SCHOOL OF BUSINESS AND ACCOUNTANCY

HOLY ANGEL UNIVERSITY

Department of Management

SYLLABUS IN: ECONOMIC DEVELOPMENT (ECONDEV)

First Semester, S.Y. 2019-2020

Holy Angel University VMGOs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

School of Business and Accountancy VMGOs

Vision: A leading center of knowledge and learning in the Asia-Pacific region in the field of Business and Accountancy Education.

Mission: To provide high quality and accessible business and accountancy education to the young men and women through a wide range of relevant, educational experience.

Institutional Student Learning Outcomes

1. Show effective communication

2. Demonstrate appropriate value and sound ethical reasoning
3. Apply critical and creative thinking
4. Utilize civic and global learning
5. Use applied and collaborative learning
6. Employ aesthetic engagement
7. Show Information and Communication Technology (ICT) Literacy
Program Educational Objectives
Graduates are envisioned to:

1. Understand the basic functions of management such as planning, organizing, staffing, directing and controlling.
2. Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and operations
management, information technology and strategic management) and employ these concepts in various business situations.
3. Select the proper decision making tools to critically, analytically and creatively solve problems and drive results.
4. Express oneself clearly and communicate effectively with stakeholders both in oral and written forms.
5. Show information and communication technology (ICT) skills as required by the business environment.
6. Manifests effective work skills with other stakeholders and manage conflict in the workplace.
7. Plan and implement business related activities.
8. Demonstrate corporate citizenship and social responsibility.
9. Exercise high personal, moral and ethical standards.

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7 PEO8 PEO9

ISLO 1: Show effective communication X X X X X X X X X
ISLO 2: Demonstrate appropriate value X X X X X X X X X
and sound ethical reasoning
ISLO 3: Apply critical and creative thinking X X X X X X X X X
ISLO 4: Utilize civic and global learning X X X X X X X
ISLO 5: Use applied and collaborative X X X X X X X X X
Learning
ISLO 6: Employ aesthetic engagement X X X X X X X X X
ISLO 7: Show Information and X X X X X X
Communication Technology (ICT) Literacy
Program Learning Outcomes (PLOs)
After finishing the program, students will be able to:

1. Apply the principles and functional areas of business management, marketing management, human resources development management and legal management.
2. Demonstrate mastery in effective communication in both national and global context.
3. Solve business problems as they arise.
4. Use the appropriate managerial technique in analyzing business data and other relevant information.
5. Actualize ethical principles and standards in all their business dealings.

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7 PEO8 PEO9

PLO1 X X X X X
Apply the principles and functional areas of business management, marketing management,
human resources development management and legal management.

PLO2
Demonstrate mastery in effective communication in both national and global context. X X X X
PLO3 X X X X X X
Solve business problems as they arise.
PLO4 X X X X X X X
Use the appropriate managerial technique in analyzing business data and other relevant
information.
PLO5
Actualize ethical principles and standards in all their business dealings.
X X X X X X X X X

Course Learning Outcomes

1. Explain the growth and development experience of the developing world, especially from an Asian development perspective.
2. Discuss the issues pertaining to the economic growth and development of the Asian region.
3. Demonstrate awareness of both local and international affairs that affect the economic interrelationships between countries that affect their economic growth and
development
4. Respond to the changing economic environment by making decisions that can affect the present and future generation.
5. Explain the importance of daily decisions in achieving a quality and satisfying life in this world.
 6. Analyze current local and international news and significant economic issues.
7. Apply economic theories in everyday life situations.
8. Demonstrate self-respect and respect for others.

PLO1 PLO2 PLO3 PLO4 PLO5

CLO1. Explains the growth and development experience of the developing world, especially from an Asian development perspective. X X X X
CLO2. Discusses the issues pertaining to the economic growth and development of the Asian region X X X X X
CLO3. Demonstrates awareness of both local and international affairs that affect the economic interrelationships between countries. X X X X X
CLO4. Responds to the changing economic environment by making decisions that can affect the present and future generation. X X X X X
CLO5. Explains the importance of daily decisions in achieving a quality and satisfying life in this world. X X X X X
CLO6. Analyzes current local and international news and significant economic issues. X X X X X
CLO7. Applies economic theories in everyday life situations. X X X X X
CLO8. Demonstrates self-respect and respect for others. X X X X X

Course Description

This course will introduce students to the different economic challenges of developing and third world countries, and discusses the public policies to solve those problems. This
course familiarizes students with the theories for economic growth and analyze the trends in poverty and inequality in specific regions and countries, to determine different
development strategies and government policies to solve the issues.

Course Credit 3 Units

Prerequisite Subject/s MANECON (Managerial Economics)

Required Textbook Dowling, J.M., Valuenzela, M. R., and Brux, J. M. (2019). Economic Development. Singapore, Cengage Learning Asia Pte. Ltd.,

Requirements:
Class Standing: 60%
Quizzes
Recitation
Assignments
Seatworks
News Clipping
e-articles critiquing
 Major Exams 40%
Midterms
Finals

Time Frame Intended Student Learning Course HAU Core Values Teaching
Outcomes (ISLOs) Learning Course Content Learning Assessment
Week Hours Outcomes Core Values Sub Values Activities
(CLOs)
1 1  Explain the importance 1. BECONDEV course
of Economic outcomes Christ Indicators:
Development and its Centeredness Obedience,
relevance to the 2. Classroom policies Prayerfulness, Moral
Accounting program  Attendance
 Assignments Indicators:
 Explain the value of  Quizzes and major Integrity accountability and
compliance to examinations conscientiousness Discussion Signed
classroom policies  Reaction papers attendance
and requirements  Subject final Indicators: sheet
requirement Commitment and ,
 Grading System Involvement
 Academic Societal
Dishonesty Responsibility

1-2 5 CLO 1-8 OVERVIEW OF Media- Seatwork

 Differentiate economic
DEVELOPMENT Christ Indicators: supported Assignment
development and
ECONOMICS Centeredness Moral lecture/ Clippings
economic growth and
1. Differentiate PowerPoint Recitation
other aspects of
Development Excellence Indicators: presentation. Quiz
Economics
 Economics from Competence,
 Show how growth and
other Aspects of Efficient, Innovative, Class
development are
Economics Logical, Analytical discussions by
measured
2. Measuring teachers and
 Explain the new Growth and Indicators: students
approaches to Development Community Conflict
measuring 3. New Approaches Management, Care,
development to Measuring Togetherness Interactive
Economic discussion
 Discuss the indicators
Development Indicators:
that can make
4. Making Honesty, Game
comparisons between
Comparisons Integrity Conscientiousne
countries
between ss,
Countries Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

3-4 6  Understand how CLO 1-8 THE ASIAN CRISIS AND Media- Assignment
the Asian crisis RECENT DEVELOPMENTS Christ Indicators: supported Clippings
started 1. Why did it Centeredness Moral lecture/ Recitation
 Discuss the post- happen? PowerPoint Quiz
crisis experience in 2. Post-Crisis Excellence Indicators: presentation. e-article
Asia Experience Competence, critiquing
 Explain the lessons 3. Lessons and Efficient, Innovative, Class
and prospects for Prospects for the Logical, Analytical discussions by
the future of Asia Future teachers and
  Explain the 4. Developments in Indicators: students
developments in the New Community Conflict
the new Millennium Management, Care,
millennium Togetherness Interactive
discussion
Indicators:
Honesty,
Integrity Conscientiousne
ss,
Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

4-6 6  Explain the role of CLO 1-8 AGRICULTURE Media- Seatwork

agriculture in 1. Agriculture and Christ Indicators: supported Assignment
economic growth Economic Growth Centeredness Moral lecture/ Clippings
 Show the agricultural 2. Agricultural PowerPoint Recitation
transformation in Asia Transformation in Excellence Indicators: presentation. Quiz
 Explain the Asia Competence,
microeconomics of 3. The Efficient, Innovative, Class
agriculture in Asia Microeconomics of Logical, Analytical discussions by
 Discuss the lessons Agriculture in Asia teachers and
and 4. Modernizing Indicators: students
policy issues in Agriculture and Community Conflict
modernizing Rural Welfare: Management, Care,
agriculture and rural Lessons and Policy Togetherness Interactive
 welfare Issues discussion
Indicators:
Honesty,
Integrity Conscientiousne
ss,
Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

7-9 8  Demonstrate the CLO 1-8 INDUSTRIALIZATION AND Media- Seatwork

model of structural STRUCTURAL CHANGE Christ Indicators: supported Assignment
change 1. A Model of Centeredness Moral lecture/ Clippings
 Differentiate backward Structural Change PowerPoint Recitation
and forward linkages 2. Backward and Excellence Indicators: presentation. Quiz
 Discuss the aspects of Forward Linkages Competence,
industrial development 3. Aspects of Industrial Efficient, Innovative, Class
 Discuss the efficiency Development Logical, Analytical discussions by
issues 4. Efficiency Issues teachers and
 Explain role of foreign 5. Foreign Trade Indicators: students
trade in economic 6. Other Transition Community Conflict
development Issues Management, Care,
 Understand the 7. The Asian Togetherness Interactive
transition issues Experience with discussion
 Explain the Asian Industrialization Indicators:
experience with 8. Comparative Honesty,
industrialization Advantage and Integrity Conscientiousne
  Discuss comparative Asian ss,
advantage and its Industrialization Independence,
relation to Asian 9. The Role of Accountability,
industrialization Innovation Objectivity
 Explain the role of 10.Innovation,
innovation Education, and Eco-friendliness,
 Explain the Growth Involvement,
convergence of Convergence Catalyst for Change,
innovation, education, 11.Employment Servant Leadership
and growth Growth and Societal
 Explain the impact of Industrialization Responsibility
industrialization to 12.A Model of Rural-
employment growth Urban Migration
 Demonstrate the 13.Intraregional and
model of rural-urban International Labor
migration Migration within
 Explain the Asia
intraregional and 14.The Role of the
international labor Government
migration within Asia
 Understand the role of
government in
industrialization
MIDTERMS
10-11 6  Discuss how poverty CLO 1-8 POVERTY AND INCOME Media- Seatwork
and inequality are DISTRIBUTION Christ Indicators: supported Assignment
measured 1. Measuring Poverty and Centeredness Moral lecture/ Clippings
 Discuss the trends in Inequality PowerPoint Recitation
poverty and inequality 2. Trends in Poverty and Excellence Indicators: presentation. Quiz
 Explain some Inequality Competence, e-article
economic issues on 3. Selected Economic Efficient, Innovative, Class critiquing
poverty Issues on Poverty Logical, Analytical discussions by
 Understand the 4. The Unequal Burden of teachers and
unequal burden of Poverty Indicators: students
 poverty 5. Policy: What Can Be Community Conflict
 Discuss the policies Done? Management, Care,
that can reduce Togetherness Interactive
poverty and inequality discussion
Indicators:
Honesty, Game
Integrity Conscientiousne
ss,
Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

12-13 6  Explain the economics CLO 1-8 HUMAN RESOURCE Media- Seatwork
of education and DEVELOPMENT: A FOCUS Christ Indicators: supported Assignment
education in Asia ON EDUCATION AND Centeredness Moral lecture/ Clippings
 Understand the HEALTH PowerPoint Recitation
general issues in 1. The Economics of Excellence Indicators: presentation. Quiz
education policy Education Competence,
 Explain the role of 2. Education in Asia Efficient, Innovative, Class
health in economic 3. General Issues in Logical, Analytical discussions by
development and the Education Policy teachers and
policies on public 4. Health and Economic Indicators: students
health and the Asian Development Community Conflict
experience 5. Public Health Policies Management, Care,
 Understand the cases and the Asian Togetherness Interactive
of HIV/AIDS in Asia Experience discussion
 6. HIV/AIDS in Asia Indicators:
Honesty,
Integrity Conscientiousne
ss,
Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

14-15 6  Explain the trends in CLO 1-8 GLOBALIZATION AND THE Media- Seatwork
the world and in Asia NEW ECONOMY Christ Indicators: supported Assignment
on globalization 1. World Trends in Centeredness Moral lecture/ Clippings
 Discuss the role of Globalization PowerPoint Recitation
information technology 2. Asia and Globalization Excellence Indicators: presentation. Quiz
and the “new 3. Information Technology Competence,
economy” and Asia and the “New Efficient, Innovative, Class
Economy” Logical, Analytical discussions by
4. Asia and the “New teachers and
Economy” Indicators: students
Community Conflict
Management, Care,
Togetherness Interactive
discussion
Indicators:
Honesty,
Integrity Conscientiousne
ss,
 Independence,
Accountability,
Objectivity

Eco-friendliness,
Involvement,
Catalyst for Change,
Servant Leadership
Societal
Responsibility

16-18 6  Explain cooperation, CLO 1-8 THE POLITICAL ECONOMY Media- Seatwork
altruism, and ethics in OF DEVELOPMENT IN Christ Indicators: supported Assignment
relation to economic ASIA Centeredness Moral lecture/ Clippings
development 1. Cooperation, Altruism, PowerPoint Recitation
 Understand the and Ethics Excellence Indicators: presentation. Quiz
modelling of altruism 2. How Do We Model Competence, Research
 Discuss the advantages Altruism? Efficient, Innovative, Class and/or
of 3. What are the Logical, Analytical discussions by Debate
altruistic/cooperative Advantages of teachers and
behavior Altruistic/Cooperative Indicators: students
 Understand the effect Behavior? Community Conflict
of altruism and agency 4. How Do These Wider Management, Care,
issues to economic Issues of Altruism and Togetherness Interactive
analysis “Agency discussion
 Discuss how to deal Alter Economic Indicators:
with corruption and Analysis? Honesty,
bribery 5. Corruption and Bribery Integrity Conscientiousne
 Discuss the role of the 6. How to Deal with ss,
education system and Corruption? Independence,
parents in altruism and 7. Role of the Educational Accountability,
education System Objectivity
 Discuss the impact of 8. Altruism and
 ethics in economic Education: The Role of Eco-friendliness,
analysis Parents Involvement,
 Discuss the application 9. Ethics and Economic Catalyst for Change,
of ethical principles of Analysis Servant Leadership
justice and greater 10.Application of Ethical Societal
income equality in Asia Principles of Justice Responsibility
 Explain the role of and Greater Income
religion, social Equality to Asia
responsibility, and 11.Religion, Social
governmental attention Responsibility, and
to poverty and basic Governmental
needs Attention to Poverty
and Basic Needs

18 1 FINAL EXAMINATION

References: Arnold, R. A. (2019). Microeconomics, 13th ed. , Australia: Cengage Learning

Borland, J. (2016). Microeconomics : case studies and applications. Australia: Cengage Learning
Marcelo, D. F. (2016). Microeconomics : theories and applications., Manila: Unlimited Books Library Services
Nechyba, T. J. (2017). Microeconomics : an intuitive approach, 2nd ed. Australia: Cengage Learning
Tucker, I. B. (2017). Microeconomics for today. Australia: Cengage Learning

On-Line References
Amadeo, K. (2018). Current Account Deficit, Its Components and Causes. Retrieved from https://www.thebalance.com on June 27, 2019.
Batalla, E. ( 2016 ). Divided Politics and Economic Growth in the Philippines. Journal of Current Southeast Asian Affairs,
35(3), 161-186. Retrieved July 2, 2019, from https://journals.sub.uni-hamburg.de/giga/jsaa/article/view/1014/1025
Hill, H. (n.d.). The Economic Development of Southeast Asia. Retrieved from https://www.e-elgar.com on July 2, 2019.
Kawai, M., & Petri, P.A. (2014). Asia’s Role in the Global Economic Architecture. Contemporary Economic
Policy, 32(1), 230–245. https://doi.org/10.1111/j.1465-7287.2012.00331.x
Kenton, W. (2019). What is a Bubble? Retrieved from https://www.investopedia.com on June 27, 2019.
 Kromidha, J. (2014). Are we truly globalizing the world marketplace? A critical view. International Journal of Global
Business, 7(1),1–6. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=96169793&site=ehost-live
Nobuhiko Fuwa, Balisacan, A. M., & Bresciani, F. (2015). In Search of a Strategy for Making Growth More Pro-
Poor in the Philippines. Asian Economic Papers, 14(1), 202–226. https://doi.org/10.1162/ASEP_a_00338
Tai, W.-P., & Huang, Y.-F. (2018). Political and Economic Relationships Between China and the Philippines Under
the OBOR Initiative. Chinese Economy, 51(4), 356–369. https://doi.org/10.1080/10971475.2018.1457328
Wogbe Agbola, F. (2014). Modelling the impact of foreign direct investment and human capital on economic
growth: empirical evidence from the Philippines. Journal of the Asia Pacific Economy, 19(2), 272–289.
https://doi.org/10.1080/13547860.2014.880282

Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the
bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the date scheduled, read the assigned
topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.

Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved
for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Students
assigned by the University in extracurricular activities (Choral, Dance Troupe and Athletes) are excused from attending the class, however, said students are not excused from
classroom activities that coincide the said University activities. Special quiz is given to students with valid reasons like death in the family, hospitalization and other unforeseen
events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be
checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s
handbook.

Academic Integrity

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are
considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1.Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing
the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing
Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to
http://www.uwsp.edu/psych/apa4b.htm.
2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or
exam, altering a grade exam and resubmitting it for a better grade.
3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its
interpretation, citing nonexistent articles, contriving sources.
(Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html).

Policy on Absences

1. Students should not incur absences of more than 20% of the required total number of class and laboratory periods in a given semester.
1.1. The maximum absences allowed per semester are:
For subjects held 2x a week, a maximum of 7 absences; and
For subjects held 3x a week, a maximum of 10 absences.
2. A student who incurs more than the allowed number of absences in any subject shall be given a mark of “FA” as his final rating for the semester, regardless of his
performance in the class.
3. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Grading System

Class standing: 60%

Major Examination: 40%
Passing Percent Average of Subject: 50
Prepared by: Reviewed by: Noted by:

Carmelita Yabut-Lao, DBA Maria Dulce De Leon-Fidellaga, DBA Ma. Cristina G. Naguit, DBA
Lead Faculty OBE facilitator Chairperson

Certified by: Approved by:

Dr. Bonifacio V. Ramos Maria Lina T. Ramoneda, DBA

Director of Libraries Dean
School of Business and Accountancy