps for deriving the growth rate of one variable, how does one variable change with time, how to estimate the growth rate of output given the growth rate of inputs, etc. Introduction on facts about economic growth includes the history of economic growth worldwide and reasons for speedup and slowdown throughout time, countries as growth miracles and growth disasters and the reasons that they are called in this way. The linear-stages growth theory is the ancestor of all the growth models, we introduce the primary idea and framework of this model as well as the shortcomings of the model, and also introduce how this model has built up a foundation for other growth models that come after it. We also introduce the outline of the whole course about how many chapters will be covered in the course, which model is placed in each chapter, and how these models have been developing from one to the other. Chapter 2 2. The Solow Growth Model We start the Solow model by introducing the assumptions, including assumptions on the production function and assumptions on the evolution of inputs, which leads us to understand all properties of output production. Then relying on mathematics we derive the dynamics of the model, which means using the model to explain the behavior of the economy over time. We need to figure out the equilibrium under Solow and determine the growth path on the equilibrium. Then we must understand what policy makers can do to promote growth, that means if one variable changes due to policy reasons, what would be the impact on the equilibrium growth. We also need to understand how the growth on equilibrium shifts if there is limitation on resources. Finally, it is essential to take empirical analysis on testing growth models, we must understand how to do such empirical analysis. 1.1 Some basic facts about economic growth 1.2 Assumptions 1.3 The dynamics of the model 1.4 The impact of a change in the saving rate 1.5 Quantitative implications 1.6 The Solow Model and the Central questions of growth theory 1.7 Empirical applications 1.8 The environment and economic growth Chapter 33. Infinite-horizon and overlapping-generations models There are two growth models in this section, we name them the Ramsey model and the Diamond model. Compared to the Solow model, the development on these two models is to convert savings from an exogenous variable into an endogenous variable, that means savings are no longer constant, the household in the two models determines how much of their income to be saved and how much to be consumed. The difference of two models is that the household lives infinitely in the Ramsey model and lives generation by generation in the Diamond model. For both models, we must understand assumptions, the behavior of households and firms, and the dynamics of the economy described by the models. On the balanced growth path which implies each model has approached its equilibrium, we should understand the mechanics of economic growth on equilibrium and through changing which variable that policy makers can work on to boost the growth on equilibrium. 2.1 Assumptions 2.2 The behavior of households and firms 2.3 The dynamics of the economy 2.4 Welfare 2.5 The balanced growth path 2.6 The effects of a fall in the discount rate 2.7 The effects of government purchase 2.8 Assumptions 2.9 Household behavior 2.10 The dynamics of the economy 2.11 The possibility of dynamic inefficiency 2.12 Government in the Diamond model Chapter 44. New Growth Theory This section discusses the endogenous growth model. To name "endogenous" it means technological progress is no longer constant as assumed in the Solow model, in this model technological progress is determined by the production function of knowledge. Knowledge is produced by resources such as capital and labor, therefore the allocation of resources between the traditional output sector and the knowledge sector determine how much knowledge could be produced, and then the accumulation of knowledge will have impacts on technological progress and eventually determine the economic growth. The key of this model is to understand the determinants of the allocation of resources to R&D sector, i.e. knowledge production sector, and what policy makers can do to improve these determinants to boost economic growth. 3.1 Framework and assumptions 3.2 The model without capital 3.3 The general case 3.4 The nature of knowledge and the determinants of the allocation of resources to R&D 3.5 Endogenous saving in models of knowledge accumulation: an example 3.6 Models of knowledge accumulation and the central questions of growth theory 3.7 Empirical application Chapter 55. Summary and conclusion: There are four growth models in all sections. The models have evolved from being exogenous to endogenous. Savings are exogenous in the Solow model, while stepping into the Ramsey model and Diamond model savings have turned to be endogenous, which implies savings are determined by the households. Technological progress is exogenous in the Solow model, while stepping into the New growth theory technological progress has turned to be endogenous, which implies it is determined by the accumulation of knowledge. 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