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Assesment Pattern | |
At least two components for CIAs as decided by the concerned faculty. | |
Examination And Assesments | |
CIAs are composed of three components and carry 50% weightage CIA 1 and 3 are faculty-initiated ones, CIA 2 is the Mid-semester examination. End Semester Exam carries 50% weightage. | |
Department Overview: | |
Established in 1969, the Department of Economics has progressed into one of the most vibrant centres of learning economics in the country. The Department of Economics at the Central Campus offers four undergraduate Triple Major programmes and two post-graduate programmes. The Department functions under the School of Social Sciences, under the leadership of Dr. Tony Sam George, the Dean and Dr. Joshy K J, the Head of the Department. The Department has nineteen full time, permanent faculty members at the Central Campus who are highly specialised in different areas of the discipline. One of the highlights of the academic programmes is the emphasis on research-based curriculum and experiential learning. To ensure the holistic development of the students and to sustain the academic inventiveness of the faculty the department engages in numerous workshops, seminars, industry interfaces, faculty development programmes and student activities. | |
Mission Statement: | |
Vision- Achieving excellence, broadening horizons, building competencies and developing a sustainable education model through critical thinking, ethical groundedness and commitment to society. Mission- Preparing students to understand and resolve the multitude of challenges in the economy through relevant research-based education. We aim to educate our students to become successful professionals and socially responsible citizens who contribute positively to the socio-economic well-being. | |
Introduction to Program: | |
The MA Applied Economics programme of the Department of Economics in CHRIST (Deemed to be University) aims to form ethically well-grounded students with the ability for incisive reasoning, deep knowledge of economic theory and skill in empirical methodology. One of the highlights of the academic programmes is the emphasis on research-based curriculum and experiential learning. The Programme seeks to strike a sound balance between theory and application along with an interdisciplinary dimension without diminishing the focus on economics. This approach is meant to help students face the dynamic challenges in terms of the market and academics. In line with this approach the programme has a combination of papers related to economic theory, methodology and three streams of specialisations which, on the one hand meet the needs of corporate employment and on the other create the ability of applying economic theory to development problems of the world. More specifically students will be equipped to take up careers in academics, teaching, research, business consulting and analytics, civil society and activist organisations, the public sector, government services and international civil services. | |
Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate in-depth knowledge of the discipline of Economics and use its principles and theories to evaluate aspects of economic and social reality.PO2: Identify and critically examine the issues concerning economic, institutional and social structures by problematising and raising reflective questions for academic inquiry. PO3: Exhibit ability to independently carry out a research project using tools and skills acquired through research methodology, statistics, and econometrics. PO4: Demonstrate expertise in soft skills that will enable them to communicate effectively and engage with their peers, work spaces and community at large. PO5: Engage with societal problems through informed and active citizenry by undertaking field assignments and projects. PO6: Recognise and accept plurality of values and understand how individual choices have ethical and wellbeing implications for oneself and others. PO7: Work with environmental consciousness and gender sensitive values by critically engaging with theories and policy debates in the areas of environmental and gender concerns. PO8: Demonstrate employability skills acquired through skill based courses like Applied Econometrics, Financial Economics Business Analytics, SPSS and STATA, Advanced Excel and Field Internships. | |
MEC101 - BUSINESS ANALYTICS USING R (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The curriculum provides a framework through which students learn data analytics skills, expand their knowledge of Business Analytics, and gain a strategic perspective of the industry. The course is designed around the real-world integration of business disciplines. |
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Learning Outcome |
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CO1: Familiarise the data analysis tools CO2: Gain the basic knowledge of business analytics CO3: Gain strategic perspectives of the industry |
Unit-1 |
Teaching Hours:5 |
Big Data Management
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Big Data Management - Business Fundamentals - Data Collection - Data Visualization - Statistical Analysis - Text Analytics -Consumer Behavior and CRM - Data Mining | |
Unit-1 |
Teaching Hours:5 |
Big Data Management
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Big Data Management - Business Fundamentals - Data Collection - Data Visualization - Statistical Analysis - Text Analytics -Consumer Behavior and CRM - Data Mining | |
Unit-2 |
Teaching Hours:5 |
Customer Analytics
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What is Descriptive Analytics? - Descriptive Data Collection: Survey Overview - Descriptive Data Collection: Net Promoter Score and Self-Reports - Descriptive Data Collection: Survey Design - Passive Data Collection - Media Planning - Causal Data Collection and Summary | |
Unit-2 |
Teaching Hours:5 |
Customer Analytics
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What is Descriptive Analytics? - Descriptive Data Collection: Survey Overview - Descriptive Data Collection: Net Promoter Score and Self-Reports - Descriptive Data Collection: Survey Design - Passive Data Collection - Media Planning - Causal Data Collection and Summary | |
Unit-3 |
Teaching Hours:5 |
Operations Analytics
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The Newsvendor Problem - Comparing Decisions in Uncertain Settings - Simulating Uncertain Outcomes in Excel - Interpreting and Visualizing Simulation Output - Decision Trees - Using Simulation with Decision Trees - Using Optimization Together with Simulation. | |
Unit-3 |
Teaching Hours:5 |
Operations Analytics
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The Newsvendor Problem - Comparing Decisions in Uncertain Settings - Simulating Uncertain Outcomes in Excel - Interpreting and Visualizing Simulation Output - Decision Trees - Using Simulation with Decision Trees - Using Optimization Together with Simulation. | |
Unit-4 |
Teaching Hours:5 |
People Analytics
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Goals for the Course - Course Outline and Overview - People Analytics in Practice - Performance Evaluation: the Challenge of Noisy Data - Chance vs. Skill: the NFL Draft - Finding Persistence: Regression to the Mean - Extrapolating from Small Samples - The Wisdom of Crowds: Signal Independence - Process vs. Outcome - Summary of Performance Evaluation | |
Unit-4 |
Teaching Hours:5 |
People Analytics
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Goals for the Course - Course Outline and Overview - People Analytics in Practice - Performance Evaluation: the Challenge of Noisy Data - Chance vs. Skill: the NFL Draft - Finding Persistence: Regression to the Mean - Extrapolating from Small Samples - The Wisdom of Crowds: Signal Independence - Process vs. Outcome - Summary of Performance Evaluation | |
Unit-5 |
Teaching Hours:5 |
Accounting Analytics
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Earnings Management - Overview of Earnings Management - Revenue Recognition Red Flags: Revenue Before Cash Collection - Revenue Recognition Red Flags: Revenue After Cash Collection - Expense Recognition Red Flags: Capitalizing vs. Expensing - Expense Recognition Red Flags: Reserve Accounts and Write-Offs – prediction models | |
Unit-5 |
Teaching Hours:5 |
Accounting Analytics
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Earnings Management - Overview of Earnings Management - Revenue Recognition Red Flags: Revenue Before Cash Collection - Revenue Recognition Red Flags: Revenue After Cash Collection - Expense Recognition Red Flags: Capitalizing vs. Expensing - Expense Recognition Red Flags: Reserve Accounts and Write-Offs – prediction models | |
Unit-6 |
Teaching Hours:5 |
Awareness of Big Data and Hadoop
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Why is it relevant? The four V’s, Is Big Data= Hadoop?, Big Data and Cloud Computing, Generators of Big Data, Applications of Big Data | |
Unit-6 |
Teaching Hours:5 |
Awareness of Big Data and Hadoop
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Why is it relevant? The four V’s, Is Big Data= Hadoop?, Big Data and Cloud Computing, Generators of Big Data, Applications of Big Data | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Final practical exam for 50 marks | |
MEC131 - ADVANCED MICROECONOMIC THEORY AND APPLICATIONS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: MEC131 Advanced Microeconomics is an intensive course focusing on advanced topics in microeconomic theory and applications. The course covers the theory of consumer behaviour, theory of firms, game theory, general equilibrium, and welfare economics. Through rigorous theoretical discussions and practical examples, students will develop a deep understanding of microeconomic principles and their real-world implications. Objectives of the course: · To provide students with a strong theoretical foundation in microeconomic principles and theories, enabling them to understand and analyse economic behaviour at the individual, firm, and market levels. · To develop students' analytical skills, including the ability to critically evaluate economic concepts, models, and empirical evidence, and to apply them to real-world economic problems.
· To equip students with problem-solving abilities to analyse complex economic scenarios, formulate solutions, and evaluate the implications of alternative policy choices.
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Learning Outcome |
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CO 1: Students will demonstrate a deep theoretical understanding of microeconomic principles, including consumer behaviour, firm behaviour, market structures, game theory, general equilibrium, and welfare economics. CO 2: Students will develop strong analytical skills to analyse economic phenomena, evaluate economic theories, and assess their implications for market outcomes and welfare. CO 3: Students will acquire problem-solving abilities to identify and analyse complex economic problems, propose appropriate solutions, and evaluate the potential outcomes of alternative policy choices. CO 4: Students will gain proficiency in using mathematical and graphical tools to analyse economic data, derive meaningful insights, and communicate their findings effectively. |
Unit-1 |
Teaching Hours:15 |
Theory of Consumer Behaviour
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Choice of a representative consumer- Utility function: existence and characteristics; Budget sets; Demand functions; Income and substitution effects; Slutsky’s theorem: Indirect utility functions, Roy's Identity; Hicksian compensated demand functions; Expenditure functions; Substitutes and complements: gross and pure; Revealed preference. | |
Unit-1 |
Teaching Hours:15 |
Theory of Consumer Behaviour
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Choice of a representative consumer- Utility function: existence and characteristics; Budget sets; Demand functions; Income and substitution effects; Slutsky’s theorem: Indirect utility functions, Roy's Identity; Hicksian compensated demand functions; Expenditure functions; Substitutes and complements: gross and pure; Revealed preference. | |
Unit-2 |
Teaching Hours:15 |
Theory of Firms
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Characterizing perfect competition; Pricing and output under perfectly competitive markets; Monopoly markets: Pricing, discrimination; welfare costs; Monopolistic competition: Characteristics; Long run and short run behaviour; Oligopoly; choosing a strategy; Quantity leadership; price leadership; Simultaneous quantity setting; Collusion: Instability; Dominant firm; compensating variation; Price and output determination under monopsony and bilateral monopoly. | |
Unit-2 |
Teaching Hours:15 |
Theory of Firms
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Characterizing perfect competition; Pricing and output under perfectly competitive markets; Monopoly markets: Pricing, discrimination; welfare costs; Monopolistic competition: Characteristics; Long run and short run behaviour; Oligopoly; choosing a strategy; Quantity leadership; price leadership; Simultaneous quantity setting; Collusion: Instability; Dominant firm; compensating variation; Price and output determination under monopsony and bilateral monopoly. | |
Unit-3 |
Teaching Hours:15 |
Game Theory
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Games with perfect information-Strategic Games, Nash Equilibrium, Cornet and Bertrand Game; Mixed Strategy Equilibrium; Extensive Form Game with Perfect Information- Stackelberg Model of Duopoly, Buying Votes; Strategic Games with Imperfect Information- Bayesian Games, Cournot’s Duopoly with Imperfect Information, Signalling Games | |
Unit-3 |
Teaching Hours:15 |
Game Theory
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Games with perfect information-Strategic Games, Nash Equilibrium, Cornet and Bertrand Game; Mixed Strategy Equilibrium; Extensive Form Game with Perfect Information- Stackelberg Model of Duopoly, Buying Votes; Strategic Games with Imperfect Information- Bayesian Games, Cournot’s Duopoly with Imperfect Information, Signalling Games | |
Unit-4 |
Teaching Hours:7 |
General Equilibrium
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Partial and general equilibrium; Walrasian excess demand and input-output approaches to general equilibrium; General equilibrium theory in consumption and production, General equilibrium under uncertainty | |
Unit-4 |
Teaching Hours:7 |
General Equilibrium
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Partial and general equilibrium; Walrasian excess demand and input-output approaches to general equilibrium; General equilibrium theory in consumption and production, General equilibrium under uncertainty | |
Unit-5 |
Teaching Hours:8 |
Welfare Economics
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Pigovian welfare economics; Pareto optimal conditions; Value judgment; Social welfare function; Compensation principle; Inability to obtain optimum welfare–Imperfections, market failure, decreasing costs; Uncertainty and non–existent and incomplete markets; Theory of second-best –Arrow’s impossibility theorem, Rawl’s theory of Justice; Equity efficiency trade-off. | |
Unit-5 |
Teaching Hours:8 |
Welfare Economics
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Pigovian welfare economics; Pareto optimal conditions; Value judgment; Social welfare function; Compensation principle; Inability to obtain optimum welfare–Imperfections, market failure, decreasing costs; Uncertainty and non–existent and incomplete markets; Theory of second-best –Arrow’s impossibility theorem, Rawl’s theory of Justice; Equity efficiency trade-off. | |
Text Books And Reference Books: Henderson, J. M., & Quandt R. E., (2003). Microeconomic Theory: A Mathematical Approach, New Delhi: McGraw-Hill.
Koutsoyiannis, A., (1979). Modern Microeconomics. London: MacmillanPress.
(IGT) Martin Osborne, An Introduction to Game Theory, Oxford University Press, 2003 (Unit 3)
Kreps, David M., (1990). A Course in Microeconomic Theory. Princeton: Princeton University Press.
Mas-Colell, A., Whinston, M. D., & Green, J. R. (1995). Microeconomic theory (Vol. 1). New York: Oxford university press. | |
Essential Reading / Recommended Reading Sen, Anindya., (2007). Microeconomics: Theory and Applications. New Delhi: Oxford University Press.
Varian, Hal R., (2000). Microeconomic Analysis. New York: W.W. Norton & Company.
Varian, Hal R., (2010). Intermediate microeconomics: a modern approach. Vol. 6. New York: W.W. Norton & Company. | |
Evaluation Pattern CIA 1 - 10% CIA 2 (MSE) - 25% CIA 3 - 10% ESE - 50% Attendance - 5% | |
MEC132 - ADVANCED MACROECONOMIC THEORY AND POLICY (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course aims to acquaint students with the essential concepts and issues in modern macroeconomics, applicable both in theory and practice across the world. The first unit delves into the concepts of inflation, unemployment and productivity, exploring the interconnectedness between the key variables and provides policy insights to the students. Next unit introduces to the theories of money demand and interest rates, tracing its origin in the classical school, the unit further delves into the discussion on the interest rates and portfolio theories. The third unit focuses on business cycle theories and Post-Keynesian Economics. It helps the students to understand the theoretical foundation of macroeconomics and the contribution of different schools of thought to the further development of macroeconomics. In the fourth unit, a special attention is given to the real-business cycle and New-Keynesian economics. These modules would help students to critically evaluate the consequences of basic macroeconomic policy options under differing economic conditions within a business cycle. |
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Learning Outcome |
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CO1: Students will be able to strengthen the knowledge of important macroeconomic variables and their role in determining the equilibrium level of output and employment CO2: Students will be able to understand the role of factors influencing the capital inflows and outflows in an open economy model. CO3: Students will be able to understand the theoretical foundation of macroeconomics and the contribution of different schools of thought to the further development of macroeconomics. CO4: Students will be able to critically evaluate the consequences of basic macroeconomic policy options under differing economic conditions within a business cycle. |
Unit-1 |
Teaching Hours:15 |
Inflation, Unemployment and Productivity
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Development of macroeconomics-Classical dichotomy and monetary neutrality- Classical, Neo-classical and modern theories of inflation- Keynesian and monetarist views on inflation- Inflation in the static model-Wages, prices and productivity-The relation of wages to unemployment- Short run and long run Phillips curve and the policy implications- Modifications in Phillips curve- Natural rate of unemployment-Seigniorage and hyperinflation-disinflation. | |
Unit-1 |
Teaching Hours:15 |
Inflation, Unemployment and Productivity
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Development of macroeconomics-Classical dichotomy and monetary neutrality- Classical, Neo-classical and modern theories of inflation- Keynesian and monetarist views on inflation- Inflation in the static model-Wages, prices and productivity-The relation of wages to unemployment- Short run and long run Phillips curve and the policy implications- Modifications in Phillips curve- Natural rate of unemployment-Seigniorage and hyperinflation-disinflation. | |
Unit-2 |
Teaching Hours:15 |
Theories of Money Demand and Interest rates
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The Classical and Neoclassical views on holding money- Real and monetary theories of the rate of interest: liquidity preference and loanable funds theories of interest- The term structure of interest rates: Pure Expectations, Pure segmentation and Substitutability theories- Portfolio theories of demand for money- Baumol-Tobin approach to transaction demand for money- Tobin’s portfolio optimization approach- Friedman’s quantity theory of money. | |
Unit-2 |
Teaching Hours:15 |
Theories of Money Demand and Interest rates
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The Classical and Neoclassical views on holding money- Real and monetary theories of the rate of interest: liquidity preference and loanable funds theories of interest- The term structure of interest rates: Pure Expectations, Pure segmentation and Substitutability theories- Portfolio theories of demand for money- Baumol-Tobin approach to transaction demand for money- Tobin’s portfolio optimization approach- Friedman’s quantity theory of money. | |
Unit-3 |
Teaching Hours:15 |
Business Cycles, post Keynesian Macroeconomics
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Measurement, Endogenous theories (Hicks, Goodwin, Kaldor), Exogenous theories - Real Business Cycle Theories - Real Business Cycle School and inter temporal substitution of labour- Real Business Cycle theory- technology shocks- neutrality of money and flexibility of wages and prices- Real Business cycle view on great depression- The modern monetarism, major postulates- Keynesian policy framework- The New Classical macroeconomics- Stagflation trend-The Supply-Side economics- major implications. | |
Unit-3 |
Teaching Hours:15 |
Business Cycles, post Keynesian Macroeconomics
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Measurement, Endogenous theories (Hicks, Goodwin, Kaldor), Exogenous theories - Real Business Cycle Theories - Real Business Cycle School and inter temporal substitution of labour- Real Business Cycle theory- technology shocks- neutrality of money and flexibility of wages and prices- Real Business cycle view on great depression- The modern monetarism, major postulates- Keynesian policy framework- The New Classical macroeconomics- Stagflation trend-The Supply-Side economics- major implications. | |
Unit-4 |
Teaching Hours:16 |
Macroeconomics: Open Economy Issues
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Market for foreign exchange, devaluation and depreciation, real and nominal exchange rate, factors affecting exchange rate, Mundell-Fleming model, fixed versus floating exchange rate, price adjustment, role of fiscal and monetary policies under alternative exchange rate regimes, purchasing power parity concept. | |
Unit-4 |
Teaching Hours:16 |
Macroeconomics: Open Economy Issues
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Market for foreign exchange, devaluation and depreciation, real and nominal exchange rate, factors affecting exchange rate, Mundell-Fleming model, fixed versus floating exchange rate, price adjustment, role of fiscal and monetary policies under alternative exchange rate regimes, purchasing power parity concept. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA I : 20 Marks CIA II : 50 Marks (Mid Semester Examiniation) CIA III : 20 Marks ESE : 100 Marks | |
MEC133 - RESEARCH METHODOLOGY FOR APPLIED ECONOMICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course aims to provide basic ideas on how to think as a researcher, the various considerations involved in the practice of social research and how these relate to the strategy and design of research. |
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Learning Outcome |
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CO1: Gain skills to work independently, to plan and to carry out a small-scale research project in the discipline of Economics CO2: Identify the research strategies best suited for particular types of research questions and analysis CO3: Critically reflect upon issues of ethics and role of the researcher
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Unit-1 |
Teaching Hours:15 |
Introduction to research & research methods
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Ways of knowing and understanding the world and the research process - The nature of knowledge and theory - Philosophy of Social Science Research - Relevance of Social Science Research - Objectivity and Values in Social Sciences. | |
Unit-1 |
Teaching Hours:15 |
Introduction to research & research methods
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Ways of knowing and understanding the world and the research process - The nature of knowledge and theory - Philosophy of Social Science Research - Relevance of Social Science Research - Objectivity and Values in Social Sciences. | |
Unit-2 |
Teaching Hours:5 |
Logic of Scientific Investigation
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Theory Construction in Social Science Research - Approaches to Social Science and Managerial Research, Theoretical, Applied and Action Research - Ethical Issues in Research on Human or Social Subjects - Non-sexist approach in Social Sciences. | |
Unit-2 |
Teaching Hours:5 |
Logic of Scientific Investigation
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Theory Construction in Social Science Research - Approaches to Social Science and Managerial Research, Theoretical, Applied and Action Research - Ethical Issues in Research on Human or Social Subjects - Non-sexist approach in Social Sciences. | |
Unit-3 |
Teaching Hours:5 |
Research Design
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Review of Literature - Identification of Research Gaps and Research Needs - Identification, selection and formulation of research problem - Formulating Hypotheses/Propositions/Issues, conceptualizing research problem. | |
Unit-3 |
Teaching Hours:5 |
Research Design
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Review of Literature - Identification of Research Gaps and Research Needs - Identification, selection and formulation of research problem - Formulating Hypotheses/Propositions/Issues, conceptualizing research problem. | |
Unit-4 |
Teaching Hours:15 |
Overview of Social Science Methodology
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Uni-disciplinary, inter-disciplinary, multi-disciplinary methodologies - Quantitative Research Methods: An Overview - Qualitative Research Methods: An Overview - Historical Method - Case Study Method - Action Research - Monitoring and Evaluation - Triangulation (including/mixing Qualitative and Quantitative) Methods. | |
Unit-4 |
Teaching Hours:15 |
Overview of Social Science Methodology
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Uni-disciplinary, inter-disciplinary, multi-disciplinary methodologies - Quantitative Research Methods: An Overview - Qualitative Research Methods: An Overview - Historical Method - Case Study Method - Action Research - Monitoring and Evaluation - Triangulation (including/mixing Qualitative and Quantitative) Methods. | |
Unit-5 |
Teaching Hours:10 |
Information needs and use in social sciences
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Secondary Sources of Information: Using and Integrating secondary and primary information - Quantitative Data: Kinds and quality of Data, demography, labour force, agriculture, industry - Quantitative Data: Human resources, education, health, housing, employment, banking, rural data bas - Quantitative Data: Survey Reports, Research Studies, Historical Data Tools - Statistical Systems – International, National and Local: Objectivity, Reliability and Validity of Data - Surveys and Questionnaires: Questionnaire, Schedule Design and Construction, Sample Surveys, Survey Administration - Observation – Structured and unstructured, Recording and Interpretation of Observations, Ethnography -Interviews: Nature of the Interview Process - Structured and Unstructured Interviews, Focus Groups, Group Discussions. | |
Unit-5 |
Teaching Hours:10 |
Information needs and use in social sciences
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Secondary Sources of Information: Using and Integrating secondary and primary information - Quantitative Data: Kinds and quality of Data, demography, labour force, agriculture, industry - Quantitative Data: Human resources, education, health, housing, employment, banking, rural data bas - Quantitative Data: Survey Reports, Research Studies, Historical Data Tools - Statistical Systems – International, National and Local: Objectivity, Reliability and Validity of Data - Surveys and Questionnaires: Questionnaire, Schedule Design and Construction, Sample Surveys, Survey Administration - Observation – Structured and unstructured, Recording and Interpretation of Observations, Ethnography -Interviews: Nature of the Interview Process - Structured and Unstructured Interviews, Focus Groups, Group Discussions. | |
Unit-6 |
Teaching Hours:10 |
Analysis of Qualitative and Quantitative Data
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Choice of Statistical and Processing Techniques - Interpretative Narrative Methods - Theory of the Testing of Hypotheses - Presentation of Research Findings, Products of Research, Thesis Writing - Factors conducive to research utilization. | |
Unit-6 |
Teaching Hours:10 |
Analysis of Qualitative and Quantitative Data
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Choice of Statistical and Processing Techniques - Interpretative Narrative Methods - Theory of the Testing of Hypotheses - Presentation of Research Findings, Products of Research, Thesis Writing - Factors conducive to research utilization. | |
Text Books And Reference Books: Alan Bryman, Liam Foster, Luke Sloan and Tom Clark (2021). Bryman's Social Research Methods, Oxford University Press.
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 and CIA 3 for 20 marks each; Mid- semester exam for 50 marks and End semester exams for 100 marks. | |
MEC134 - STATISTICS FOR DATA ANALYSIS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The objective of the paper is to make students familiar with theory and application of statistical methods. This course covers the statistical foundations of data analysis including the statistical theory and its applications in Economics. In particular, this module broadly covers the descriptive statistics, theory of probability, statistical distributions, estimation and hypothesis testing, and non-parametric tests. |
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Learning Outcome |
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CO1: Possess a sound apprehension of the statistical concepts and theories CO2: Solve problems in Statistics described in the course. CO3: Have a sound understanding of the applicability of statistical concepts in economic analysis. CO4: Apply statistical tools in analyzing economic data and interpreting results with the help of Excel. |
Unit-1 |
Teaching Hours:10 |
Probability Theory
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Concept of probability, conditional probability and Bayes theorem, random variables discrete and continuous Excel-Introduction of data analysis package in Excel, Descriptive statistics, Correlation, Covariance
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Unit-1 |
Teaching Hours:10 |
Probability Theory
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Concept of probability, conditional probability and Bayes theorem, random variables discrete and continuous Excel-Introduction of data analysis package in Excel, Descriptive statistics, Correlation, Covariance
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Unit-2 |
Teaching Hours:10 |
Theory of Probability Distribution
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Discrete versus continuous distribution, uniform, binomial, negative binomial, Poisson, geometric and hyper-geometric, normal distribution Excel-Frequency Distribution and it’s diagrammatic presentation- Construction of frequency distribution – Histogram, Boxplot
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Unit-2 |
Teaching Hours:10 |
Theory of Probability Distribution
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Discrete versus continuous distribution, uniform, binomial, negative binomial, Poisson, geometric and hyper-geometric, normal distribution Excel-Frequency Distribution and it’s diagrammatic presentation- Construction of frequency distribution – Histogram, Boxplot
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Unit-3 |
Teaching Hours:10 |
Methods and Sampling distributions
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Simple random sampling: with and without replacement, stratified random sampling, probability and non-probability sampling, sampling distributions: Students-t, Chi-square and F-distribution, determinants of sample size Excel: Scatter Plots, Cross Tabulation, Pivot Table and Chart
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Unit-3 |
Teaching Hours:10 |
Methods and Sampling distributions
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Simple random sampling: with and without replacement, stratified random sampling, probability and non-probability sampling, sampling distributions: Students-t, Chi-square and F-distribution, determinants of sample size Excel: Scatter Plots, Cross Tabulation, Pivot Table and Chart
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Unit-4 |
Teaching Hours:15 |
Theory of Estimation
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Point and interval estimation, properties of good estimators: unbiasedness, consistency, efficiency, different methods of estimation, maximum likelihood and method of moment estimation, properties of maximum likelihood and method of moment estimators, confidence interval for unknown parameters | |
Unit-4 |
Teaching Hours:15 |
Theory of Estimation
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Point and interval estimation, properties of good estimators: unbiasedness, consistency, efficiency, different methods of estimation, maximum likelihood and method of moment estimation, properties of maximum likelihood and method of moment estimators, confidence interval for unknown parameters | |
Unit-5 |
Teaching Hours:15 |
Hypothesis Testing
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Statistical hypothesis, simple versus composite hypothesis, critical region, types and size of error type-I and type-II error, power of a test, application of hypothesis testing with known and unknown variances, Chi-square test for testing independence of two-classification criteria, test for correlation Excel-One-way ANOVA, Two-way ANOVA, F-test Two sample variance, One sample z test, One sample t-test, Paired t-test, Mann-Whitney U test, Kruskal Wallis test, Chi-Square- F test, Correlation Coefficient- Spearman’s Rank correlation.
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Unit-5 |
Teaching Hours:15 |
Hypothesis Testing
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Statistical hypothesis, simple versus composite hypothesis, critical region, types and size of error type-I and type-II error, power of a test, application of hypothesis testing with known and unknown variances, Chi-square test for testing independence of two-classification criteria, test for correlation Excel-One-way ANOVA, Two-way ANOVA, F-test Two sample variance, One sample z test, One sample t-test, Paired t-test, Mann-Whitney U test, Kruskal Wallis test, Chi-Square- F test, Correlation Coefficient- Spearman’s Rank correlation.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 - 20 MArks Mid Sem Exam - 50 Marks CIA 3 - 20 Marks End Sem Exam - 100 Marks | |
MEC141 - POPULATION STUDIES AND ANALYSIS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course delves into the fundamental aspects of population growth, examining theories and determinants such as fertility, migration, and mortality. Students will use advanced analytical techniques, including life tables and cohort component projection methods. Emphasis is placed on understanding population dynamics within developed and less developed contexts, focusing on India's demographic data sources, policy implications, and the interconnections between population, economy, and sustainable development. |
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Learning Outcome |
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CO1: Critically evaluate various theories of population growth to understand the associated dynamism in demographic change. CO2: Assess the demographic trends and structures using demographic data to analyze population change. CO3: Effectively interpret demographic data by understanding their relative merits and limitations. |
Unit-1 |
Teaching Hours:10 |
Introduction to Demography
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Meaning and scope of demography — Components of population growth and their interdependence — Theories of population — Malthus; Optimum theory of population; Theory of demographic transition.
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Unit-1 |
Teaching Hours:10 |
Introduction to Demography
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Meaning and scope of demography — Components of population growth and their interdependence — Theories of population — Malthus; Optimum theory of population; Theory of demographic transition.
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Unit-2 |
Teaching Hours:10 |
Population Change: Determinants and Techniques of Analysis
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Determinants –Fertility, Nuptiality, Migration and Mortality — Techniques — Life table —Construction and uses.
| |
Unit-2 |
Teaching Hours:10 |
Population Change: Determinants and Techniques of Analysis
|
|
Determinants –Fertility, Nuptiality, Migration and Mortality — Techniques — Life table —Construction and uses.
| |
Unit-3 |
Teaching Hours:20 |
Population: Structure and projection
|
|
Population trends — Population explosion — Growth, distribution, Pattern and structure in developed and less developed countries — Determinants and Demographic effects of sex and age structure, economic and social implications — Demographic Dividend — Demographic Models — Projections — Uses and techniques – Cohort Component Projection technique. | |
Unit-3 |
Teaching Hours:20 |
Population: Structure and projection
|
|
Population trends — Population explosion — Growth, distribution, Pattern and structure in developed and less developed countries — Determinants and Demographic effects of sex and age structure, economic and social implications — Demographic Dividend — Demographic Models — Projections — Uses and techniques – Cohort Component Projection technique. | |
Unit-4 |
Teaching Hours:10 |
Source of Demographic Data in India
|
|
Study of the census in India— History of Census in India — Nature of information — National Family Health Survey (NFHS) and District Level Household Survey(DLHS) — their relative merits and demerits. | |
Unit-4 |
Teaching Hours:10 |
Source of Demographic Data in India
|
|
Study of the census in India— History of Census in India — Nature of information — National Family Health Survey (NFHS) and District Level Household Survey(DLHS) — their relative merits and demerits. | |
Unit-5 |
Teaching Hours:10 |
Population and Development with reference to India
|
|
Population policy in India — Population, economy and environment linkages – population and human development issues – Population and Sustainable Development Goals (SDG); urbanization – Population Aging — Skewed sex ratio in India. | |
Unit-5 |
Teaching Hours:10 |
Population and Development with reference to India
|
|
Population policy in India — Population, economy and environment linkages – population and human development issues – Population and Sustainable Development Goals (SDG); urbanization – Population Aging — Skewed sex ratio in India. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 Mid-Term CIA 2 Final Exam | |
MEC142 - AGRICULTURAL ECONOMICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course aims to deepen students' understanding of how economic theory can be applied to policy problems of the agricultural sector; the course is structured based on three stages of Agricultural Production, namely Pre-production, Production and Post Production, so that the students get an overall understanding of the agricultural issues and policy thereof. |
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Learning Outcome |
|
CO1: Sensitize the overall development and engine of growth in agriculture. CO2: Make them aware of the availability of rich data in agricultural development. With this knowledge, they can challenge the problems of unemployment, inequality, shortage of food production, poverty, and be useful to compete advanced agricultural economies
CO3: Gain deep knowledge of the causes of regional variations in productivity and production, social and economic inequality, size of land holdings and lack of quality inputs, etc.
|
Unit-1 |
Teaching Hours:9 |
Introduction
|
|
Agricultural Economics: meaning, nature and scope; History and Development; Contribution; Basic Theories | |
Unit-1 |
Teaching Hours:9 |
Introduction
|
|
Agricultural Economics: meaning, nature and scope; History and Development; Contribution; Basic Theories | |
Unit-2 |
Teaching Hours:9 |
Pre-Production and Input Economics
|
|
Issues related to Land; Water; Energy; Seed; Fertilizers; Nexus issues; Credit; Indebtedness; Subsidies; Insurance, and Capital formation; Research, Education and Extension. | |
Unit-2 |
Teaching Hours:9 |
Pre-Production and Input Economics
|
|
Issues related to Land; Water; Energy; Seed; Fertilizers; Nexus issues; Credit; Indebtedness; Subsidies; Insurance, and Capital formation; Research, Education and Extension. | |
Unit-3 |
Teaching Hours:9 |
Crop Production and Rural Structures
|
|
Meaning of cropping pattern; changes in cropping pattern; crop production and productivity; changes in the labour and wages dynamics in the agricultural sector; livestock economy Non-farm Sector; Role of Technologies
| |
Unit-3 |
Teaching Hours:9 |
Crop Production and Rural Structures
|
|
Meaning of cropping pattern; changes in cropping pattern; crop production and productivity; changes in the labour and wages dynamics in the agricultural sector; livestock economy Non-farm Sector; Role of Technologies
| |
Unit-4 |
Teaching Hours:13 |
Post-Production, Marketing and Pricing Strategies
|
|
Cost of Cultivation and CACP; Pricing; Income; Issues in Marketing and its Channels; Value Addition and Processing. | |
Unit-4 |
Teaching Hours:13 |
Post-Production, Marketing and Pricing Strategies
|
|
Cost of Cultivation and CACP; Pricing; Income; Issues in Marketing and its Channels; Value Addition and Processing. | |
Unit-5 |
Teaching Hours:9 |
Agriculture in an Interdependent World
|
|
WTO, Negotiations and Agreements; Trade and International Relations; Problems of Agricultural Subsidies; Patents; Agricultural Exports: Quantitative Restrictions (QRs) and Non-Tariff Barriers | |
Unit-5 |
Teaching Hours:9 |
Agriculture in an Interdependent World
|
|
WTO, Negotiations and Agreements; Trade and International Relations; Problems of Agricultural Subsidies; Patents; Agricultural Exports: Quantitative Restrictions (QRs) and Non-Tariff Barriers | |
Unit-6 |
Teaching Hours:11 |
Emerging Issues in Agriculture
|
|
Sustainable Agriculture; Climate Change and Issues; Organic, Zero Budget, Climate Smart and Precision Farming; Law and Policies, Best Practices in Agriculture from around the World; Hunger and Malnutrition; Food and Nutritional Security.
| |
Unit-6 |
Teaching Hours:11 |
Emerging Issues in Agriculture
|
|
Sustainable Agriculture; Climate Change and Issues; Organic, Zero Budget, Climate Smart and Precision Farming; Law and Policies, Best Practices in Agriculture from around the World; Hunger and Malnutrition; Food and Nutritional Security.
| |
Unit-7 |
Teaching Hours:11 |
Database on Indian Agriculture
|
|
Introduction to Crop area and Production Statistics; Agricultural Census; Land Use Statistics; Cost of Cultivation; Livestock Census; National Income Statistics; Foreign Trade; Agricultural Development Index; Labour Statistics; Credit Data Base; State Accounts | |
Unit-7 |
Teaching Hours:11 |
Database on Indian Agriculture
|
|
Introduction to Crop area and Production Statistics; Agricultural Census; Land Use Statistics; Cost of Cultivation; Livestock Census; National Income Statistics; Foreign Trade; Agricultural Development Index; Labour Statistics; Credit Data Base; State Accounts | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1- 20 marks based on the criteria specified in the course plan CIA 2- 20 marks based on the criteria specified in the course plan
End semester examination-100 marks | |
MEC143 - POLITICAL ECONOMY (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description and Objectives: This elective provides a political-economy foundation to the MA programme ahead. It lays out the broad themes, concepts, perspectives, and ideologies of contemporary economic development, and alongside provides numerical data and qualitative evidence. This elective also paves the way for further interdisciplinary (sociological, historical, and political) reflections on economic development and the current economic condition in India in terms of land, labour, capital, poverty, inequality, and economic sectors. The elective ends with questions of rights, justice, and aspiration.
|
|
Learning Outcome |
|
CO1: To introduce the broad ideologies and concepts around political economy CO2: To familiarise the student with the political-economy foundations of the present economic condition CO3: To lay out the contemporary economic condition by factor and by sector |
Unit-1 |
Teaching Hours:10 |
Introduction: Political Economy Foundations of Economic Development
|
|
The Sustainable Development Goals. State, Market, and Society. Competing imaginations of development in our time | |
Unit-1 |
Teaching Hours:10 |
Introduction: Political Economy Foundations of Economic Development
|
|
The Sustainable Development Goals. State, Market, and Society. Competing imaginations of development in our time | |
Unit-2 |
Teaching Hours:10 |
Dominant Theories and Ideologies in Political Economy
|
|
Classical and Neoclassical. Industrial capitalism. Marx. The post-war welfare state. Contemporary neoliberalism | |
Unit-2 |
Teaching Hours:10 |
Dominant Theories and Ideologies in Political Economy
|
|
Classical and Neoclassical. Industrial capitalism. Marx. The post-war welfare state. Contemporary neoliberalism | |
Unit-3 |
Teaching Hours:10 |
Socio-Economic Foundations
|
|
1. Caste. Class. Gender | |
Unit-3 |
Teaching Hours:10 |
Socio-Economic Foundations
|
|
1. Caste. Class. Gender | |
Unit-4 |
Teaching Hours:6 |
Political Economy of Contemporary India I
|
|
The 1991 Reforms. Contemporary capitalism in India. The informal economy. Labour informality. | |
Unit-4 |
Teaching Hours:6 |
Political Economy of Contemporary India I
|
|
The 1991 Reforms. Contemporary capitalism in India. The informal economy. Labour informality. | |
Unit-5 |
Teaching Hours:12 |
Political Economy of Contemporary India II
|
|
Land. Environment. Agriculture sector. Industry sector. Emerging sectors
| |
Unit-5 |
Teaching Hours:12 |
Political Economy of Contemporary India II
|
|
Land. Environment. Agriculture sector. Industry sector. Emerging sectors
| |
Unit-6 |
Teaching Hours:6 |
Human Development
|
|
Poverty and inequality. Political economy of human development in India.
| |
Unit-6 |
Teaching Hours:6 |
Human Development
|
|
Poverty and inequality. Political economy of human development in India.
| |
Unit-7 |
Teaching Hours:6 |
Some Thoughts to take you Further
|
|
Rights based approach. Aspiration. Justice, human rights, and other institutions | |
Unit-7 |
Teaching Hours:6 |
Some Thoughts to take you Further
|
|
Rights based approach. Aspiration. Justice, human rights, and other institutions | |
Text Books And Reference Books: Kaushik Basu Beyond the Invisible Hand Pranab Bardhan The Political Economy of Development in India Hahnel, Robin. (2002), The ABCs of Political Economy – A Modern Approach, Pluto Press. Sukhdeo Thorat and Newman, K.S. Blocked by Caste: Economic Discrimination in Modern India R Nagaraj From Intermediate Regime to Crony Capitalism Shashi Ratnakar Singh Political Economy of Land Acquisition and Resource Development in India Pranab Bardhan Economic Reforms, Poverty, and Inequality in China and India Sakiko Fukuda-Parr Human Rights and Human Development | |
Essential Reading / Recommended Reading According to faculty recommendations | |
Evaluation Pattern CIA 1: Test or Assignment - 10%. CIA 2: Midsemester Examination - 25% CIA 3: Test or Assignment - 10% End Semester Examination - 50% Attendance - 5% | |
MEC201 - BUSINESS ANALYTICS USING PYTHON (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
The objective of the course is to appoint students with open-access software for data analysis. This course covers the usage of Python for data analysis. Students will be appointed with hands-on training on data processing, data visualization, statistics and econometrics analysis, and interpretation. |
|
Learning Outcome |
|
CO1: Use Python to understand economic data and provide meaningful economic analysis of this data through data processing, data visualization, statistics and econometrics analysis, Analytical tasks, Fundamental tasks, and techniques. CO2: Give insightful solutions to the market research problem. |
Unit-1 |
Teaching Hours:4 |
|||||||||
Introduction to Analytics and Python
|
||||||||||
Introduction to business analytics, Types of Business Analytics solution, Examples, Components of Business Analytics, Business Analytics Process, Types Analytics problems, Supervised learning, Unsupervised learning, Introduction to Python, Python installation, arithmetic functions | ||||||||||
Unit-1 |
Teaching Hours:4 |
|||||||||
Introduction to Analytics and Python
|
||||||||||
Introduction to business analytics, Types of Business Analytics solution, Examples, Components of Business Analytics, Business Analytics Process, Types Analytics problems, Supervised learning, Unsupervised learning, Introduction to Python, Python installation, arithmetic functions | ||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||
Descriptive Statistics using Python, Data Preprocessing, Data Visualization
|
||||||||||
Statistics, analytics, data set, measures of central tendency, Measure of Variation or Spread, graph-pie, bar, histogram, box plot, graph by groups, Missing value replenishment, merging data files, Appending the data files, Transformation or normalization, Random Sampling, data visualization, pair plot. | ||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||
Descriptive Statistics using Python, Data Preprocessing, Data Visualization
|
||||||||||
Statistics, analytics, data set, measures of central tendency, Measure of Variation or Spread, graph-pie, bar, histogram, box plot, graph by groups, Missing value replenishment, merging data files, Appending the data files, Transformation or normalization, Random Sampling, data visualization, pair plot. | ||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||
Test of Hypothesis, Normality Test, Analysis of Variance, Cross Tabulation & Chi-Square Test, Correlation
|
||||||||||
Basic concepts of hypothesis testing, one-sample t-test, To Test Two Means are Equal, two-sample t-test, Paired t-test, Normality test-1. Quantile – Quantile (Q- Q) plot, 2. Shapiro – Wilk test, ANOVA, Cross Tabulation, Chi-Square Test, Correlation. | ||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||
Test of Hypothesis, Normality Test, Analysis of Variance, Cross Tabulation & Chi-Square Test, Correlation
|
||||||||||
Basic concepts of hypothesis testing, one-sample t-test, To Test Two Means are Equal, two-sample t-test, Paired t-test, Normality test-1. Quantile – Quantile (Q- Q) plot, 2. Shapiro – Wilk test, ANOVA, Cross Tabulation, Chi-Square Test, Correlation. | ||||||||||
Unit-4 |
Teaching Hours:5 |
|||||||||
Linear Regression, Dummy Variable Regression, Binary Logistic Regression
|
||||||||||
Simple Linear Regression Illustration, Multiple Linear Regression, Residual Analysis, Regression with dummy variables, Logistic Regression | ||||||||||
Unit-4 |
Teaching Hours:5 |
|||||||||
Linear Regression, Dummy Variable Regression, Binary Logistic Regression
|
||||||||||
Simple Linear Regression Illustration, Multiple Linear Regression, Residual Analysis, Regression with dummy variables, Logistic Regression | ||||||||||
Unit-5 |
Teaching Hours:5 |
|||||||||
Factor Analysis, Cluster Analysis
|
||||||||||
Introduction to multivariate analysis, Latent variable Models; Linear Single Factor model; General linear factor model; Choice of factors; Rotations; Factor Analysis for Binary Data; Factor analysis for ordered categorical data; methods in cluster analysis; graphical representations; distance matrix; clustering variables; summary. | ||||||||||
Unit-5 |
Teaching Hours:5 |
|||||||||
Factor Analysis, Cluster Analysis
|
||||||||||
Introduction to multivariate analysis, Latent variable Models; Linear Single Factor model; General linear factor model; Choice of factors; Rotations; Factor Analysis for Binary Data; Factor analysis for ordered categorical data; methods in cluster analysis; graphical representations; distance matrix; clustering variables; summary. | ||||||||||
Text Books And Reference Books: William McKinney (2017). Python for Data Analysis: Data Wrangling with Pandas, NumPy, and IPython, 2nd Edition. | ||||||||||
Essential Reading / Recommended Reading Statistics - Freedman, Pisani & Purves Introduction to Statistical Learning with Applications in R - James, Witten, Hastie & Tibshirani Elements of Statistical Learning: Data Mining, Inference & Prediction - Hastie, Tibshirani & Friedman Statistical Learning from a Regression Perspective - Berk Pattern Recognition and Machine Learning - Bishop | ||||||||||
Evaluation Pattern
| ||||||||||
MEC231 - HISTORY OF ECONOMIC THOUGHT (2024 Batch) | ||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||
Max Marks:100 |
Credits:4 |
|||||||||
Course Objectives/Course Description |
||||||||||
1. Knowledge of the famous thinkers and their thoughts that form the basis of current practices and policies. 2. Understand that knowledge is created by the successive building of ideas on earlier ones. 3. Understanding of how most of the theoretical concepts in economics and policy today have their roots in ideas born centuries before. |
||||||||||
Learning Outcome |
||||||||||
CO 1: Trace the evolution of ideas in economic thought. CO 2: Connect the ideas in economic thought to current policy and practice. |
Unit-1 |
Teaching Hours:12 |
Introduction and Pre-Classical Thought
|
|
Introductory Indian and Chinese Economic thought – Chanakya on tax administration, Chinese on Civil Administration and Agriculture. Mercantilist thinking: Factors responsible for the growth of Mercantilist thought and major ideas. Physiocracy – factors responsible for the growth of Physiocracy, major economic ideas with special reference to Quesnay (origin of the circular flow and macroeconomic identity – Economic Table) | |
Unit-1 |
Teaching Hours:12 |
Introduction and Pre-Classical Thought
|
|
Introductory Indian and Chinese Economic thought – Chanakya on tax administration, Chinese on Civil Administration and Agriculture. Mercantilist thinking: Factors responsible for the growth of Mercantilist thought and major ideas. Physiocracy – factors responsible for the growth of Physiocracy, major economic ideas with special reference to Quesnay (origin of the circular flow and macroeconomic identity – Economic Table) | |
Unit-2 |
Teaching Hours:12 |
Classical Thoughts
|
|
Classical Thought: Smith on value, division of labour, public finance, institutionalism. Malthus on population and theory of gluts. Ricardo on rent, value, and comparative advantage. Mill – fundamental doctrines, including static state. Frederick List – German criticism of classism. | |
Unit-2 |
Teaching Hours:12 |
Classical Thoughts
|
|
Classical Thought: Smith on value, division of labour, public finance, institutionalism. Malthus on population and theory of gluts. Ricardo on rent, value, and comparative advantage. Mill – fundamental doctrines, including static state. Frederick List – German criticism of classism. | |
Unit-3 |
Teaching Hours:12 |
Socialist Thought
|
|
Marx (historical materialism, dialectics, surplus value, capitalist appropriation), post Marxists. Fabian socialists - Robert Owen
| |
Unit-3 |
Teaching Hours:12 |
Socialist Thought
|
|
Marx (historical materialism, dialectics, surplus value, capitalist appropriation), post Marxists. Fabian socialists - Robert Owen
| |
Unit-4 |
Teaching Hours:12 |
Neoclassical Thought
|
|
Marginalist school: Bohm Bawerk and the origins of marginalism. Walras: general equilibrium. Marshall: economic statics and notion of equilibrium. Edgeworth: 2 x 2 model. | |
Unit-4 |
Teaching Hours:12 |
Neoclassical Thought
|
|
Marginalist school: Bohm Bawerk and the origins of marginalism. Walras: general equilibrium. Marshall: economic statics and notion of equilibrium. Edgeworth: 2 x 2 model. | |
Unit-5 |
Teaching Hours:12 |
Modern Economic Thinkers
|
|
Modern economic thinkers-Keynes - Monetary equation, General Theory, liquidity preference- Schumpeter - creative destruction, business cycles; Market Forms: E F Chamberlain and Joan Robinson; Rawls - justice, Sen - capability approach. | |
Unit-5 |
Teaching Hours:12 |
Modern Economic Thinkers
|
|
Modern economic thinkers-Keynes - Monetary equation, General Theory, liquidity preference- Schumpeter - creative destruction, business cycles; Market Forms: E F Chamberlain and Joan Robinson; Rawls - justice, Sen - capability approach. | |
Text Books And Reference Books: 1. Clarke, J. B. The History of Economic Thought. 2. Haney, Lewis H. (1977). History of Economic Thought. New Delhi: Surjeet Publications. 3. Gide, Charles and Rist, Charles, (2007, Indian Reprint). A History of Economic Doctrines. New Delhi: Surjeet Publications | |
Essential Reading / Recommended Reading 1. Heilbroner, Robert L. (1999). The Worldly Philosophers - The Lives, Times, and Idea of the Great Economic Thinkers. Simon and Shuster. 2. Roll, Eric. (1940). A History of Economic Thought. Feber and Feber. 3. Screpanti, Ernesto &Zamagni, Stefano. (2006). An Outline of the History of Economic Thought. First Indian Edition, Oxford University Press. 4. Taylor, Overton, H. A. (1960). A History of Economic Thought. McGraw – Hill | |
Evaluation Pattern CIA 1: 10% CIA 2 (MSE): 25% CIA 3: 10% ESE: 50% Attendance: 5% | |
MEC232 - APPLIED FINANCIAL ECONOMICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Financial economics is the branch of economics concerned with the working of financial markets, such as the stock market and the finances of companies. The course focuses equally on the theoretical framework as well as the practical aspects of the functioning of financial markets. The course is intended to provide an in-depth understanding of the operational issues of the capital and debt market network along with its regulatory framework.
|
|
Learning Outcome |
|
CO1: Compare investment alternatives on key investment attributes. CO2: Apply compounding and discounting formulae to various situations in finance. CO3: Deliberate the implications of the efficient market hypothesis for investment analysis. CO4: Discuss the return generating process and the equilibrium risk-return relationship according to the capital asset pricing model and arbitrage pricing theory. CO5: Calculate the intrinsic value of a stock using the zero-growth model, the constant growth model, the two-stage growth model, and the H model. CO6: Estimate the price of a bond and calculate various measures of bond yield. CO7: Distinguish technical analysis from fundamental analysis. |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
Return and Risk: Historical and Expected; Time Value of Money: Future and Present Value Methods; Newman – Morgenstern Utility Index and Application; Buying and Selling Securities: Oder Size, Time Limit, Types of Orders, Margin Accounts; Financial Markets: Equity Market, Debt Market, Money Market and Derivative Market; Mutual Funds: Open-ended Schemes Versus Closed-ended Schemes; Regulations of Financial Markets in India. | |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
Return and Risk: Historical and Expected; Time Value of Money: Future and Present Value Methods; Newman – Morgenstern Utility Index and Application; Buying and Selling Securities: Oder Size, Time Limit, Types of Orders, Margin Accounts; Financial Markets: Equity Market, Debt Market, Money Market and Derivative Market; Mutual Funds: Open-ended Schemes Versus Closed-ended Schemes; Regulations of Financial Markets in India. | |
Unit-2 |
Teaching Hours:5 |
Efficient Markets, Investment Value and Market Price
|
|
Fama’s Formulation of Efficient Market Model; Security Price and Random Walk; Testing for Market Efficiency: Event Studies, Looking for Pattern, Examining the Performance; Criticisms and Empirics; Introduction to Behavioral Finance. | |
Unit-2 |
Teaching Hours:5 |
Efficient Markets, Investment Value and Market Price
|
|
Fama’s Formulation of Efficient Market Model; Security Price and Random Walk; Testing for Market Efficiency: Event Studies, Looking for Pattern, Examining the Performance; Criticisms and Empirics; Introduction to Behavioral Finance. | |
Unit-3 |
Teaching Hours:10 |
Portfolio Analysis
|
|
Efficient Set Theorem: Feasible Set, Selection of Optimal Portfolio; Concavity of Efficient Set; The Market Model: Random Error Terms, Graphical Representation, Beta, Actual Returns; Diversification; Markowitz’s Portfolio Approach; New Portfolio Theory; Capital Asset Pricing Model; Arbitrage Pricing Theory; Multi-factor Model; Equity Premium Puzzle; Portfolio Revision. | |
Unit-3 |
Teaching Hours:10 |
Portfolio Analysis
|
|
Efficient Set Theorem: Feasible Set, Selection of Optimal Portfolio; Concavity of Efficient Set; The Market Model: Random Error Terms, Graphical Representation, Beta, Actual Returns; Diversification; Markowitz’s Portfolio Approach; New Portfolio Theory; Capital Asset Pricing Model; Arbitrage Pricing Theory; Multi-factor Model; Equity Premium Puzzle; Portfolio Revision. | |
Unit-4 |
Teaching Hours:10 |
The Valuation of Fixed Income Securities
|
|
Bond Attributes; Bond Prices; Bond Pricing Theorems; Bond Yields: Current Yield, Yield to Maturity, Yield to Call, Realized Yield to Maturity; Risks in Bonds; The Yield Curve; Determinants of Yield Spreads; Bond Portfolio Management: The Passive and Active Strategies. | |
Unit-4 |
Teaching Hours:10 |
The Valuation of Fixed Income Securities
|
|
Bond Attributes; Bond Prices; Bond Pricing Theorems; Bond Yields: Current Yield, Yield to Maturity, Yield to Call, Realized Yield to Maturity; Risks in Bonds; The Yield Curve; Determinants of Yield Spreads; Bond Portfolio Management: The Passive and Active Strategies. | |
Unit-5 |
Teaching Hours:10 |
The Valuation of Equity
|
|
Types of Equity Shares; Free Float Market Capitalization: Sensex and Nifty; Valuation of Preference Shares; Balance Sheet Valuation: Book Value, Liquidation Value, Tobin’s q; Dividend Discount Model: Single and Multi-Period Valuation Models, Zero Growth Model, Constant Growth Model, Two-Stage Growth Model, H-Model; Free Cash Flow Model; Earnings Multiplier Approach; Earnings-Price Ratio, Expected Return and Growth; Forecasting the Aggregate Stock Market Returns. | |
Unit-5 |
Teaching Hours:10 |
The Valuation of Equity
|
|
Types of Equity Shares; Free Float Market Capitalization: Sensex and Nifty; Valuation of Preference Shares; Balance Sheet Valuation: Book Value, Liquidation Value, Tobin’s q; Dividend Discount Model: Single and Multi-Period Valuation Models, Zero Growth Model, Constant Growth Model, Two-Stage Growth Model, H-Model; Free Cash Flow Model; Earnings Multiplier Approach; Earnings-Price Ratio, Expected Return and Growth; Forecasting the Aggregate Stock Market Returns. | |
Unit-6 |
Teaching Hours:8 |
Fundamental and Technical Analysis
|
|
Fundamental Analysis - Top-Down versus Bottom-up Forecasting; Probabilistic Forecasting; Econometric Models; Company Background; Review of Accounts Statements; Ratio Analysis. Technical Analysis - Dow Theory and its Tenets; Charts: Point and Figure Chart, Line Chart, Candlestick Chart, Bar Chart; Chart Patterns; Trend Analysis; Moving Averages; Limitations of Technical Analysis. | |
Unit-6 |
Teaching Hours:8 |
Fundamental and Technical Analysis
|
|
Fundamental Analysis - Top-Down versus Bottom-up Forecasting; Probabilistic Forecasting; Econometric Models; Company Background; Review of Accounts Statements; Ratio Analysis. Technical Analysis - Dow Theory and its Tenets; Charts: Point and Figure Chart, Line Chart, Candlestick Chart, Bar Chart; Chart Patterns; Trend Analysis; Moving Averages; Limitations of Technical Analysis. | |
Unit-7 |
Teaching Hours:7 |
Financial Derivative Market
|
|
Options and Futures; Pricing of Options: Black-Scholes Model and Binomial Option, Pricing Model; Pricing of Futures. | |
Unit-7 |
Teaching Hours:7 |
Financial Derivative Market
|
|
Options and Futures; Pricing of Options: Black-Scholes Model and Binomial Option, Pricing Model; Pricing of Futures. | |
Text Books And Reference Books: Donald E. Fischer and Ronald J. Jordan, Security Analysis and Portfolio Management, Prentice Hall India, latest edition. Prasanna Chandra (2017), Investment Analysis and Portfolio Management, Tata McGraw Hill Education Private Limited, New Delhi, 5th Edition. William Sharpe, Gordon Alexander and Jeffery Bailey (2003), Investments, Prentice Hall of India, 6th Edition.
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 and CIA 3 each carry 20 marks; CIA 2 (Mid-semester examination) is for 50 marks, and the final examination carries 100 marks. | |
MEC233 - ADVANCED MATHEMATICAL ECONOMICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Learning Outcome |
|
CO1: Exhibit knowledge of mathematical tools required for the further studies in economic theory.
CO2: Use and explain the underlying principles, terminology, methods, techniques and conventions used in the subject
CO3: Develop an understanding of optimization techniques used in economic theory.
|
Unit-1 |
Teaching Hours:15 |
INTRODUCTION TO MATHEMATICAL ECONOMICS - EQUILIBRIUM (OR STATIC) ANALYSIS
|
|
Equilibrium analysis in Economics - Definition of equilibrium - Solution of equilibrium - Single vs. multiple equilibrium - Partial vs. general equilibrium; Change in market equilibrium due to specific and ad-valorem tax and subsidy, computation of dead-weight loss in market equilibrium; Application: single vs. multiple commodity markets; Linear Models and Matrix Algebra - Matrix algebra - Determinants - Inverse - Cramer’s rule - Quadratic Forms Applications: Input-Output Static Model using matrix algebra- determination of gross output, Simon-Hawkins Condition;Application of Nonlinear systems- Jacobian Determinant and Comparative static analysis-IS-LM Model | |
Unit-1 |
Teaching Hours:15 |
INTRODUCTION TO MATHEMATICAL ECONOMICS - EQUILIBRIUM (OR STATIC) ANALYSIS
|
|
Equilibrium analysis in Economics - Definition of equilibrium - Solution of equilibrium - Single vs. multiple equilibrium - Partial vs. general equilibrium; Change in market equilibrium due to specific and ad-valorem tax and subsidy, computation of dead-weight loss in market equilibrium; Application: single vs. multiple commodity markets; Linear Models and Matrix Algebra - Matrix algebra - Determinants - Inverse - Cramer’s rule - Quadratic Forms Applications: Input-Output Static Model using matrix algebra- determination of gross output, Simon-Hawkins Condition;Application of Nonlinear systems- Jacobian Determinant and Comparative static analysis-IS-LM Model | |
Unit-2 |
Teaching Hours:5 |
INTEGRATION
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Areas under curve -Derivation of Marginal Revenue to Total Revenue, Marginal Cost to Total Cost, Investment and Time Path; Definite and indefinite Integration - Application - Consumer Surplus and Producer Surplus | |
Unit-2 |
Teaching Hours:5 |
INTEGRATION
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Areas under curve -Derivation of Marginal Revenue to Total Revenue, Marginal Cost to Total Cost, Investment and Time Path; Definite and indefinite Integration - Application - Consumer Surplus and Producer Surplus | |
Unit-3 |
Teaching Hours:13 |
UNCONSTRAINED OPTIMIZATION
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Concavity, Convexity, Quasiconcavity, Quasiconvexity Optimization of functions of one variable - Main concepts - First-order conditions - Second-order conditions (sufficient conditions) Applications: Profit maximization (one product) under: - perfect competition - derivation of firm’s supply curve and industry (aggregate) supply curve under perfect competition-identical costs and non-identical costs; monopoly. – Monopolistic – Oligopoly (Collusive and Non-Collusive Oligopoly Models - Joint profit maximization under cartel; Cournot model, Stackelberg model) Optimization of functions of more than one variable - The differential version of optimization conditions - Extreme values of function of two variables and comparative static aspect of optimization Application: Profit maximization (two products) under perfect competition - extreme values of function of n variables. Applications: i) Monopolist selling in segmented markets | |
Unit-3 |
Teaching Hours:13 |
UNCONSTRAINED OPTIMIZATION
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|
Concavity, Convexity, Quasiconcavity, Quasiconvexity Optimization of functions of one variable - Main concepts - First-order conditions - Second-order conditions (sufficient conditions) Applications: Profit maximization (one product) under: - perfect competition - derivation of firm’s supply curve and industry (aggregate) supply curve under perfect competition-identical costs and non-identical costs; monopoly. – Monopolistic – Oligopoly (Collusive and Non-Collusive Oligopoly Models - Joint profit maximization under cartel; Cournot model, Stackelberg model) Optimization of functions of more than one variable - The differential version of optimization conditions - Extreme values of function of two variables and comparative static aspect of optimization Application: Profit maximization (two products) under perfect competition - extreme values of function of n variables. Applications: i) Monopolist selling in segmented markets | |
Unit-4 |
Teaching Hours:15 |
CONSTRAINED OPTIMIZATION PROBLEMS
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Two variables, one constraint-Lagrange-multiplier method-First order conditions-Second order conditions, Hessian Border Condition; Applications: Utility maximization; Production Functions and Its applications | |
Unit-4 |
Teaching Hours:15 |
CONSTRAINED OPTIMIZATION PROBLEMS
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Two variables, one constraint-Lagrange-multiplier method-First order conditions-Second order conditions, Hessian Border Condition; Applications: Utility maximization; Production Functions and Its applications | |
Unit-5 |
Teaching Hours:12 |
DIFFERENCE AND DIFFERENTIAL EQUATIONS AND ECONOMIC APPLICATIONS
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|
First-order linear difference equations - Second-order difference equations;Samuelson multiplier-acceleration interaction model; First-order differential equations - Second-order differential equations Application: Cobweb Market Model, Dynamic stability of Market price | |
Unit-5 |
Teaching Hours:12 |
DIFFERENCE AND DIFFERENTIAL EQUATIONS AND ECONOMIC APPLICATIONS
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|
First-order linear difference equations - Second-order difference equations;Samuelson multiplier-acceleration interaction model; First-order differential equations - Second-order differential equations Application: Cobweb Market Model, Dynamic stability of Market price | |
Text Books And Reference Books: 1. Edward Dowling (2000), Introduction to Mathematical Economics, McGraw HillLtd,NewDelhi. 2. Henderson, J.M and and Quandt, R.E. : Microeconomic Theory-A Mathematical Approach | |
Essential Reading / Recommended Reading 1. Chiang, Wainwright, Kevin (2005), Fundamental Methods of Economics, McGraw Hill Ltd,NewDelhi. 2. Simon, C. and L. Blume (2019), Mathematics for Economists, Viva-Norton, New Delhi
| |
Evaluation Pattern CIA 1- 20 Marks Mid Sem Exam - 50 Marks CIA 3 -20 Marks End Sem Exam - 100 Marks | |
MEC234 - ECONOMETRIC METHODS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course is designed to impart the basic knowledge of the tools and methods ineconometrics. This course is expected to improve student’s ability to understand economics through the approaches in econometrics. The course intends to provide a thorough and sound understanding of the essential theoretical base, an introduction to regression modelling and the broad applications of the subject in the study of Economics. |
|
Learning Outcome |
|
CO1: To provide students with a thorough coverage of modern econometrics, such that they can potentially develop substantive new empirical findings and theoretical results. CO2: Introduce students to the econometric theory and its application in order to equip them with the basic knowledge required for performing quantitative analyses of economic models. CO3: To help students develop hands-on skills in the application of econometric and quantitative techniques to real-world economic and business data. |
Unit-1 |
Teaching Hours:10 |
Unit-1 Introduction to Econometrics
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What is Econometrics? Steps in Econometric Analysis; Specification of Econometric Model and Assumptions; Basic Concepts of Estimation and Desirable Properties of Estimators; Data for Econometric Analysis. | |
Unit-1 |
Teaching Hours:10 |
Unit-1 Introduction to Econometrics
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|
What is Econometrics? Steps in Econometric Analysis; Specification of Econometric Model and Assumptions; Basic Concepts of Estimation and Desirable Properties of Estimators; Data for Econometric Analysis. | |
Unit-2 |
Teaching Hours:10 |
Units-2 Simple Linear Regression Analysis
|
|
Definition of Simple Linear Regression Model (SLRM); Ordinary Least-squares (OLS)Estimation of SLRM; Properties OLS Estimators; Statistical Inference in SLRM; Measuring Goodness of Fit; Analysis of Variance on OLS Regression; Interpretation of Regression Results | |
Unit-2 |
Teaching Hours:10 |
Units-2 Simple Linear Regression Analysis
|
|
Definition of Simple Linear Regression Model (SLRM); Ordinary Least-squares (OLS)Estimation of SLRM; Properties OLS Estimators; Statistical Inference in SLRM; Measuring Goodness of Fit; Analysis of Variance on OLS Regression; Interpretation of Regression Results | |
Unit-3 |
Teaching Hours:10 |
Multiple Linear Regression Analysis
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|
Definition of Multiple Linear Regression, Regression Model; Properties of MultipleRegression Coefficients; Measuring Goodness of Fit; Problems of Inference in MLRM; Interpretation of Regression Coefficients. | |
Unit-3 |
Teaching Hours:10 |
Multiple Linear Regression Analysis
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|
Definition of Multiple Linear Regression, Regression Model; Properties of MultipleRegression Coefficients; Measuring Goodness of Fit; Problems of Inference in MLRM; Interpretation of Regression Coefficients. | |
Unit-4 |
Teaching Hours:10 |
Unit-4 Model Specification and Diagnostic Testing
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Consequences and detection of multicollinearity, Heteroskedasticity, and autocorrelation; remedial measures. Model Specification Error and detection. | |
Unit-4 |
Teaching Hours:10 |
Unit-4 Model Specification and Diagnostic Testing
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Consequences and detection of multicollinearity, Heteroskedasticity, and autocorrelation; remedial measures. Model Specification Error and detection. | |
Unit-5 |
Teaching Hours:12 |
Unit-5 Dummy Variables and Qualitative Response Models
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Regression on qualitative and quantitative variables, dummy variable trap, ANOVA and ANCOVA Models, structural stability of regression models, Chow test, piecewiselinear regression model; Models with Dummy dependent variable, Linear Probability Model (LPM), limitation of LPM, Logit models. | |
Unit-5 |
Teaching Hours:12 |
Unit-5 Dummy Variables and Qualitative Response Models
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Regression on qualitative and quantitative variables, dummy variable trap, ANOVA and ANCOVA Models, structural stability of regression models, Chow test, piecewiselinear regression model; Models with Dummy dependent variable, Linear Probability Model (LPM), limitation of LPM, Logit models. | |
Unit-6 |
Teaching Hours:8 |
Unit-6 Dynamic Econometrics Models
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Role of Lagin Economics, The reasons for lag, Estimation of Distributed lag models, The Koyck Approach to Distributed Lag models, Estimation of Autoregressive Models | |
Unit-6 |
Teaching Hours:8 |
Unit-6 Dynamic Econometrics Models
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|
Role of Lagin Economics, The reasons for lag, Estimation of Distributed lag models, The Koyck Approach to Distributed Lag models, Estimation of Autoregressive Models | |
Text Books And Reference Books:
1) A Koutsoyiannis (2001), Theory of Econometrics, Palgrave Macmillan, 2nd Edition. 2) Damodar N Gujarati and D C Porter (2009), Basic Econometrics, McGraw Hill Publication, 5th edition. 3) Wooldridge M Jeffrey (2016), Introductory Econometrics: A Modern Approach, Cengage Learning, 6th Edition.
| |
Essential Reading / Recommended Reading Damodar N Gujarati and D C Porter (2009), Basic Econometrics, McGraw Hill Publication, 5th Edition Christopher Dougherty (2011)Introduction to Econometrics. 4th Edition. Oxford Bhaumik, S.K. (2015) Principles of Econometrics: A Modern Approach Using EViews, Oxford University Press. | |
Evaluation Pattern CIA 1 - 20 MArks Mid Sem Exam - 50 Marks CIA 3 - 20 Marks End Sem Exam - 100 Marks | |
MEC241 - ECONOMICS OF BANKING AND INSURANCE (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This paper is designed to prepare the students with training in theoretical and practical aspects of Banking and Insurance Science. This paper develops the caliber of the students to understand the banking procedure with its command on money inflow in the market and thereby be more adept in taking up banking sector-related careers. The paper also delves deeply into the working and it intends to equip them to work in life and non-life insurance companies (designing insurance products, valuing financial contracts and investing funds); consultancy (offering advice to occupational pension funds and employee benefit plans); government service (supervising insurance companies and advising on the national insurance) |
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Learning Outcome |
|
CO1: Give students a theoretical understanding of banking and insurance operations CO2: Equip students with practical knowledge to enter a career in the banking and insurance sector. CO3: Make students aware of insurance policies and premium calculations so that they can make informed choices regarding insurance products. |
Unit-1 |
Teaching Hours:10 |
Risk, Uncertainty and Asymmetric Information in Banking and Insurance Markets
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Contingent Consumption; Utility Functions and Probabilities; Expected Utility Theory in Insurance Market; Risk pooling; risk spreading; risk transfer; Quality Choice – Choosing the Quality; Moral Hazard and Adverse Selection in Banking and Insurance Theories; Signaling - The Sheepskin Effect; Incentives; Asymmetric Information - Monitoring Costs Example: The Grameen Bank; Systems Competition; The Problem of Complements; Relationships among Complementors; Markets with Network Externalities. | |
Unit-1 |
Teaching Hours:10 |
Risk, Uncertainty and Asymmetric Information in Banking and Insurance Markets
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|
Contingent Consumption; Utility Functions and Probabilities; Expected Utility Theory in Insurance Market; Risk pooling; risk spreading; risk transfer; Quality Choice – Choosing the Quality; Moral Hazard and Adverse Selection in Banking and Insurance Theories; Signaling - The Sheepskin Effect; Incentives; Asymmetric Information - Monitoring Costs Example: The Grameen Bank; Systems Competition; The Problem of Complements; Relationships among Complementors; Markets with Network Externalities. | |
Unit-2 |
Teaching Hours:17 |
Banking Theories and Institutions
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|
The Monetary Policy of RBI – Bank Nationalisation and Credit Planning; Monetary Targeting; Multiple Indicator Approach and Liquidity Adjustment Facilities (LAFs); Theoretical Basis of Banking Operations; Liabilities of Banks – deposits, non-deposit resources, other liabilities; Banking Assets – Investments, Bank Credit; Concept of Lending and Portfolio Choice and Aspects; Banking Innovations; Risk Management in Banking; Non-Bank Financial Intermediaries (NBFIs) and Statutory Financial Organisation – Small Savings, Provident Funds and Pension Funds; NBFIs and Miscellaneous Financial Organisation – Loan Companies, Investment Companies, Hire-Purchase Finance; Lease Finance; Housing Finance. | |
Unit-2 |
Teaching Hours:17 |
Banking Theories and Institutions
|
|
The Monetary Policy of RBI – Bank Nationalisation and Credit Planning; Monetary Targeting; Multiple Indicator Approach and Liquidity Adjustment Facilities (LAFs); Theoretical Basis of Banking Operations; Liabilities of Banks – deposits, non-deposit resources, other liabilities; Banking Assets – Investments, Bank Credit; Concept of Lending and Portfolio Choice and Aspects; Banking Innovations; Risk Management in Banking; Non-Bank Financial Intermediaries (NBFIs) and Statutory Financial Organisation – Small Savings, Provident Funds and Pension Funds; NBFIs and Miscellaneous Financial Organisation – Loan Companies, Investment Companies, Hire-Purchase Finance; Lease Finance; Housing Finance. | |
Unit-3 |
Teaching Hours:13 |
Life Insurance
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|
Types of life insurance Contracts: Term and Cash Insurance; The Level Premium Concept; Life Insurance Products; Types of Term Insurance; Whole Life Insurance; Variation of Whole Life Insurance; Indeterminate Premium Whole Life Insurance; General Classifications of Life Insurance; Computation of Life Insurance Premium; Benefits-Certain and Benefits-Uncertain contracts. | |
Unit-3 |
Teaching Hours:13 |
Life Insurance
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|
Types of life insurance Contracts: Term and Cash Insurance; The Level Premium Concept; Life Insurance Products; Types of Term Insurance; Whole Life Insurance; Variation of Whole Life Insurance; Indeterminate Premium Whole Life Insurance; General Classifications of Life Insurance; Computation of Life Insurance Premium; Benefits-Certain and Benefits-Uncertain contracts. | |
Unit-4 |
Teaching Hours:10 |
Health Insurance
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Individual Health and Disability Income Insurance; Types of Individual Health Insurance Coverage: Hospital (Surgical Insurance, Major Medical Insurance); Disability Income Insurance; Need for Disability Income Insurance: Short Term Versus Long Term Disability Coverage; Health Insurance for the Elderly; Long Term Care Insurance; Employee Benefits: Group, Life and Health Insurance; Group Insurance: Group Life Insurance Plans, Group Health Insurance Plans, Group Disability - Income Insurance. | |
Unit-4 |
Teaching Hours:10 |
Health Insurance
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Individual Health and Disability Income Insurance; Types of Individual Health Insurance Coverage: Hospital (Surgical Insurance, Major Medical Insurance); Disability Income Insurance; Need for Disability Income Insurance: Short Term Versus Long Term Disability Coverage; Health Insurance for the Elderly; Long Term Care Insurance; Employee Benefits: Group, Life and Health Insurance; Group Insurance: Group Life Insurance Plans, Group Health Insurance Plans, Group Disability - Income Insurance. | |
Unit-5 |
Teaching Hours:10 |
Insurance Company Operations
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Insurance Company Operations: Rate Making, Underwriting, Production, Claim Settlement, Reinsurance; Life Insurance Industry in India; Government Insurance Units; Private Players; Emerging Scenario; Marketing Systems; Distribution Channels: Agents and Brokers; Changes in Distribution System; Government regulation of Insurance; Rationale of Regulation; Function of IRDA, IITDA Regulations; Issues in Insurance Regulation. | |
Unit-5 |
Teaching Hours:10 |
Insurance Company Operations
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Insurance Company Operations: Rate Making, Underwriting, Production, Claim Settlement, Reinsurance; Life Insurance Industry in India; Government Insurance Units; Private Players; Emerging Scenario; Marketing Systems; Distribution Channels: Agents and Brokers; Changes in Distribution System; Government regulation of Insurance; Rationale of Regulation; Function of IRDA, IITDA Regulations; Issues in Insurance Regulation. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I: Out of 20 Marks CIA II (Mid Semester): Out of 50 Marks CIA III: Out of 20 Marks End Semester Examination: Out of 100 Marks | |
MEC242 - ECONOMICS OF INDUSTRIAL ORGANISATION (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course intends to provide knowledge to the students on the basic issues such as productivity, efficiency, capacity utilization, and debates involved in the industrial development of India. Industrial Economics is to develop the students’ comprehension of both industry models and their links with practice with a special accent on government policy. The objective is to provide thorough knowledge about the economics of the industry in a cogent and analytical manner, particularly in the Indian context. |
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Learning Outcome |
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CO1: Awareness of the basic issues such as productivity, efficiency capacity utilization involved in the industrial development of India, and the practical applications of the concept in the real-world scenario. CO2: Knowledge about different forms of organisation and their relevance in the Indian context. CO3: theoretical knowledge about market concentration and mergers & acquisitions CO4: Understanding the investment decisions and pricing policies of the industry.
|
Unit-1 |
Teaching Hours:15 |
Firms Behaviour and Market Concentration
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Market structure – conduct performance paradigm – Sources of monopoly power-Effects of monopoly on social welfare- Natural monopoly; Price and non-price regulation of natural monopoly-Anti monopoly policy- Price Discriminating Monopoly-Types of price discrimination: general overview- Welfare effects of price discrimination- Market concentration and monopoly power – Causes and measurement – Market concentration and performance – Extent of market concentration in India – Recent trends – The Firm: Emergence and its objectives - Non -profit maximizing models- Case studies on Market concentration and Natural Monopoly | |
Unit-1 |
Teaching Hours:15 |
Firms Behaviour and Market Concentration
|
|
Market structure – conduct performance paradigm – Sources of monopoly power-Effects of monopoly on social welfare- Natural monopoly; Price and non-price regulation of natural monopoly-Anti monopoly policy- Price Discriminating Monopoly-Types of price discrimination: general overview- Welfare effects of price discrimination- Market concentration and monopoly power – Causes and measurement – Market concentration and performance – Extent of market concentration in India – Recent trends – The Firm: Emergence and its objectives - Non -profit maximizing models- Case studies on Market concentration and Natural Monopoly | |
Unit-2 |
Teaching Hours:8 |
Vertical Integration, Diversification and Mergers
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Mergers and take over: Concepts, motives and consequences- Cross border M & A- Diversification-Vertical Integration: Nature and extent of vertical integration, monopolistic motives for integration – Case studies on M&A. | |
Unit-2 |
Teaching Hours:8 |
Vertical Integration, Diversification and Mergers
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Mergers and take over: Concepts, motives and consequences- Cross border M & A- Diversification-Vertical Integration: Nature and extent of vertical integration, monopolistic motives for integration – Case studies on M&A. | |
Unit-3 |
Teaching Hours:10 |
Industrial Finance and Pricing Decisions
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Sources (internal and external) – Financial Statements – Analysis of financial ratios and their interrelatedness, Problems of financial analysis- General considerations for pricing decisions-Cost plus pricing, Incremental cost pricing, Acceptance pricing, going rate pricing and transfer pricing; Predatory pricing - Public policy towards predatory pricing- Profitability and its determinants | |
Unit-3 |
Teaching Hours:10 |
Industrial Finance and Pricing Decisions
|
|
Sources (internal and external) – Financial Statements – Analysis of financial ratios and their interrelatedness, Problems of financial analysis- General considerations for pricing decisions-Cost plus pricing, Incremental cost pricing, Acceptance pricing, going rate pricing and transfer pricing; Predatory pricing - Public policy towards predatory pricing- Profitability and its determinants | |
Unit-4 |
Teaching Hours:10 |
Industrial Productivity and Efficiency
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Industrial Productivity- norms and measurement;Factors affecting productivity and capacity utilization; Importance of productivity in the competitive environment; Measures required for improving productivity and efficiency- Case studies on Productivity. | |
Unit-4 |
Teaching Hours:10 |
Industrial Productivity and Efficiency
|
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Industrial Productivity- norms and measurement;Factors affecting productivity and capacity utilization; Importance of productivity in the competitive environment; Measures required for improving productivity and efficiency- Case studies on Productivity. | |
Unit-5 |
Teaching Hours:10 |
Theory of the Firm & Industrial Location Analysis
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The behavioural theory of the firm; Transaction cost theory; the property Right Theory; The Agency Theory and the Resource Based Theory- Factors Influencing Location of Industries. -Theories of Industrial Location, Weber, Sargent Florence; Need for Balanced Regional Development of Industries - Industrial location trends in India. | |
Unit-5 |
Teaching Hours:10 |
Theory of the Firm & Industrial Location Analysis
|
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The behavioural theory of the firm; Transaction cost theory; the property Right Theory; The Agency Theory and the Resource Based Theory- Factors Influencing Location of Industries. -Theories of Industrial Location, Weber, Sargent Florence; Need for Balanced Regional Development of Industries - Industrial location trends in India. | |
Unit-6 |
Teaching Hours:7 |
Govt Regulation of Industry
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Industrial Imbalance Causes and Measures-Need for Balanced Regional Development of Industries - Industrial location trends in India - Need for govt intervention in industry- Ways of govt regulation-Industrial regulations in India. | |
Unit-6 |
Teaching Hours:7 |
Govt Regulation of Industry
|
|
Industrial Imbalance Causes and Measures-Need for Balanced Regional Development of Industries - Industrial location trends in India - Need for govt intervention in industry- Ways of govt regulation-Industrial regulations in India. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I : 20 Marks CIA II (Mid Semester Examination) : 50 Marks CIA III : 20 Marks End Semester Examination : 100 Marks | |
MEC243 - ECONOMICS OF GENDER (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course aims to provide knowledge of the fundamental differences between genders from the economic, biological, anthropological, psychological and feminist perspectives. It also provides the necessary analytical tools to analyze differences in bargaining positions of men and women within households alongside explaining consequences of marriage and declining fertility rates on women’s education, career choices and wellbeing. The course also examines ways in which gender interacts in the labour market realm in addition to describing the position of women in credit markets and entrepreneurial activities. |
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Learning Outcome |
|
CO1: Demonstrate an understanding of the various disciplinary perspectives from which gender differences could be analysed such as the biological, the economic, the anthropological, the psychological or the feminist perspectives CO2: Critically analyse competing theoretical frameworks that explain gendered processes and outcomes by drawing upon the evidences about the economic realities of men and women CO3: Critically evaluate ways by which women could be empowered with a focus on public policy |
Unit-1 |
Teaching Hours:10 |
Introduction to Gender Differences
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Gender differences in Economic outcomes-Debates on Gender differences: Nature vs Nurture debate- Economic perspectives on Gender differences- Critique of the Economic approach- Alternative approaches: Evolutionary, Feminist and Postmodern perspectives- Men and women in economic situations: Differences in Altruism, Risk aversion and Competitiveness- Experimental set-ups using Ultimatum games, Prisoners dilemma and Dictator games- Gender differences in consumption and investment patterns. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Gender Differences
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Gender differences in Economic outcomes-Debates on Gender differences: Nature vs Nurture debate- Economic perspectives on Gender differences- Critique of the Economic approach- Alternative approaches: Evolutionary, Feminist and Postmodern perspectives- Men and women in economic situations: Differences in Altruism, Risk aversion and Competitiveness- Experimental set-ups using Ultimatum games, Prisoners dilemma and Dictator games- Gender differences in consumption and investment patterns. | |
Unit-2 |
Teaching Hours:20 |
Gender, Market and Non-market Work
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Women’s Unpaid work: Theories of unpaid work- Economic, Marxist and Feminist perspectives- Estimation of unpaid work: Methods and challenges- Gender differences in time use patterns: Insights from Time use survey India 2019- Women in Paid work- Occupational Segregation in labour markets- Female labour force participation and its determinants- Gender wage gaps in labour markets in India: Estimation and Empirical results- Gender Discrimination in Labour Markets: The Taste for Discrimination Model- Statistical discrimination Model- The Efficiency Wage theory of Discrimination- Differing Standards for Jobs based on Gender- Credit markets and women's wellbeing: Gendered distribution of wealth and asset ownership- gender discrimination in credit markets-implications on women's entrepreneurship. | |
Unit-2 |
Teaching Hours:20 |
Gender, Market and Non-market Work
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Women’s Unpaid work: Theories of unpaid work- Economic, Marxist and Feminist perspectives- Estimation of unpaid work: Methods and challenges- Gender differences in time use patterns: Insights from Time use survey India 2019- Women in Paid work- Occupational Segregation in labour markets- Female labour force participation and its determinants- Gender wage gaps in labour markets in India: Estimation and Empirical results- Gender Discrimination in Labour Markets: The Taste for Discrimination Model- Statistical discrimination Model- The Efficiency Wage theory of Discrimination- Differing Standards for Jobs based on Gender- Credit markets and women's wellbeing: Gendered distribution of wealth and asset ownership- gender discrimination in credit markets-implications on women's entrepreneurship. | |
Unit-3 |
Teaching Hours:20 |
Gendered dimensions of the Institution of Marriage
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Overview of marriage and family structure; The Economics of marriage: Production, specialization and gains to marriage, Supply and demand model of marriage- Forms of marital arrangements and why it exists: Polygyny, Polyandry and Monogamy- Marriage and the earnings of men- Human capital consequences of marriage on women- Divorce and its consequences- Decision making by women: Factors affecting decision making by women, property rights, access to and control over economic resources and assets; Balance of power in households: Unitary models- Nash bargaining model-Non-cooperative bargaining model- Culture and perpetuation of patriarchy- Marxists explanations for emergence of patriarchy. | |
Unit-3 |
Teaching Hours:20 |
Gendered dimensions of the Institution of Marriage
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Overview of marriage and family structure; The Economics of marriage: Production, specialization and gains to marriage, Supply and demand model of marriage- Forms of marital arrangements and why it exists: Polygyny, Polyandry and Monogamy- Marriage and the earnings of men- Human capital consequences of marriage on women- Divorce and its consequences- Decision making by women: Factors affecting decision making by women, property rights, access to and control over economic resources and assets; Balance of power in households: Unitary models- Nash bargaining model-Non-cooperative bargaining model- Culture and perpetuation of patriarchy- Marxists explanations for emergence of patriarchy. | |
Unit-4 |
Teaching Hours:10 |
Gender and Development
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Gendered dimensions of Poverty: Feminisation of poverty from a multi-dimensional approach-Role of microfinance in poverty alleviation and women empowerment- Intersections of Feminism with Environment and Ecology-Globalisation and its impact on women: Migration and vulnerabilities- Trafficking and sex trade- Informal work and labour standards- Feminist Public Finance: Need for Gender Budgeting- Issues with Gender budgeting in Karnataka and India- Income transfers and living wage proposals- Women empowerment: Conceptual debates- Critical evaluation of women empowerment programs in India- Fertility choices and consequences: Fertility choices in developed and developing countries- Economic development and fertility- Female autonomy in fertility choices- Consequences of decline in fertility rates: The problem of “missing women’- Son preference and sex ratios. | |
Unit-4 |
Teaching Hours:10 |
Gender and Development
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Gendered dimensions of Poverty: Feminisation of poverty from a multi-dimensional approach-Role of microfinance in poverty alleviation and women empowerment- Intersections of Feminism with Environment and Ecology-Globalisation and its impact on women: Migration and vulnerabilities- Trafficking and sex trade- Informal work and labour standards- Feminist Public Finance: Need for Gender Budgeting- Issues with Gender budgeting in Karnataka and India- Income transfers and living wage proposals- Women empowerment: Conceptual debates- Critical evaluation of women empowerment programs in India- Fertility choices and consequences: Fertility choices in developed and developing countries- Economic development and fertility- Female autonomy in fertility choices- Consequences of decline in fertility rates: The problem of “missing women’- Son preference and sex ratios. | |
Text Books And Reference Books: Eswaran, M. (2014). Why gender matters in economics. In Why Gender Matters in Economics. Princeton University Press. Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Verso. Jacobsen, J. P. (2020). Advanced introduction to feminist economics. Edward Elgar Publishing. | |
Essential Reading / Recommended Reading Folbre, N. (2021). The Rise and Decline of Patriarchal Systems: An Intersectional Political Economy. Verso Books. Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Verso. Kabeer, N. (2003). Gender Mainstreaming in Poverty Eradication and the Millennium Development Goals: A handbook for policy-makers and other stakeholders. Commonwealth Secretariat. Agarwal, B., & Bina, A. (1994). A field of one's own: Gender and land rights in South Asia (No. 58). Cambridge University Press. Agarwal, B. (2000). Conceptualising environmental collective action: why gender matters. Cambridge journal of economics, 24(3), 283-310. | |
Evaluation Pattern CIA 1- 20 marks based on the criteria specified in the course plan CIA 2- 50 marks based on the mid-semester examination CIA 3- 20 marks based on the criteria specified in the course plan End semester examination-100 marks | |
MEC301 - BUSINESS ANALYTICS USING PYTHON (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The objective of the course is to appoint students with open-access software for data analysis. This course covers the usage of Python for data analysis. Students will be appointed with hands-on training on data processing, data visualization, statistics and econometrics analysis, and interpretation. |
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Learning Outcome |
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CO1: Use Python to understand economic data and provide meaningful economic analysis of this data through data processing, data visualization, statistics and econometrics analysis, Analytical tasks, Fundamental tasks, and techniques. CO2: Give insightful solutions to the market research problem. |
Unit-1 |
Teaching Hours:4 |
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Introduction to Analytics and Python
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Introduction to business analytics, Types of Business Analytics solution, Examples, Components of Business Analytics, Business Analytics Process, Types Analytics problems, Supervised learning, Unsupervised learning, Introduction to Python, Python installation, arithmetic functions | ||||||||||
Unit-1 |
Teaching Hours:4 |
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Introduction to Analytics and Python
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Introduction to business analytics, Types of Business Analytics solution, Examples, Components of Business Analytics, Business Analytics Process, Types Analytics problems, Supervised learning, Unsupervised learning, Introduction to Python, Python installation, arithmetic functions | ||||||||||
Unit-2 |
Teaching Hours:8 |
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Descriptive Statistics using Python, Data Preprocessing, Data Visualization
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Statistics, analytics, data set, measures of central tendency, Measure of Variation or Spread, graph-pie, bar, histogram, box plot, graph by groups, Missing value replenishment, merging data files, Appending the data files, Transformation or normalization, Random Sampling, data visualization, pair plot. | ||||||||||
Unit-2 |
Teaching Hours:8 |
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Descriptive Statistics using Python, Data Preprocessing, Data Visualization
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Statistics, analytics, data set, measures of central tendency, Measure of Variation or Spread, graph-pie, bar, histogram, box plot, graph by groups, Missing value replenishment, merging data files, Appending the data files, Transformation or normalization, Random Sampling, data visualization, pair plot. | ||||||||||
Unit-3 |
Teaching Hours:8 |
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Test of Hypothesis, Normality Test, Analysis of Variance, Cross Tabulation & Chi-Square Test, Correlation
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Basic concepts of hypothesis testing, one-sample t-test, To Test Two Means are Equal, two-sample t-test, Paired t-test, Normality test-1. Quantile – Quantile (Q- Q) plot, 2. Shapiro – Wilk test, ANOVA, Cross Tabulation, Chi-Square Test, Correlation. | ||||||||||
Unit-3 |
Teaching Hours:8 |
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Test of Hypothesis, Normality Test, Analysis of Variance, Cross Tabulation & Chi-Square Test, Correlation
|
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Basic concepts of hypothesis testing, one-sample t-test, To Test Two Means are Equal, two-sample t-test, Paired t-test, Normality test-1. Quantile – Quantile (Q- Q) plot, 2. Shapiro – Wilk test, ANOVA, Cross Tabulation, Chi-Square Test, Correlation. | ||||||||||
Unit-4 |
Teaching Hours:5 |
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Linear Regression, Dummy Variable Regression, Binary Logistic Regression
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Simple Linear Regression Illustration, Multiple Linear Regression, Residual Analysis, Regression with dummy variables, Logistic Regression | ||||||||||
Unit-4 |
Teaching Hours:5 |
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Linear Regression, Dummy Variable Regression, Binary Logistic Regression
|
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Simple Linear Regression Illustration, Multiple Linear Regression, Residual Analysis, Regression with dummy variables, Logistic Regression | ||||||||||
Unit-5 |
Teaching Hours:5 |
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Factor Analysis, Cluster Analysis
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Introduction to multivariate analysis, Latent variable Models; Linear Single Factor model; General linear factor model; Choice of factors; Rotations; Factor Analysis for Binary Data; Factor analysis for ordered categorical data; methods in cluster analysis; graphical representations; distance matrix; clustering variables; summary. | ||||||||||
Unit-5 |
Teaching Hours:5 |
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Factor Analysis, Cluster Analysis
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Introduction to multivariate analysis, Latent variable Models; Linear Single Factor model; General linear factor model; Choice of factors; Rotations; Factor Analysis for Binary Data; Factor analysis for ordered categorical data; methods in cluster analysis; graphical representations; distance matrix; clustering variables; summary. | ||||||||||
Text Books And Reference Books: William McKinney (2017). Python for Data Analysis: Data Wrangling with Pandas, NumPy, and IPython, 2nd Edition. | ||||||||||
Essential Reading / Recommended Reading Statistics - Freedman, Pisani & Purves Introduction to Statistical Learning with Applications in R - James, Witten, Hastie & Tibshirani Elements of Statistical Learning: Data Mining, Inference & Prediction - Hastie, Tibshirani & Friedman Statistical Learning from a Regression Perspective - Berk Pattern Recognition and Machine Learning - Bishop | ||||||||||
Evaluation Pattern
| ||||||||||
MEC331 - INDIAN ECONOMY (2023 Batch) | ||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description: The course elaborates Indian Economy as a case of a developing economy that has made its transition from one that is under colonial power to one of a relatively closed economy, followed by its opening up to the globalized economy. In this backdrop, the course entails a discussion on the historical trajectory of how Indian Economy evolves over the post-Independence period. Further, the course entails a discussion on major sectoral problems, including those in the external sector. The course concludes by critically discussing the contemporary developmental challenges in India. Course Objectives: The basic objective of this course is to deepen their understanding of the problems and challenges facing the Indian Economy. The course aims to familiarise the students with the structure and concepts of the Indian Economy with rigorous application of economic theories. |
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Learning Outcome |
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CO1: It will provide students with a strong understanding of prospects and challenges of the Indian economy. CO2: It will provide deeper understanding of the sectoral reforms in Indian economy. CO3: It also enables the students to critically evaluate various economic policies and programmes |
Unit-1 |
Teaching Hours:5 |
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India in a global economy since 1950s
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India in a global Economy. Its features and emerging issues of development. Comparison of India with other major economies in the world. | ||
Unit-1 |
Teaching Hours:5 |
|
India in a global economy since 1950s
|
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India in a global Economy. Its features and emerging issues of development. Comparison of India with other major economies in the world. | ||
Unit-2 |
Teaching Hours:15 |
|
Economic crises in Post independent era and reforms:
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| ||
Unit-2 |
Teaching Hours:15 |
|
Economic crises in Post independent era and reforms:
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| ||
Unit-3 |
Teaching Hours:10 |
|
Sectoral reforms and Challenges:
|
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Fiscal and Monetary Policy Approaches, Fiscal Federalism, Tax Reforms, Central Government Finances, Financial Sector Reforms, Money and Capital Market. Current Status of Agriculture Input Pricing , Subsidies and Land Reforms, Industrial Policy and Development after 1991, Public Sector Undertaking (PSUs), Privatization and Disinvestment, Reviving agricultural and economic growth, Sustainable development challenges, External sector, Balance of payments—trend and composition; currency convertibility and exchange rate movements; Exim policy and WTO related issues; portfolio investment and foreign direct investment | ||
Unit-3 |
Teaching Hours:10 |
|
Sectoral reforms and Challenges:
|
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Fiscal and Monetary Policy Approaches, Fiscal Federalism, Tax Reforms, Central Government Finances, Financial Sector Reforms, Money and Capital Market. Current Status of Agriculture Input Pricing , Subsidies and Land Reforms, Industrial Policy and Development after 1991, Public Sector Undertaking (PSUs), Privatization and Disinvestment, Reviving agricultural and economic growth, Sustainable development challenges, External sector, Balance of payments—trend and composition; currency convertibility and exchange rate movements; Exim policy and WTO related issues; portfolio investment and foreign direct investment | ||
Unit-4 |
Teaching Hours:10 |
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Population and Human Development:
|
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Demographic trends and issues; education; health and malnutrition. Growth and social sector developments, Migration, Poverty, inequality and unemployment. Labour laws and labour markets, and infrastructure needs. | ||
Unit-4 |
Teaching Hours:10 |
|
Population and Human Development:
|
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Demographic trends and issues; education; health and malnutrition. Growth and social sector developments, Migration, Poverty, inequality and unemployment. Labour laws and labour markets, and infrastructure needs. | ||
Unit-5 |
Teaching Hours:10 |
|
Contemporary development Challenges
|
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Institutions, Development Concept, State and Market, • Panchayati Raj Institutions – (PRIs) NonGovernment Organizations (NGOs), • Sustainable Development, Fiscal Federalism, Financing of Infrastructure Development, Education Sector | ||
Unit-5 |
Teaching Hours:10 |
|
Contemporary development Challenges
|
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Institutions, Development Concept, State and Market, • Panchayati Raj Institutions – (PRIs) NonGovernment Organizations (NGOs), • Sustainable Development, Fiscal Federalism, Financing of Infrastructure Development, Education Sector | ||
Text Books And Reference Books: Uma Kapila Edited, Indian Economy since Independence, Academic Foundation, Delhi | ||
Essential Reading / Recommended Reading Uma Kapila Edited, Indian Economy since Independence, Academic Foundation, Delhi | ||
Evaluation Pattern CIA-1: 20 Marks, written assignment CIA-2: 50 Marks, mid-semester examinations CIA-3: 20 Marks, group presentations | ||
MEC332 - ECONOMICS OF GROWTH AND DEVELOPMENT (2023 Batch) | ||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|
Max Marks:100 |
Credits:4 |
|
Course Objectives/Course Description |
||
The goal of the course is to introduce the main issues of development economics. What affects economic growth, inequality, and poverty? Why do some countries achieve high levels of economic development and others do not? What are the policy foundations that lead to these conditions? In this course we will initially approach these questions from a macro perspective and later introduce a microeconomic view of the problems Course Objective are a. To provide the students with a thorough knowledge and understanding of the foundations and applications of concepts and approaches in Development Economics b. To enable students in identifying issues in economic development and to critically reflect on them in an informed manner |
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Learning Outcome |
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CO1: Gain a foundational understanding of the contemporary nature of growth and development CO2: Understand the mechanics and drivers of economic growth of countries CO3: Understand the main causes for the glaring disparities between rich and poor contries CO4: Better understand the real-world challenges to development issues, financial inclusion, microfinance and other areas of rural development through service learning village exposure trips |
Unit-1 |
Teaching Hours:10 |
Introduction to Behavioral Economics
|
|
Nature of Behavioral economics -Methodological approach: Theory and evidence -Origins of behavioral economics- Neo-classical and behavioral approaches to studying economics- Relationship with other disciplines- Application: Case studies on Loss aversion, Money Illusion, Altruism. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Behavioral Economics
|
|
Nature of Behavioral economics -Methodological approach: Theory and evidence -Origins of behavioral economics- Neo-classical and behavioral approaches to studying economics- Relationship with other disciplines- Application: Case studies on Loss aversion, Money Illusion, Altruism. | |
Unit-2 |
Teaching Hours:20 |
Foundations of Behavioral Economics
|
|
Values, Preferences and Choices: The standard model- Axioms, assumptions and definitions- Decision making under risk and uncertainty: Prospect theory- Reference points- Loss Aversion- Shape of utility function- Decision weighting- Heuristics and Biases-Application: Case studies on Endowment Effect and Loss Aversion. Mental accounting: Nature and components of mental accounting- Framing and editing- Budgeting and fungibility- Choice bracketing and dynamics-Policy implications- Libertarian paternalism and choice architecture- Nudges- Application - Introduction to Neuroeconomics | |
Unit-2 |
Teaching Hours:20 |
Foundations of Behavioral Economics
|
|
Values, Preferences and Choices: The standard model- Axioms, assumptions and definitions- Decision making under risk and uncertainty: Prospect theory- Reference points- Loss Aversion- Shape of utility function- Decision weighting- Heuristics and Biases-Application: Case studies on Endowment Effect and Loss Aversion. Mental accounting: Nature and components of mental accounting- Framing and editing- Budgeting and fungibility- Choice bracketing and dynamics-Policy implications- Libertarian paternalism and choice architecture- Nudges- Application - Introduction to Neuroeconomics | |
Unit-3 |
Teaching Hours:15 |
Intertemporal Choice
|
|
The Discounted Utility Model: Origin and features of Discounted Utility Model (DUM)- Methodology- Anomalies in DUM- Alternative Intertemporal Choice Models: Time preference- Time inconsistent preferences- Hyperbolic discounting | |
Unit-3 |
Teaching Hours:15 |
Intertemporal Choice
|
|
The Discounted Utility Model: Origin and features of Discounted Utility Model (DUM)- Methodology- Anomalies in DUM- Alternative Intertemporal Choice Models: Time preference- Time inconsistent preferences- Hyperbolic discounting | |
Unit-4 |
Teaching Hours:15 |
Behavioral game theory
|
|
Nature of behavioral game theory- Mixed strategies- Bargaining- Iterated games- Signaling- Learning- Application: Case studies on Market entry in Monopoly and Impasses in bargaining and self-serving bias. | |
Unit-4 |
Teaching Hours:15 |
Behavioral game theory
|
|
Nature of behavioral game theory- Mixed strategies- Bargaining- Iterated games- Signaling- Learning- Application: Case studies on Market entry in Monopoly and Impasses in bargaining and self-serving bias. | |
Text Books And Reference Books: Nick Wilkinson and Matthias Hales, An Introduction to Behavioral Economics, 2nd Edition, Palgrave Macmillan 2012 | |
Essential Reading / Recommended Reading 1. Edward Cartwright, Behavioural Economics, Routledge 2011. 2. Erik Angner, A Course in Behavioral Economics, Palgrave Macmillan 2012. 3. Dan Ariely, “Predictably Irrational: The Hidden Forces that Shape Our Decisions”, Harper Collins 2009, 4. Richard Thaler and Carl Sunstein, “Nudge: Improving Decisions about Health, Wealth and Happiness”, Penguin UK 2009. 5. Kahneman, Daniel and Amos Tversky. Choices, Values and Frames, New York: Russell, Sage Foundation; Cambridge, U.K.; New York: Cambridge University Press, 2000. 6. Camerer, Colin, Loewenstein, George, and Rabin, Matthew (eds.), Advances in Behavioral Economics, Russell Sage Foundation and Princeton University Press, 2003. 7. Colin Camerer, Behavioral game theory: experiments in strategic interaction, Princeton University Press, 2003. 8. Diamond, P. and H. Vartianen, Behavioral Economics and Its Applications, Princeton University Press, 2007. 9. David Laibson, The Psychology of Savings and Investment; A series of three talks at the London School of Economics and Political Science, Nov 19–21, 2007. 10. David Laibson, "Golden Eggs and Hyperbolic Discounting" (1997), Quarterly Journal of Economics. 11. Raj Chetty, Consumption Commitments and Habit Formation, NBER Working Paper 10970, 2014. | |
Evaluation Pattern Multiple assessments in the form of continuous evaluations will be implemented as part of our learner-centric approach. | |
MEC334 - APPLIED ECONOMETRICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course covers time series and panel data econometrics with focus on applications in the field of macroeconomics, international finance and societal issues. The course covers univariate and multivariate models of stationary and nonstationary time series in the time domain. The objective of the course is to develop a comprehensive set of tools and techniques for analyzing various forms of univariate and multivariate time series, and for understanding the current literature in applied time series econometrics.
|
|
Learning Outcome |
|
CO1: Demonstrate an understanding of the essential theoretical basis of econometric modeling and broad applications of time series and panel data econometrics in the field of macroeconomics, international finance, and to address societal issues. CO2: Convert a research question into an estimable equation and identify an appropriate econometric method for analyzing the data to get a meaningful explanation. CO3: Apply the EViews statistical package extensively to analyze the time series, panel data models and validate the ability to conduct independent research. |
Unit-1 |
Teaching Hours:12 |
Stationarity Univariate Models
|
|
Stochastic processes - Properties of stochastic process. Time series as a discrete stochastic process– Stationarity- Characteristics of stochastic component of time series (mean, auto-covariation and autocorrelation functions). Lag operator- Unit root tests - Deterministic and stochastic trend models, Test for stationarity-ACF, PACF, -Augmented Dickey Fuller test – Phillips-Perron Test-Estimation and testing, Forecasting-B-J methodology. | |
Unit-1 |
Teaching Hours:12 |
Stationarity Univariate Models
|
|
Stochastic processes - Properties of stochastic process. Time series as a discrete stochastic process– Stationarity- Characteristics of stochastic component of time series (mean, auto-covariation and autocorrelation functions). Lag operator- Unit root tests - Deterministic and stochastic trend models, Test for stationarity-ACF, PACF, -Augmented Dickey Fuller test – Phillips-Perron Test-Estimation and testing, Forecasting-B-J methodology. | |
Unit-2 |
Teaching Hours:10 |
Simultaneous Equation Models
|
|
Dynamic simultaneous equations models- Granger causality test - Vector Auto Regressive (VAR) Models-Impulse Response Function (IRF)-Variance Decomposition Analysis, Forecasting with VAR, - Structural Vector Auto Regressive (SVAR) models– Estimation and Diagnostic Checking. | |
Unit-2 |
Teaching Hours:10 |
Simultaneous Equation Models
|
|
Dynamic simultaneous equations models- Granger causality test - Vector Auto Regressive (VAR) Models-Impulse Response Function (IRF)-Variance Decomposition Analysis, Forecasting with VAR, - Structural Vector Auto Regressive (SVAR) models– Estimation and Diagnostic Checking. | |
Unit-3 |
Teaching Hours:12 |
Non-Stationary Multivariate Models
|
|
Spurious regression- Cointegration- Granger representation theorem -Vector error correction models (VECMs)- Structural VAR models with Cointegration - Testing for Cointegration – Engle and Granger (1987) and Johansen and Juselius (1990) - Estimating the Cointegration rank- Estimating Cointegration vectors. | |
Unit-3 |
Teaching Hours:12 |
Non-Stationary Multivariate Models
|
|
Spurious regression- Cointegration- Granger representation theorem -Vector error correction models (VECMs)- Structural VAR models with Cointegration - Testing for Cointegration – Engle and Granger (1987) and Johansen and Juselius (1990) - Estimating the Cointegration rank- Estimating Cointegration vectors. | |
Unit-4 |
Teaching Hours:12 |
Conditional Variance Models
|
|
Volatility Clustering- Leverage Effects- Modelling Volatility- Autoregressive Conditional Heteroscedasticity (ARCH) Model- Generalised Autoregressive Conditional Heteroscedasticity (GARCH) Model - Extensions to GARCH-Exponential GARCH and Threshold GARCH models. | |
Unit-4 |
Teaching Hours:12 |
Conditional Variance Models
|
|
Volatility Clustering- Leverage Effects- Modelling Volatility- Autoregressive Conditional Heteroscedasticity (ARCH) Model- Generalised Autoregressive Conditional Heteroscedasticity (GARCH) Model - Extensions to GARCH-Exponential GARCH and Threshold GARCH models. | |
Unit-5 |
Teaching Hours:14 |
Panel Data Models
|
|
Introduction to Panel Data - Types of panels- Balanced and Unbalanced Panel Data-Benefits and drawbacks of longitudinal data. Basic models, -The Constant Coefficient Model, The Fixed effect model or Least-Squares Dummy Variable (LSDV) Regression Model, The restricted F test, One-Way and Two-Way Fixed Effects Models, Within group and first difference estimators, Random effects Model-Estimation and testing- Fixed vs Random Effects Model -Hausman specification test, Breusch-Pagan test. | |
Unit-5 |
Teaching Hours:14 |
Panel Data Models
|
|
Introduction to Panel Data - Types of panels- Balanced and Unbalanced Panel Data-Benefits and drawbacks of longitudinal data. Basic models, -The Constant Coefficient Model, The Fixed effect model or Least-Squares Dummy Variable (LSDV) Regression Model, The restricted F test, One-Way and Two-Way Fixed Effects Models, Within group and first difference estimators, Random effects Model-Estimation and testing- Fixed vs Random Effects Model -Hausman specification test, Breusch-Pagan test. | |
Text Books And Reference Books:
Damodar N Gujarati and D C Porter , Basic Econometrics, McGraw Hill Publication, 5thedition. Bhaumik, S.K. (2015) Principles of Econometrics: A Modern Approach Using EViews, Oxford University Press. | |
Essential Reading / Recommended Reading W. Greene, Econometric Analysis, 7th Edition, Macmillan. Kerry Patterson, An Introduction to Applied Econometrics: A Time Series Approach. Palgrave Macmillan. | |
Evaluation Pattern CIA 1 -20 Marks CIA 2 - 50 Marks CIA 3- 20 Marks End Sem Exam -100 MArks | |
MEC341 - OPERATIONS RESEARCH (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This paper is offered as an elective paper in the third semester of MA Applied Economics. It teaches the decision making tools in Quantitative Techniques that are applied in economics and business analysis. |
|
Learning Outcome |
|
CO1: Critically analyze the theoretical framework of operations research, methodology of OR, and its applications in diverse fields in making effective decision making CO2: Solve and critically analyze a real-life economic/management/societal problem pertaining to operation research in a logical and systematic way. CO3: Develop proficiency to use Excel Solver to answer operation research problems
particularly linear Programming problems, transportation problems, assignment problems, and network analysis. |
Unit-1 |
Teaching Hours:4 |
Introduction to OR
|
|
Brief history- stages of development- definitions, features, Methodology of OR, OR tools.
| |
Unit-1 |
Teaching Hours:4 |
Introduction to OR
|
|
Brief history- stages of development- definitions, features, Methodology of OR, OR tools.
| |
Unit-2 |
Teaching Hours:16 |
Linear Programming
|
|
Fundamentals of L P models - Graphic solutions of LP models – feasible solutions- infeasible solutions- unbounded solutions- Maximization and Minimization of Objective Functions - Simplex Method with two and more than two variables, Special cases in the Simplex methods, Duality and sensitivity analysis, Practical problems, Case studies, LPP solutions with Excel Solver. | |
Unit-2 |
Teaching Hours:16 |
Linear Programming
|
|
Fundamentals of L P models - Graphic solutions of LP models – feasible solutions- infeasible solutions- unbounded solutions- Maximization and Minimization of Objective Functions - Simplex Method with two and more than two variables, Special cases in the Simplex methods, Duality and sensitivity analysis, Practical problems, Case studies, LPP solutions with Excel Solver. | |
Unit-3 |
Teaching Hours:12 |
Transportation Problems
|
|
TTransportation algorithm- Basic feasible solution of TP- North West Corner Rule- Least Cost method- Vogel’s Approximation Method – Optimality test- Stepping Stone method – Modi method, Special cases in the transportation problems-Degeneracy, unique & multiple optimal, unbalanced transportation problem, case studies. | |
Unit-3 |
Teaching Hours:12 |
Transportation Problems
|
|
TTransportation algorithm- Basic feasible solution of TP- North West Corner Rule- Least Cost method- Vogel’s Approximation Method – Optimality test- Stepping Stone method – Modi method, Special cases in the transportation problems-Degeneracy, unique & multiple optimal, unbalanced transportation problem, case studies. | |
Unit-4 |
Teaching Hours:10 |
Assignment Model
|
|
Statement of the problem, Hungarian Assignment - Problems – Optimality tests- problems - Maximization assignment problem, Some special cases. | |
Unit-4 |
Teaching Hours:10 |
Assignment Model
|
|
Statement of the problem, Hungarian Assignment - Problems – Optimality tests- problems - Maximization assignment problem, Some special cases. | |
Unit-5 |
Teaching Hours:12 |
Net Work Models
|
|
Net work models - CPM - PERT - Determination of Earliest Expected and Latest Allowable Times - Determination of Critical path – PERT Cost- Scheduling of a project- Application of PERT- Critical Path Method- Problems, cases. | |
Unit-5 |
Teaching Hours:12 |
Net Work Models
|
|
Net work models - CPM - PERT - Determination of Earliest Expected and Latest Allowable Times - Determination of Critical path – PERT Cost- Scheduling of a project- Application of PERT- Critical Path Method- Problems, cases. | |
Unit-6 |
Teaching Hours:10 |
Inventory Management Models
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|
Basic Features of inventory decisions- EOQ Models – Problems – how to order – Wen to order - Quantity Discounts- EPQ models – Dynamic Inventory Models – problems - ABC Analysis. | |
Unit-6 |
Teaching Hours:10 |
Inventory Management Models
|
|
Basic Features of inventory decisions- EOQ Models – Problems – how to order – Wen to order - Quantity Discounts- EPQ models – Dynamic Inventory Models – problems - ABC Analysis. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1- 20 marks based on the criteria specified in the course plan CIA 2- 50 marks based on the mid-semester examination CIA 3- 20 marks based on the criteria specified in the course plan End semester examination-100 mark
| |
MEC342 - ETHICS AND ECONOMICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course aims to cover the broad approaches of ethical inquiry as an essential component of critical thinking in Economics. It would also explore and critique the economic welfare models with its emphasis on efficiency based ethics and outcomes. |
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Learning Outcome |
|
CO1: To enable students to develop a deeper understanding of the evolution of Economics as an offshoot of Ethic studies CO2: To critically evaluate Modern Economics - its achievement and weakness. CO3: To provide a better understanding of moral limits of markets and bring a pluralistic approach to the understanding of Economics. |
Unit-1 |
Teaching Hours:20 |
Economic behaviour and moral sentiments
|
|
Importance of ethics in economics; Outcomes of ethical analysis; Duties, rules and virtues; Economic behaviour: Self-interest and rational behaviour- Adam Smith and self-interest
| |
Unit-1 |
Teaching Hours:20 |
Economic behaviour and moral sentiments
|
|
Importance of ethics in economics; Outcomes of ethical analysis; Duties, rules and virtues; Economic behaviour: Self-interest and rational behaviour- Adam Smith and self-interest
| |
Unit-2 |
Teaching Hours:20 |
Economic judgments and Moral Philosophy
|
|
Interpersonal comparisons of utility; Welfare and efficiency; Pareto efficiency and cost benefit analysis; well-being and agency; Achievements, freedoms and rights; Self-interest and welfare economics
| |
Unit-2 |
Teaching Hours:20 |
Economic judgments and Moral Philosophy
|
|
Interpersonal comparisons of utility; Welfare and efficiency; Pareto efficiency and cost benefit analysis; well-being and agency; Achievements, freedoms and rights; Self-interest and welfare economics
| |
Unit-3 |
Teaching Hours:20 |
Select topics in Ethics and Economics
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|
Moral limits to markets; Well-being, agency and freedom; Economic justice: process and outcomes; Economic justice: equal opportunity; Ethical pluralism in Economics
| |
Unit-3 |
Teaching Hours:20 |
Select topics in Ethics and Economics
|
|
Moral limits to markets; Well-being, agency and freedom; Economic justice: process and outcomes; Economic justice: equal opportunity; Ethical pluralism in Economics
| |
Text Books And Reference Books:
1. Jonathan B. Wight. Ethics in Economics: An Introduction to Moral Frameworks, CA: Stanford University Press, 2015 2. AmartyaSen, On Ethics and Economics, Australia: Blackwell, 1987 | |
Essential Reading / Recommended Reading AmartyaSen, On Ethics and Economics, Australia: Blackwell, 1987 | |
Evaluation Pattern
CIA I and III- 20 marks each CIA II Mid semester exams- 50 marks End-semester exams-100 marks | |
MEC343 - ECONOMICS OF HEALTH AND EDUCATION (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course aims at: Introducing the students to the core concepts of health and education in economics. It also provides theoretical and practical knowledge about the components of human capital in the framework of economic theory. The course also helps the students identify and analyze the potential research areas related to health and education, focusing on the India scenario. |
|
Learning Outcome |
|
CO1: To explain the basic concepts of health and education in economics CO2: To evaluate the components of human capital in the framework of economic theory CO3: To identify and analyze the potential areas of research in the areas related to health and education
|
Unit-1 |
Teaching Hours:0 |
INTERNSHIP GUIDELINES
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The students of MA Applied Economics are expected to complete an internship with an Academic (Research) institute/NGO/firm during the summer vacation before joining the programme in the third Semester. This internship provides the students an opportunity to be a part of these productive enterprises in order to understand the organizational structure and to participate in the work that is being carried out. The students are expected to expand their theoretical understanding to the practical scenario of production, marketing, distribution and consumption.The students are supposed to identify the productive enterprise of their choice and finalise the same in consultation with the Department. The Department will help the students if they need any assistance in identifying the organisation. The students are encouraged to intern with an organisation as per their area of interest/specialisation. This internship is evaluated out of 50 marks. Successful completion of the internship will earn the students 2 credits per semester. The students will be evaluated out of 50 marks on a continuous basis, the criteria of which are given below. The students are expected to put in a minimum of 25 days of work with a minimum spread of 4 weeks commencing from April 1, 2014. The last date for completing the internships will be May 31, 2014. The guidelines for the internship are as follows: 1. The students are expected to prepare a preliminary report of the organisation in not less than three pages. It should be submitted through LMS to the faculty in charge. This report will have to be submitted within the first one week of internship. Along with this all the students will have to submit a weekly report through LMS regarding the progress of the internship. The students will be evaluated out of 10 marks on the basis of the preliminary report (out of 5 marks) and weekly reports (out of 5 marks). The late submission of reports will affect the marks awarded. The preliminary report should include: (a) a brief profile of the organization including, (b) An introduction to the organisation, its location (c) Background information which should contain a brief history of the organisation (d) Organizational structure in the form of a flow chart (It depends on the nature of the enterprise/NGO/Institute. For instance it is not necessary in the case of a research institute). The reports will be evaluated on the basis of the quality of reporting, presentation style and timely submission. 2.The students are supposed to submit the detailed internship report of not less than 3000 words, to the department at the end of the internship. It should carry the activities and the learning outcome of the students. Some of the guiding principles for students are given below. a.The report should be on a prescribed format. The introductory section should include the name of the student, the name of the organization, profile of the organization and the names of the faculty supervisor as well as the name of the supervisor in the organisation. b.These reports should include details of the activities in the organisation, connection of class room learning with practical life, the contributions to the organisation, learning outcome etc. c.The contributions made by the student will vary on the basis of the organisation such as, (a) Preparing reports (b) Interviewing people (c) Technical support (d) Data analysis (e) Administrative support (f)Market analysis (g) Application of theory in practice (h) Field visits The students will be evaluated out of 25 marks on the basis of the work done as well as the quality of the reports made. The confidential feedback received from the organisation will influence the final grade given. The final submission of this report will be on Thursday, 31 May, 2014. 3.The third component of evaluation is the presentation made by the interns to a panel of faculty members using power point slides on the internship covering the following areas: (a) Profile of the organization (b) Work undertaken by the organization and a review of development programs (c) Contribution made by the intern (d) Critical appraisal of the effectiveness of the strategies implemented (e) An appraisal of the work done by the intern and an evaluation of his/her contributions (f) Students self evaluation The student will be evaluated out of 15 marks by the faculty members on the basis of the presentation, content, answers to the questions and the learning outcomes of the intern. The final mark will be the aggregation of all the components mentioned above.
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Unit-1 |
Teaching Hours:0 |
INTERNSHIP GUIDELINES
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The students of MA Applied Economics are expected to complete an internship with an Academic (Research) institute/NGO/firm during the summer vacation before joining the programme in the third Semester. This internship provides the students an opportunity to be a part of these productive enterprises in order to understand the organizational structure and to participate in the work that is being carried out. The students are expected to expand their theoretical understanding to the practical scenario of production, marketing, distribution and consumption.The students are supposed to identify the productive enterprise of their choice and finalise the same in consultation with the Department. The Department will help the students if they need any assistance in identifying the organisation. The students are encouraged to intern with an organisation as per their area of interest/specialisation. This internship is evaluated out of 50 marks. Successful completion of the internship will earn the students 2 credits per semester. The students will be evaluated out of 50 marks on a continuous basis, the criteria of which are given below. The students are expected to put in a minimum of 25 days of work with a minimum spread of 4 weeks commencing from April 1, 2014. The last date for completing the internships will be May 31, 2014. The guidelines for the internship are as follows: 1. The students are expected to prepare a preliminary report of the organisation in not less than three pages. It should be submitted through LMS to the faculty in charge. This report will have to be submitted within the first one week of internship. Along with this all the students will have to submit a weekly report through LMS regarding the progress of the internship. The students will be evaluated out of 10 marks on the basis of the preliminary report (out of 5 marks) and weekly reports (out of 5 marks). The late submission of reports will affect the marks awarded. The preliminary report should include: (a) a brief profile of the organization including, (b) An introduction to the organisation, its location (c) Background information which should contain a brief history of the organisation (d) Organizational structure in the form of a flow chart (It depends on the nature of the enterprise/NGO/Institute. For instance it is not necessary in the case of a research institute). The reports will be evaluated on the basis of the quality of reporting, presentation style and timely submission. 2.The students are supposed to submit the detailed internship report of not less than 3000 words, to the department at the end of the internship. It should carry the activities and the learning outcome of the students. Some of the guiding principles for students are given below. a.The report should be on a prescribed format. The introductory section should include the name of the student, the name of the organization, profile of the organization and the names of the faculty supervisor as well as the name of the supervisor in the organisation. b.These reports should include details of the activities in the organisation, connection of class room learning with practical life, the contributions to the organisation, learning outcome etc. c.The contributions made by the student will vary on the basis of the organisation such as, (a) Preparing reports (b) Interviewing people (c) Technical support (d) Data analysis (e) Administrative support (f)Market analysis (g) Application of theory in practice (h) Field visits The students will be evaluated out of 25 marks on the basis of the work done as well as the quality of the reports made. The confidential feedback received from the organisation will influence the final grade given. The final submission of this report will be on Thursday, 31 May, 2014. 3.The third component of evaluation is the presentation made by the interns to a panel of faculty members using power point slides on the internship covering the following areas: (a) Profile of the organization (b) Work undertaken by the organization and a review of development programs (c) Contribution made by the intern (d) Critical appraisal of the effectiveness of the strategies implemented (e) An appraisal of the work done by the intern and an evaluation of his/her contributions (f) Students self evaluation The student will be evaluated out of 15 marks by the faculty members on the basis of the presentation, content, answers to the questions and the learning outcomes of the intern. The final mark will be the aggregation of all the components mentioned above.
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Text Books And Reference Books: Not applicable | |
Essential Reading / Recommended Reading Not applicable | |
Evaluation Pattern Weekly reports: 5 marks Preliminary report: 5 marks Final report: 20 marks Internship presentation: 20 marks | |
MEC431 - ECONOMICS OF LABOUR MARKETS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course explores how labor processes operate and how market forces, institutions and sociological forces shape labor market performance and outcomes from a theoretical and empirical perspective. |
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Learning Outcome |
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CO1: Demonstrate knowledge of the major trends and events in the world of work and the role of markets and institutions in shaping labour market outcomes CO2: Recognise the plurality of theoretical perspectives and empirical analysis in the study of labour market processes and outcomes CO3: Analyse current public policy debates related to the labour markets and engage with issues of caste and gender segmentation in the labour markets
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Unit-1 |
Teaching Hours:10 |
Introduction to Labour Economics
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Labour as a unique factor of production; Labour Market outcomes- Changing level and composition of labour supply and labour demand, structure of earnings, labor management relations and collective bargaining, level and composition of unemployment; Labour market process- market forces, institutional forces and sociological forces; Evolution of labour market theory- the Neoclassical school and the Institutional school. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Labour Economics
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Labour as a unique factor of production; Labour Market outcomes- Changing level and composition of labour supply and labour demand, structure of earnings, labor management relations and collective bargaining, level and composition of unemployment; Labour market process- market forces, institutional forces and sociological forces; Evolution of labour market theory- the Neoclassical school and the Institutional school. | |
Unit-2 |
Teaching Hours:15 |
Labour Market Analysis
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Supply of labour: The Theory of Labour Leisure Choice; Hours of work and Non labour income; Substitution and Income effects of Wage change; Labour force participation rates- Changes in male and female work participation rates; Household Model of Labor Supply- Life Cycle Allocation of Time, Bargaining Model of Family Labour Supply; Effects of Social Programs and Income transfers on Labour Supply. Demand for Labour: The Marginal Productivity Theory of Labour Demand; The Elasticity of demand for labour - Hicks-Marshall rules of derived demand for labour; Consumer expenditure patterns and labour demand; Labour demand over business cycles; Labour demand in the long run- Equilibrium level of employment with isocosts and isoquants; Technological change and labour demand. | |
Unit-2 |
Teaching Hours:15 |
Labour Market Analysis
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Supply of labour: The Theory of Labour Leisure Choice; Hours of work and Non labour income; Substitution and Income effects of Wage change; Labour force participation rates- Changes in male and female work participation rates; Household Model of Labor Supply- Life Cycle Allocation of Time, Bargaining Model of Family Labour Supply; Effects of Social Programs and Income transfers on Labour Supply. Demand for Labour: The Marginal Productivity Theory of Labour Demand; The Elasticity of demand for labour - Hicks-Marshall rules of derived demand for labour; Consumer expenditure patterns and labour demand; Labour demand over business cycles; Labour demand in the long run- Equilibrium level of employment with isocosts and isoquants; Technological change and labour demand. | |
Unit-3 |
Teaching Hours:15 |
Wage Determination
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Wage determination in competitive markets; Wage determination in monopsony market; Minimum wages- Effect on wage and employment determination in competitive and monopsony markets; Segmentation and Dual Labour Market Theory; Wage differentials- Education, Training and Earnings Differential- The Theory of Human Capital, Costs and benefits of college education and On-the-Job training- Occupational Wage differentials; Theory of Compensating Wage Differentials; Earnings differentials by Gender- Wage and wage share in post-reform India. | |
Unit-3 |
Teaching Hours:15 |
Wage Determination
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Wage determination in competitive markets; Wage determination in monopsony market; Minimum wages- Effect on wage and employment determination in competitive and monopsony markets; Segmentation and Dual Labour Market Theory; Wage differentials- Education, Training and Earnings Differential- The Theory of Human Capital, Costs and benefits of college education and On-the-Job training- Occupational Wage differentials; Theory of Compensating Wage Differentials; Earnings differentials by Gender- Wage and wage share in post-reform India. | |
Unit-4 |
Teaching Hours:10 |
Employment
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Measurement of unemployment; Conceptual issues- Causes of unemployment; Job search theories- Stigler Model, McCall Model- Rigid wages- Efficiency Wages, Labour force participation rates in India, Unemployment trends in India- Sectoral employment trends in India: Rural-Urban, Organised- Unorganised, Public-Private. | |
Unit-4 |
Teaching Hours:10 |
Employment
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Measurement of unemployment; Conceptual issues- Causes of unemployment; Job search theories- Stigler Model, McCall Model- Rigid wages- Efficiency Wages, Labour force participation rates in India, Unemployment trends in India- Sectoral employment trends in India: Rural-Urban, Organised- Unorganised, Public-Private. | |
Unit-5 |
Teaching Hours:10 |
Trade Unions and Collective Bargaining
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Demand for union services- Costs and benefits of union membership- Supply curve of union membership- Equilibrium level of union membership- Union-management bargaining process: A model of bargaining process- Outcomes of bargaining process- Methods of dispute resolution- Dimension of union wage effect - Measuring the union-nonunion wage differential- Union impact on nonwage outcomes. | |
Unit-5 |
Teaching Hours:10 |
Trade Unions and Collective Bargaining
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Demand for union services- Costs and benefits of union membership- Supply curve of union membership- Equilibrium level of union membership- Union-management bargaining process: A model of bargaining process- Outcomes of bargaining process- Methods of dispute resolution- Dimension of union wage effect - Measuring the union-nonunion wage differential- Union impact on nonwage outcomes. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA I and III: 20 marks each CIA II Mid semester exam: 50 marks End semester exam: 100 marks | |
MEC432 - PUBLIC FINANCE AND POLICY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course helps to understand the role of government in the economy in the context of business activity, income distribution, economic growth, globalisation, and market failure. The focus of this course is to throw light upon the fundamental public policy questions and the key theoretical and empirical tools of policy analysis in economics. Students also will gain an understanding of the theoretical basis for the arguments for the extension of the public sector. |
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Learning Outcome |
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CO1: Recognize the relevance of government intervention in the context of market failure CO2: Demonstrate knowledge about the various fiscal policy instruments and their relevance in economic stabilization CO3: Analyze various issues in the effectiveness of the fiscal policy CO4: Evaluate and compare different fiscal policy interventions and suggest suitable public policy
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Unit-1 |
Teaching Hours:5 |
Role of Government
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Public sector in the economy-functions; allocation, distribution and stabilization- Regulatory functions | |
Unit-1 |
Teaching Hours:5 |
Role of Government
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Public sector in the economy-functions; allocation, distribution and stabilization- Regulatory functions | |
Unit-2 |
Teaching Hours:10 |
Theory of Public Choice and Public Goods
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Public goods and externalities, merit goods, Samuelson theory, free-rider problem, Lindahl solution, Coasian theory, theory of clubs, median voter theorem, theory of rent-seeking, Political Equilibrium - decentralized provision of public goods; Tiebout model.
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Unit-2 |
Teaching Hours:10 |
Theory of Public Choice and Public Goods
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Public goods and externalities, merit goods, Samuelson theory, free-rider problem, Lindahl solution, Coasian theory, theory of clubs, median voter theorem, theory of rent-seeking, Political Equilibrium - decentralized provision of public goods; Tiebout model.
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Unit-3 |
Teaching Hours:10 |
Public Expenditure and Taxation
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Classification of public expenditure; Theories of public expenditure; Social Cost-benefit analysis-Criteria for public investment-Project valuation, Estimation of costs, discount rate- -Tax and Non-tax sources of revenue- Kinds of Taxes; Theories of taxation; Tax Incidence, Taxation and Economic efficiency- Excess Burden; Optimal Taxation- Tax Benefit Linkages and the Financing of Social Insurance Programs | |
Unit-3 |
Teaching Hours:10 |
Public Expenditure and Taxation
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Classification of public expenditure; Theories of public expenditure; Social Cost-benefit analysis-Criteria for public investment-Project valuation, Estimation of costs, discount rate- -Tax and Non-tax sources of revenue- Kinds of Taxes; Theories of taxation; Tax Incidence, Taxation and Economic efficiency- Excess Burden; Optimal Taxation- Tax Benefit Linkages and the Financing of Social Insurance Programs | |
Unit-4 |
Teaching Hours:8 |
Budget Deficit and Public Debt
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Deficit indicators and public borrowing, Theories of public debt: Keynesian, neoclassical, and Ricardian equivalence, debt management, debt sustainability, debt dynamics, fiscal-monetary nexus, theory of intergovernmental transfers- Budget analysis of Central and State Governments. | |
Unit-4 |
Teaching Hours:8 |
Budget Deficit and Public Debt
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Deficit indicators and public borrowing, Theories of public debt: Keynesian, neoclassical, and Ricardian equivalence, debt management, debt sustainability, debt dynamics, fiscal-monetary nexus, theory of intergovernmental transfers- Budget analysis of Central and State Governments. | |
Unit-5 |
Teaching Hours:12 |
Fiscal Federalism
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Principles of federal finance - Assignment of Functions & Devolution of Resources and Grants; Vertical and Horizontal Imbalance- Methods of Inter-governmental resource Transfer- Role of Finance Commission- Recommendations of Finance Commission | |
Unit-5 |
Teaching Hours:12 |
Fiscal Federalism
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Principles of federal finance - Assignment of Functions & Devolution of Resources and Grants; Vertical and Horizontal Imbalance- Methods of Inter-governmental resource Transfer- Role of Finance Commission- Recommendations of Finance Commission | |
Unit-6 |
Teaching Hours:15 |
Indian Public Finance
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Major trends in Public Expenditure and tax revenues of the central and state governments in India; Tax Structure of Centre and States in India- Tax Reforms of Direct and Indirect Taxes in India- Planning Commission and National Institution for Transforming India (NITI Aayog) | |
Unit-6 |
Teaching Hours:15 |
Indian Public Finance
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Major trends in Public Expenditure and tax revenues of the central and state governments in India; Tax Structure of Centre and States in India- Tax Reforms of Direct and Indirect Taxes in India- Planning Commission and National Institution for Transforming India (NITI Aayog) | |
Text Books And Reference Books: 1) Jonathan Gruber (2011) Public Finance and Public Policy, Massachusetts Institute of Technology, Third Edition, Worth Publishers 2) Atkinson, A.B. and J.E. Stiglitz , Lectures on Public Economics, Tata McGraw Hill, New York. 3) David N. Hyman (2011). Public Finance A Contemporary Application of Theory to Practice. 10th Edition, Cengage Learning. 4) Stigliz Joseph, Rosengard J.Kay (2015) . Economics of the Public Sector.Fourth International Student Edition.W.W.Norton & Company 5) Kaplow Louis (2008), The Theory of Taxation and Public Economics, princeton university press 6) Musgrave and Musgrave: Public Finance in Theory and Practice (Fifth Edition) (already included) 7) Amaresh Bagchi (ed.). Readings in Public Finance. Oxford University Press 8) Hindriks, J and G. D. Myles (2013). Intermediate Public Economics, MIT Press 9) Indian Public Finance- EPW articles | |
Essential Reading / Recommended Reading 1) Buchanan J.M., The public Finances, Richard D.Irwin, Homewood. 2. Jha. R (1998), Modern Public Economics, Routledge, London. 3. Srivastava.D.K., Fiscal Federalism in India, Har Anand Publication Ltd., New Delhi 4.. Auerbach, A.J. and M. Feldstern (Eds.) Handbook of Public Economics, Vol. I, North-Holland, Amsterdam. | |
Evaluation Pattern CIA I : 20 Marks CIA II : 50 Marks (Mid Semester Examination) CIA III: 20 Marks End Semester Examination : 100 Marks | |
MEC433 - ENVIRONMENT AND RESOURCE ECONOMICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course is designed to introduce students to natural and environmental resource economics issues and theory. Much emphasis is placed on understanding economic concepts such as resource scarcity, externalities, property rights, opportunity cost, sustainability, and environmental valuation in their application to studies of natural resources and environmental amenities. The course also aims at a detailed treatment of the intersection of the economy, environment and human society. The course applies microeconomic concepts and techniques to issues arising from the growth, use, depletion and degradation of natural resources. While the approach in this course is mainly that of neoclassical microeconomics, we will also draw from the emerging transdisciplinary of ecological economics, so that our understanding of the economic subsystem is grounded in adequate understanding of the larger biophysical or natural system on which the economic subsystem depends. We will therefore, consider questions of scale (how big can/should the economy be), and justice (who benefits and who pays when natural resources are used) as equally important with the question of efficiency of natural resource usages. The course will also provide the various market based and non-market-based approaches to environmental valuation. |
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Learning Outcome |
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CO1: Explain how economic principles and tools can be used to analyze the significance of the environment for the economy. CO2: Describe the potential for market and government mechanisms to address environmental issues. CO3: Build models for harvesting both renewable and non-renewable natural resources. CO4: Learn techniques of valuation of environmental resources. CO5: Understand climate change as an economic problem. |
Unit-1 |
Teaching Hours:5 |
Basic Concepts
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An introduction to Environmental Economics; Economy - Environment interaction; The Material Balance principle, Entropy law. | |
Unit-1 |
Teaching Hours:5 |
Basic Concepts
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An introduction to Environmental Economics; Economy - Environment interaction; The Material Balance principle, Entropy law. | |
Unit-2 |
Teaching Hours:5 |
Environment Vs Development
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Relation between development and environment stress; Environmental Kuznet's curve. | |
Unit-2 |
Teaching Hours:5 |
Environment Vs Development
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Relation between development and environment stress; Environmental Kuznet's curve. | |
Unit-3 |
Teaching Hours:10 |
Economics of Exhaustible Resources
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Hotelling's rule; Solow-Harwick's Rule; Market structure and optimal extraction policy; Uncertainty and the rate of resource extraction; Resource scarcity. | |
Unit-3 |
Teaching Hours:10 |
Economics of Exhaustible Resources
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Hotelling's rule; Solow-Harwick's Rule; Market structure and optimal extraction policy; Uncertainty and the rate of resource extraction; Resource scarcity. | |
Unit-4 |
Teaching Hours:10 |
Economics of Renewable Resources
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Economic models of forestry and fisheries; Extinction of species; Economics of Biodiversity. | |
Unit-4 |
Teaching Hours:10 |
Economics of Renewable Resources
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Economic models of forestry and fisheries; Extinction of species; Economics of Biodiversity. | |
Unit-5 |
Teaching Hours:10 |
The Theory of Externality and Public Goods
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Concepts; Market Failure; Pigouvian Solution; Buchanan's Theory; Coase's theorem and its critique; Pigouvian vs. Coasian solution; Detrimental externality and non-convexities in the production set; Property rights; Collective action. | |
Unit-5 |
Teaching Hours:10 |
The Theory of Externality and Public Goods
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Concepts; Market Failure; Pigouvian Solution; Buchanan's Theory; Coase's theorem and its critique; Pigouvian vs. Coasian solution; Detrimental externality and non-convexities in the production set; Property rights; Collective action. | |
Unit-6 |
Teaching Hours:20 |
Techniques of Valuation
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Market and non-market valuation; Physical linkage methods; Abatement cost methods; Behavior linkage methods - Revealed and stated preference; Social cost benefit analysis; Environmental impact assessment. | |
Unit-6 |
Teaching Hours:20 |
Techniques of Valuation
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Market and non-market valuation; Physical linkage methods; Abatement cost methods; Behavior linkage methods - Revealed and stated preference; Social cost benefit analysis; Environmental impact assessment. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 CIA 2 CIA 3 End semester examination | |
MEC434 - INTERNATIONAL TRADE AND FINANCE (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The first part of the course is designed to familiarize students with discussions in international trade theory and policy, reviewing classical theories of international trade and recent developments in the economic literature based on the new trade theories. In addition, it further evaluates the justification usually given for trade restrictions, describes the importance and effects of economic integration and explains the political economy of trade agreements. The second part of the course aims to familiarize students with concepts and theories related to international finance. The course deals with balance of payments, foreign exchange markets and exchange rate determination. Besides presenting the theory, the course also examines the actual operation of foreign exchange markets. Therefore, it is of great practical relevance for the students. |
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Learning Outcome |
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CO1: to analyze traditional as well as contemporary issues in trade theory and policy using a variety of lenses provided in the course. CO2: to know the trade policies at the national and international levels and the impact of the globalization on income, employment and social standards in the current international scenario. CO3: to demonstrate understanding of the balance of payments, foreign exchange market, exchange rate determination and the relationships between interest rates, spot and forward rates and expected inflation rates. CO4: to explain the use of futures, option and swap contracts in hedging foreign exchange exposure. CO5: to understand the meaning and importance of the exchange rates dynamics, stability of the foreign exchange market, exchange rate forecasting and the technical analysis of the foreign exchange market. |
Unit-1 |
Teaching Hours:16 |
International Trade Theory
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Introduction; The Gravity Modelling; The Law of Comparative Cost Theory; Revealed Comparative Advantage Theory; Derivation of Offer Curves and General Equilibrium Analysis; Terms of Trade; Factor Endowments and Heckscher–Ohlin Theory: Specific Factor Models, Empirical Approaches; New Trade Theories: Economies of Scale, Imperfect Competition, Dynamic Technological Differences, Transportation Costs; Trade, Welfare and Economic Growth. | |
Unit-1 |
Teaching Hours:16 |
International Trade Theory
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Introduction; The Gravity Modelling; The Law of Comparative Cost Theory; Revealed Comparative Advantage Theory; Derivation of Offer Curves and General Equilibrium Analysis; Terms of Trade; Factor Endowments and Heckscher–Ohlin Theory: Specific Factor Models, Empirical Approaches; New Trade Theories: Economies of Scale, Imperfect Competition, Dynamic Technological Differences, Transportation Costs; Trade, Welfare and Economic Growth. | |
Unit-2 |
Teaching Hours:14 |
International Trade Policy
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Trade Restrictions: Tariffs and Nontariff Trade Barriers; Economic Integration: Trade Creating and Diversion, Theory of Second Best; International Resource Movements and Multinational Corporations; Political Economy of trade agreements, New Protectionism and role of WTO. | |
Unit-2 |
Teaching Hours:14 |
International Trade Policy
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Trade Restrictions: Tariffs and Nontariff Trade Barriers; Economic Integration: Trade Creating and Diversion, Theory of Second Best; International Resource Movements and Multinational Corporations; Political Economy of trade agreements, New Protectionism and role of WTO. | |
Unit-3 |
Teaching Hours:16 |
The Balance of Payments, Foreign Exchange Markets and Exchange Rates
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Balance of Payments; Foreign Exchange Markets: Functions, Participants, Foreign Exchange Rates, Arbitrage, Spot and Forward Rates, Currency Swaps, Futures and Options, Foreign Exchange Exposures, Hedging and Speculations; Interest Arbitrage and the Efficiency of Foreign Exchange Markets; Crypto Currency Trading; The International Monetary System: Past, Present and Future. | |
Unit-3 |
Teaching Hours:16 |
The Balance of Payments, Foreign Exchange Markets and Exchange Rates
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Balance of Payments; Foreign Exchange Markets: Functions, Participants, Foreign Exchange Rates, Arbitrage, Spot and Forward Rates, Currency Swaps, Futures and Options, Foreign Exchange Exposures, Hedging and Speculations; Interest Arbitrage and the Efficiency of Foreign Exchange Markets; Crypto Currency Trading; The International Monetary System: Past, Present and Future. | |
Unit-4 |
Teaching Hours:14 |
Exchange Rate Determination
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Purchasing Power Parity Theory: Absolute, Relative and Empirics; Monetary Approach to the Balance of Payments under Fixed and Flexible Exchange Rates; Exchange Rate Dynamics: Exchange Rate Overshooting; Portfolio Balance Model and Exchange Rates; Stability of Foreign Exchange Markets: Marshal-Lerner Conditions, Elasticity Estimates, J-Curve Effects; Exchange Rate Forecasting; Exchange Rate and Technical Analysis. | |
Unit-4 |
Teaching Hours:14 |
Exchange Rate Determination
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Purchasing Power Parity Theory: Absolute, Relative and Empirics; Monetary Approach to the Balance of Payments under Fixed and Flexible Exchange Rates; Exchange Rate Dynamics: Exchange Rate Overshooting; Portfolio Balance Model and Exchange Rates; Stability of Foreign Exchange Markets: Marshal-Lerner Conditions, Elasticity Estimates, J-Curve Effects; Exchange Rate Forecasting; Exchange Rate and Technical Analysis. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1: 20 marks based on the criteria specified in the course plan | |
MEC481 - DISSERTATION (2023 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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To inculcate in students the rigour of research work; To imbibe in students the spirit of inquiry; To encourage students to do academic reading of journal articles; To be informed about new developments in the field of economics research. |
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Learning Outcome |
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CO1: Acquire skills to undertake a small scale research project independently CO2: Apply critical thinking skills to a research problem and critically evaluate various techniques and tools used to evaluate a research problem CO3: Gain necessary exposure for research related jobs |
Unit-1 |
Teaching Hours:7 |
Introduction to Service Learning (Theory ? in class instruction)
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The Concept, Objectives, and Scope of Service learning in the field of Economics; Need for Community and Academia (University) Interface. The action plan for Service-Learning: Awareness, planning, prototype support, expansion, and evaluation. Outcomes of service-learning: Personal, social, learning and career outcomes. | |
Unit-1 |
Teaching Hours:7 |
Introduction to Service Learning (Theory ? in class instruction)
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The Concept, Objectives, and Scope of Service learning in the field of Economics; Need for Community and Academia (University) Interface. The action plan for Service-Learning: Awareness, planning, prototype support, expansion, and evaluation. Outcomes of service-learning: Personal, social, learning and career outcomes. | |
Unit-2 |
Teaching Hours:8 |
Community engagement and participation (Theory ? in class instruction)
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Investigate the problem and align the course’s objectives and outcomes to the problem identified; take responsible action and reflect on the learning. Identification of the community’s problem/needs - Describe the nature of the problem; explore reasons for identifying the problem; do a review of the literature to contextualise the problems and interventions; identify different approaches/models to address the problem and propose a solution; submit a record/report on their learning and observation to disseminate information for discussion. | |
Unit-2 |
Teaching Hours:8 |
Community engagement and participation (Theory ? in class instruction)
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Investigate the problem and align the course’s objectives and outcomes to the problem identified; take responsible action and reflect on the learning. Identification of the community’s problem/needs - Describe the nature of the problem; explore reasons for identifying the problem; do a review of the literature to contextualise the problems and interventions; identify different approaches/models to address the problem and propose a solution; submit a record/report on their learning and observation to disseminate information for discussion. | |
Unit-3 |
Teaching Hours:15 |
Project Execution (Discipline specific to Economics and approval from the guide)
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Stage 1: Planning a Service-Learning Project – Conduct a need analysis to understand the requirements of the Community and prepare a service-learning project, understand the steps involved in planning a service-learning project, Identify the resources needed for a successful service-learning project, develop a plan for a service-learning project. Stage 2: Implementing a Service-Learning Project - Understand the importance of communication and collaboration in service-learning, identify the challenges of implementing a service-learning project, and develop strategies for overcoming challenges. Stage 3: Reflection – Meaning and types, reflection on service-learning experience to improve service-learning projects. Students will use their reflections to develop a deeper understanding of the community and evaluate the impact of their service-learning project. | |
Unit-3 |
Teaching Hours:15 |
Project Execution (Discipline specific to Economics and approval from the guide)
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Stage 1: Planning a Service-Learning Project – Conduct a need analysis to understand the requirements of the Community and prepare a service-learning project, understand the steps involved in planning a service-learning project, Identify the resources needed for a successful service-learning project, develop a plan for a service-learning project. Stage 2: Implementing a Service-Learning Project - Understand the importance of communication and collaboration in service-learning, identify the challenges of implementing a service-learning project, and develop strategies for overcoming challenges. Stage 3: Reflection – Meaning and types, reflection on service-learning experience to improve service-learning projects. Students will use their reflections to develop a deeper understanding of the community and evaluate the impact of their service-learning project. | |
Text Books And Reference Books: Cipolle, S. B. (2010). Service-learning and Social Justice: Engaging Students in Social Change. United States: Rowman & Littlefield Publishers. Hatcher, J.A., Clayton, P.H., & Bringle, R.G. (2013). Research on Service Learning: Conceptual Frameworks and Assessments: Students and Faculty. United States: Stylus Publishing. Kaye, C. B. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. United States: Free Spirit Publishing. | |
Essential Reading / Recommended Reading Service-Learning in Business: A Guide to Integrating Community Engagement into the Business Curriculum, by Robert G. Bringle and Julie A. Hatcher (2015). | |
Evaluation Pattern CIA 1- 10 marks CIA 2-20 marks CIA 3-20 marks |