PředmětyPředměty(verze: 945)
Předmět, akademický rok 2023/2024
   Přihlásit přes CAS
Key Economic Issues in the EU - JTB339
Anglický název: Key Economic Issues in the EU
Český název: Klíčové problémy ekonomiky EU
Zajišťuje: Katedra evropských studií (23-KZS)
Fakulta: Fakulta sociálních věd
Platnost: od 2022
Semestr: letní
E-Kredity: 6
Způsob provedení zkoušky: letní s.:
Rozsah, examinace: letní s.:1/1, Zk [HT]
Počet míst: 16 / neurčen (12)
Minimální obsazenost: neomezen
4EU+: ne
Virtuální mobilita / počet míst pro virtuální mobilitu: ne
Stav předmětu: vyučován
Jazyk výuky: angličtina
Způsob výuky: prezenční
Způsob výuky: prezenční
Poznámka: předmět je možno zapsat mimo plán
povolen pro zápis po webu
při zápisu přednost, je-li ve stud. plánu
Garant: Pamela Danielle Cotte, M.A.
Vyučující: Pamela Danielle Cotte, M.A.
Anotace - angličtina
Poslední úprava: Pamela Danielle Cotte, M.A. (31.01.2024)
Current debates on EU economic issues in the media tend to be based on emotion rather than facts and data or over-simplified arguments. This course will use an evidence-based approach to examine key economic issues in the EU with the aim to develop students’ knowledge of the complex EU economy, analytical, critical thinking, problem-solving and discussion skills. Many of these economic issues are also related to values so students will also be encouraged to think about their values and beliefs.


When dealing with complex economic issues which have economic, social and political impacts, it is critical to be able to look at various sides. Thus, issues will be framed as questions. Both at the EU and the national level, understanding complex issues and problem-solving requires dialogue between groups with diverse interests. To counteract the current tendency of dismissing certain groups or arguments as “stupid”, this course will seek to understand why certain groups might hold these views from the point of view of the economy. Therefore, emphasis will be given to learning how to discuss in a way that creates a safe and respectful environment.

Students will be encouraged to think of economic issues as problems to solve creatively, i.e. a problem-solution approach. There is untapped potential in EU diversity since there are multiple policies that can be drawn upon at the EU, national and regional levels. Working in groups on an evidence-based policy paper students will examine best practice and innovation and develop a policy solution.
Cíl předmětu - angličtina
Poslední úprava: Bc. Sára Lochmanová (31.01.2024)

To provide students with a knowledge base of the EU as an economic entity in terms of its institutional structures, powers, policies, financial instruments, impact and limitations.

To analyse key current EU economic issues using data, research and other evidence. Students will be encouraged to support their ideas and claims with evidence in all course activities.  

To develop students’ analytical, critical thinking and problem-solving skills.

All points of view will be welcome in this course. Different sides of complex issues will be examined to foster empathy and the ability to respectfully discuss various perspectives and explore values. 

Podmínky zakončení předmětu - angličtina
Poslední úprava: Pamela Danielle Cotte, M.A. (31.01.2024)

KEY DATES FOR ASSIGNMENTS: 

5 MARCH     POLICY PAPER GROUP AND TOPIC CHOICE

5  APRIL      PRELIMINARY RESEARCH RESULTS AND BIBLIOGRAPHY (A SHORT TEMPLATE TO FILL OUT WILL BE PROVIDED) 

13 MAY        POLICY PAPER DUE 

21 MAY        PRESENTATIONS OF THE POLICY PAPER FINDINGS   

 

 

Assessment will be based on the following:

1 ATTENDANCE, PREPARATION AND ACTIVE PARTICIPATION

-        Students are expected to do the required reading or other homework before each lesson to be prepared for the discussions and other activities. 

-        They are expected to fully participate and contribute to all lesson activities.

2 EVIDENCE-BASED POLICY PAPER 

-        This evidence-based policy paper will argue for a specific policy solution. Specific instructions and support from the lecturer will be provided. 

-        Students can choose the policy area from any topic covered in the course and the country they wish to focus on.

         Groups of 3. Some time in class will be provided. 

-         The framework will be as follows: 

          Part 1: Identify the issue/problem and its importance.

          Part 2: Examine best practice and innovation in this policy area. Diversity of approaches in EU countries is a huge 

          strength that is seldom utilized. Use evidence-based arguments, i.e. supported with evidence and examples.

          Part 3: Propose a policy for the selected country. Argue for the policy using data-based evidence and examples. Provide

          analysis in terms of the economic and social impacts.

3 PRESENTATION OF THE POLICY PAPER FINDINGS 

-     The groups will present their policy findings in the last lesson. Detailed instructions will be provided by the lecturer.

-     This will follow a similar structure as the paper with evidence-based arguments. Visual representations of data 

such as graphs and tables will be required. Sources must be provided.

-     Presentation information and materials will be put on SIS. 

-     The presentations will be shared with the group in a shared folder. 

Evaluation

In addition to active participation and preparation, evaluation will be based on analysis, critical thinking, use of strong evidence to support arguments,

clarity of arguments and structure. Templates for the structure of presentations and the research paper will be provided by the lecturer. 

Regarding grading see SMĚRNICE S_SO_002: Organizace zkouškových termínů, kontrol studia a užívání klasifikace A–F na FSV UK.

Literatura - angličtina
Poslední úprava: Pamela Danielle Cotte, M.A. (31.01.2024)

Sources from EU institutions such as policy papers, EU budget figures, strategy documents, reports, press releases, analyses

Data from sources such as Eurostat, the G7, Eurobarometer, consulting companies, Transparency International

Articles and readings from books such as Slippery Slope Europe’s Troubled Future, Giles Merritt, Oxford University Press, 2016

Case studies, videos, e.g. possibly Michael Sandel https://www.youtube.com/watch?v=UbBv2ZGC2VI

Online and media sources for current events related to the course such as Euroactiv, media from EU countries, the Economist, the BBC

Metody výuky - angličtina
Poslední úprava: Pamela Danielle Cotte, M.A. (31.01.2024)

Lessons will be taught in person.

Lectures, readings and presentations will provide students with a knowledge base followed by participative activities such as analysis, discussion and debate, problem-solving, role plays and case studies.

Pairwork, groupwork and individual work will be used. Groupwork will be used to create an evidence-based policy solution, i.e. a policy paper and presentation of its findings. 

Sylabus - angličtina
Poslední úprava: Pamela Danielle Cotte, M.A. (31.01.2024)

As current events unfold and according to students’ interests, topics may be moved, removed or added.

 

The Lesson 1 and 5 questions are provided as examples of the types of questions that will serve as 

a base for presentations, discussions and analysis. Details are in the lesson plans and materials. 

 

Lesson 1

United in diversity

            Types of diversity

            What opportunities and challenges does diversity create?

            Is EU economic diversity a strength?

Lesson 2

            The EU as an economic entity: its institutions, competences, vision

Lesson 3

            Competitiveness, innovation, growth, regional disparities

Lesson 4

EU financial instruments and their effectiveness: cohesion funds, structural funds, CAP (agriculture), education and training, other  

Lesson 5

Economic integration and regulation; the Eurozone and Schengen; sovereignty and the subsidiary principle

                        To what extent does a single market exist?

                        Is more economic integration and regulation desirable? In what areas?

Lesson 6

            Post Covid challenges: inflation, growth, inequality and others

Lesson 7

            Energy independence and the green transition

Lesson 8

            Employment, demographics and the ageing population

Lesson 9

            The war in Ukraine from an economic perspective

Lesson 10

            Are former socialist countries different from an economic perspective?

Lesson 11 

            EU enlargement from an economic perspective         

Lesson 12

            Redistributive mechanisms 

Lesson 13

            EU strengths 

            Best practice and innovation to address economic challenges Diversity of models in the EU as a strength 

            Presentations of policy findings from group policy papers

 

            

 

 

 

 

 

 
Univerzita Karlova | Informační systém UK