Professional Documents
Culture Documents
International
political economy
J.A. Morrison
IR3210
2023
This guide was prepared for the University of London by:
James Ashley Morrison, Associate Professor in International Relations, London
School of Economics and Political Science.
It draws on material in the previously published edition of the guide by Robert
Falkner, Professor in International Relations, London School of Economics and
Political Science.
This is one of a series of subject guides published by the University. We regret that
due to pressure of work the author is unable to enter into any correspondence
relating to, or arising from, the guide. If you have any comments on this subject
guide, favourable or unfavourable, please please communicate these through the
discussion forum on the virtual learning environment.
University of London
Publications Office
Stewart House
32 Russell Square
London WC1B 5DN
United Kingdom
london.ac.uk
Undergraduate study in
Economics, Management,
Finance and the Social Sciences
This subject guide is for a 300 course offered as part of the University of London‘s
undergraduate study in Economics, Management, Finance and the Social
Sciences. This is equivalent to Level 6 within the Framework for Higher Education
Qualifications in England, Wales and Northern Ireland (FHEQ).
For more information, see: london.ac.uk
Contents
Contents
Introduction............................................................................................................. 1
Online study resources.................................................................................................... 4
The examination............................................................................................................. 5
Acronyms used in IPE..................................................................................................... 6
Part I: Approaching IPE............................................................................................ 7
Chapter 1: States versus markets............................................................................ 9
1.1 Synopsis of chapter content...................................................................................... 9
1.2 Introductory: the ascent of IPE.................................................................................. 9
1.3 Going beyond the ‘three schools of thought’........................................................... 11
1.4 States versus markets: liberals versus republicans.................................................... 12
1.5 References cited..................................................................................................... 13
1.6 Reminder of learning outcomes.............................................................................. 13
1.7 Sample examination questions................................................................................ 13
Chapter 2: Mercantilist IPE.................................................................................... 15
2.1 Synopsis of chapter content.................................................................................... 15
2.2 Introductory: constructing mercantilism................................................................... 16
2.3 The security view.................................................................................................... 17
2.4 The economic view................................................................................................. 18
2.5 The company view.................................................................................................. 19
2.6 The developmental view......................................................................................... 20
2.7 References cited..................................................................................................... 20
2.8 Reminder of learning outcomes.............................................................................. 20
2.9 Sample examination questions................................................................................ 21
Chapter 3: From Marx to Marxism........................................................................ 23
3.1 Synopsis of chapter content.................................................................................... 23
3.2 Introductory: situating Marx and Marxism............................................................... 24
3.3 Karl Marx............................................................................................................... 24
3.4 Marx’s materialism................................................................................................. 25
3.5 Marx’s historical materialism................................................................................... 26
3.6 The revolutionary telos............................................................................................ 26
3.7 Lenin’s interventions............................................................................................... 27
3.8 Modern Marxist views............................................................................................ 28
3.9 Reminder of learning outcomes.............................................................................. 29
3.10 Sample examination questions.............................................................................. 30
Chapter 4: Feminist approaches to IPE................................................................. 33
4.1 Synopsis of chapter content.................................................................................... 33
4.2 Introductory: ‘Where are the women?’.................................................................... 34
4.3 Re-embedding ‘Homo Economicus’......................................................................... 35
4.4 Gender: ideational over material............................................................................. 36
4.5 Feminism ≠ women’s rights.................................................................................... 37
4.6 Feminist ≠ woman.................................................................................................. 37
4.7 References cited..................................................................................................... 38
4.8 Reminder of learning outcomes.............................................................................. 38
4.9 Sample examination questions................................................................................ 39
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IR3210 International political economy
iv
Introduction
Introduction
Aims
The aim of this course is to promote understanding of:
• the interaction between politics and economics in international
relations
• the sources of continuity and change in IPE
• the challenges faced by states in the context of global economic
integration and fragmentation.
Learning outcomes
At the end of this course, and having completed the Essential reading and
activities, students should be able to:
• demonstrate an understanding of the processes of global integration
and fragmentation in international politics and economics
• reveal the sources of continuity and change in IPE
• demonstrate an appreciation of the history of thought in IPE
• distinguish between, and critically evaluate, different theoretical
approaches to IPE
• explain the different roles of states, international organisations, and
non-state actors in the politics of international economic relations
• show an understanding of the economic challenges facing states in
their foreign policy.
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IR3210 International political economy
Employability outcomes
Below are the three most relevant skill outcomes for students undertaking
this course which can be conveyed to future prospective employers:
1. complex problem-solving
2. leadership
3. creativity and innovation.
Essential reading
The following textbook is recommended as the core reading for the
subject as a whole. It covers most of the ground in the study of IPE, and
candidates may wish to purchase a copy to have it to hand all the time:
Ravenhill, J. (ed.) Global political economy. (Oxford: Oxford University Press,
2020) 6th edition [ISBN 9780198820642].
You are advised to read this book as an introductory background text,
ideally before embarking on a more focused reading of individual chapters
covered in this subject guide. In case you cannot get hold of the book by
Ravenhill, the following textbook is an alternative suggestion:
O’Brien, R. and M. Williams Global political economy: evolution and
dynamics. (London: Bloomsbury Academic, 2020) 6th edition
[ISBN 9781352009507].
Detailed reading references in this subject guide refer to the editions of the
set textbooks listed above. New editions of one or more of these textbooks
may have been published by the time you study this course. You can use
a more recent edition of any of the books; use the detailed chapter and
section headings and the index to identify relevant readings. Also check
the VLE regularly for updated guidance on readings.
Last, you should review at least one major, internationally-oriented
newspaper every day. Perhaps the most useful would be the Financial Times,
but The Wall Street Journal and The New York Times are also rather good.
It would also be wise to keep up with a weekly such as The Economist. By
‘read,’ this means reviewing the paper and then diving deeper into articles
on topics of greater interest (such as climate change agreements, WTO
negotiations, possible financial crises, etc). This is probably the best way
to connect the course materials to current events. It is best to review the
newspaper itself (in paper form or on the newspaper’s website). You should
not simply collect links via social media or news aggregators.
Further reading
Please note that as long as you read the Essential reading you are then free
to read around the subject area in any text, paper or online resource. In
general, the more widely you acquaint yourself with the literature, the better.
You will need to support your learning by reading as widely as possible and
by thinking about how these principles apply in the real world. To help you
read extensively, you have free access to the virtual learning environment
(VLE) and the University of London Online Library (see below).
Other useful texts for this course include:
Gilpin, R. Global political economy: understanding the international
economic order. (Princeton, NJ: Princeton University Press, 2001)
[ISBN 9780691086774].
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IR3210 International political economy
The VLE
The VLE, which complements this subject guide, has been designed to
enhance your learning experience, providing additional support and a
sense of community. It forms an important part of your study experience
with the University of London and you should access it regularly.
The VLE provides a range of resources for EMFSS courses:
• Course materials: Subject guides and other course materials
available for download. In some courses, the content of the subject
guide is transferred into the VLE and additional resources and
activities are integrated with the text.
• Readings: Direct links, wherever possible, to essential readings in the
Online Library, including journal articles and ebooks.
• Video content: Including introductions to courses and topics within
courses, interviews, lessons and debates.
• Screencasts: Videos of PowerPoint presentations, animated podcasts
and on-screen worked examples.
• External material: Links out to carefully selected third-party
resources.
• Self-test activities: Multiple-choice, numerical and algebraic
quizzes to check your understanding.
4
Introduction
The examination
Important: the information and advice given here are based on the
examination structure used at the time this guide was written. Please
note that subject guides may be used for several years. Because of this
we strongly advise you to always check both the current Programme
regulations for relevant information about the examination, and the VLE
where you should be advised of any forthcoming changes. You should also
carefully check the rubric/instructions on the paper you actually sit and
follow those instructions.
The examination for this subject is a formal three-hour written
examination in which you will be required to answer three questions from
a list of ten. The Examiners’ commentaries are usually made available
online from mid-September. The Examiners’ commentaries contain valuable
information about how to approach the examination, and you are strongly
advised to read them carefully.
Remember, it is important to check the VLE for:
• up-to-date information on examination and assessment arrangements
for this course
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IR3210 International political economy
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Notes
8
Chapter 1: States versus markets
Activity 1.1
What is typically the relationship between states and markets? What do you think ought
to be the relationship between the two?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 1: States versus markets
This is a stark reminder that these questions truly matter. They deserve our
most careful analysis and vigorous engagement. As Susan Strange wrote
in States and markets, ‘What we have to do, in short, is to find a method of
analysis of the world economy that opens the door of … choice and allows
more pragmatism in prescription …’ (Strange, 1993, pp.16–17). This shall
be our enterprise in the units that follow.
Activity 1.2
Consider the various views we have discussed on the relationship between states and
markets: (a) left liberal; (b) right liberal; (c) republican; (d) something else. Now, choose
four politicians you find interesting. Consider their position on an IPE policy issue that is
important to you. On that basis, how would you categorise each? Into which group would
you place yourself? Please briefly explain your choices.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Notes
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Chapter 2: Mercantilist IPE
Oh, S. ‘From history to strategy: Jacob Viner’s ‘power versus plenty’ (1948) in
international context’, Global Intellectual History 6(6) 2021, pp.909–930.
Bown, C. and K. Wolf ‘National security, semiconductors, and the US move to
cut off China’, Trade Talks Episode 170: 2 November 2022.
Chang, H-J. Kicking away the ladder?: development strategy in historical
perspective. (London: Anthem Press, 2002) [ISBN 9781843310273].
Chapter 1.
Krasner, S.D. Defending the national interest: raw materials investments and
American foreign policy. (Princeton, NJ: Princeton University Press, 1978)
[ISBN 9780691021829].
Mayall, J. Nationalism and international society. (Cambridge: Cambridge
University Press, 1990) [ISBN 9780521389617].
Helleiner, E. ‘The diversity of economic nationalism’, New Political Economy
26(2) 2021, pp.229–38.
Yu, F-L.T. ‘Neo-Mercantilist Policy and China’s rise as a global power’,
Contemporary Chinese Political Economy and Strategic Relations 3(3) 2017,
pp.1043–XV.
Kim, S.E. and J. Yang ‘Who votes for free trade and when? geopolitics as
the source of legislative preferences on free trade agreements’ Review of
International Political Economy 2022, pp.1–28.
Kim, S.E. and Y. Margalit. ‘Tariffs as electoral weapons: the political geography of
the US–China trade war’, International Organization, 75(1) 2021, pp.1–38.
16
Chapter 2: Mercantilist IPE
King Midas, Smith argued, they had conflated wealth with money and
now foolishly sought to achieve trade surpluses so that they could amass
precious metals (like gold and silver).
As a practical matter, Smith proved remarkably adept at persuading
policy makers to experiment with (laissez-faire liberal) alternatives to
mercantilism (Morrison, 2012). Intellectually, Smith was even more
successful. In the western liberal tradition, ‘mercantilism’ became almost
synonymous with ‘alchemy’ – and regarded as equally baseless.
Yet, mercantilism refuses to go away. Of course, the shifts of 2016 brought
a veritable ‘return to mercantilism,’ especially in the United Kingdom
and the United States. But, across the world, across the centuries, policy
makers have continued to implement mercantilist policies. Moreover,
many serious thinkers have derived powerful insights from mercantilist
approaches to IPE. In this chapter, we will explore the various rationales
for mercantilism – past and present – from several distinct views.
Activity 2.1
Did there exist a robust ‘school of thought’ that was ‘mercantilism’? If so, what were its
essential principals? If not, how – and why – was it constructed?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment
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IR3210 International political economy
Activity 2.2
Identify two or three specific policies (in any country of your choosing) that appear to be
motivated by the mercantilist ‘security rationale.’
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 2: Mercantilist IPE
Activity 2.3
Consulting recent news, find two or three instances in which contemporary policy makers
refer to the ‘balance of trade.’ In each instance, consider: are they thinking in mercantilist
terms?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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IR3210 International political economy
Activity 2.4
Was Lee Kuan Yew’s Singapore, sometimes called ‘Singapore, Inc,’ best described as a
‘mercantilist enterprise’? Why or why not?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 2: Mercantilist IPE
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IR3210 International political economy
This may have characterised China’s perspective earlier on, but China
has since become economically dominant in some aspects of trade
(particularly manufacturing and assembly in global value chains). At
the same time, the security implications of China’s rapid economic
development have broached questions about the role of political and
military power in the global political economy.
To begin with, candidates could briefly review the debate on the pros
and cons of pursuing free trade versus protection. All of this should
be discussed with an eye to development in particular, as China has
relied heavily on trade as a means to promote its rapid economic
growth. This is not the place to give a comprehensive overview of
the liberal-mercantilist debate, let alone an intellectual history of
that debate. Instead, candidates should define major features of
each approach to foreign economic policy. They can then discuss
those features of China’s approach to trade that are best described
as mercantilist (e.g. the use of state-owned enterprises, currency
manipulation, austere labour practices, etc), and those that are best
described as liberal (e.g. its engagement with the global trade regime,
its commitment to low tariffs and stable exchange rates, and its desire
to avert trade war).
Good candidates would consider: what has been the role of trade
liberalisation – like joining the WTO – versus the heavy state
intervention in the creation of export industries, investment in
education and human capital? Also, what has been the role of factors
that might have enabled the growth but are not themselves necessarily
‘liberal’ or ‘mercantilist’ aspects: such as China’s massive population,
its non-democratic tradition, and its geography (ample coastline and
access to raw materials). In other words, there are many different
things to consider; and they can all lead in different directions.
The best answers might stretch to consider theories explaining IPE
(beyond just liberal and mercantilist prescriptions for policy). For
instance, can ‘dependency theory’ explain the particular form of
the policies employed in China which may or may not be useful
elsewhere? Might China’s approach be explained by Hegemonic
Stability Theory, regardless of what the policy makers in China might
themselves believe or say?
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Chapter 3: From Marx to Marxism
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IR3210 International political economy
Wallerstein, I. ‘The rise and future demise of the world capitalist system:
concepts for comparative analysis’, Comparative Studies In Society And
History 16(4) 1974, pp.387–415.
Wallerstein, I.M. The politics of the world-economy: the states, the movements
and the civilisations. (Cambridge: Cambridge University Press, 1984)
[ISBN 9780521277600].
Strange, S. ‘Review of The politics of the world-economy: the states, the
movements, and the civilizations.’ International Affairs 61(3) (Summer,
1985), p.497.
Anievas, A. (ed.) Marxism and world politics: contesting global capitalism.
(London: Routledge, 2010) [ISBN 9780415478038].
Dafe, F. ‘Fuelled power: oil, financiers and central bank policy in Nigeria’, New
Political Economy 24(5) 2019, pp.641–58.
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Chapter 3: From Marx to Marxism
in our areas. We can also connect Marx’s work to the subsequent Marxist
writing that has followed and that continues to thrive.
Activity 3.1
Marx argues that the superstructures – from religious beliefs to art, from political and
legal systems to concepts of love and beauty – are all based on an underlying material
substructure. Do you agree? Defend your answer using illustrative examples of your
choosing (e.g. specific laws, moral codes, works of art, etc).
Explain a case of your choice – in international relations, broadly construed – using
Marx’s materialist method.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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IR3210 International political economy
Activity 3.2
What are the essential differences between materialism and historical materialism? Is it
possible to be a ‘materialist’ without also being a ‘historical materialist’?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 3.3
What factors, according to Marx, would bring about the communist revolution? Where
was the revolution most likely to begin, in the most or least developed societies?
Is Marx’s communist revolution yet to come? What evidence suggests that it might be
so? What evidence suggests that it is not so?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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IR3210 International political economy
Activity 3.4
What are the most significant differences between the theories offered by Marx and Lenin?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
North that have fallen behind other centre economies (e.g. Portugal in the
twentieth century). The rise of the East Asian ‘Tiger economies’ thus points
to the emergence of a new ‘semi-periphery,’ which introduces a zone of
political stability between the centre and the periphery, but ultimately fails
to change the underlying reality of a polarised international structure. The
fact of global exploitation and under-development in many developing
countries remains unchanged.
Critics of Wallerstein’s theory have questioned his focus on international
exchange as the defining characteristic of global capitalism, challenged the
deterministic tendencies in the notion of a world-system, and suggested
that the concept of the semi-periphery overstates the stabilising role that
semi-developed economies are meant to play in the international economy.
The Canadian scholar Robert Cox combined both critical theory and
Marxist approaches to explain the persistence of global capitalism despite
its many limitations, gaps and disappointments. In his book Production,
power and world order: social forces in the making of history (1987), Cox
put forward a comprehensive theory of the evolution of international
hegemonic orders in the modern era. Like Wallerstein, Cox attributes a
greater role to states, and hegemonic states in particular, than traditional
Marxists had done in the past. Hegemonic states working in alliance with
capitalist forces create a global framework within which capitalism can
expand globally and establish itself as the dominant mode of production.
The novel element in Cox’s work, which is inspired by the thought of
Antonio Gramsci, is the key role played by ideological factors. Cox argues
that to stabilise the hegemonic order and make it legitimate, it needs to
be based on a set of consensual ideas that are widely accepted by other
states and civil society at large. The hegemonic bloc that underpins the
international order thus rests not only on a collusion of political and
economic forces, but also includes key elements of civil society. It is this
extended notion of hegemony that explains the resilience of the capitalist
order against all Marxist predictions of its imminent collapse.
Marxist views – including those of Wallerstein and Cox – have powered
many of the critical perspectives on development. These are discussed
further in Chapter 8.
Activity 3.5
How does subsequent Marxist analysis compare to Marx’s own thought? What factors
– and what types of factors (e.g. material, ideational, cultural) – drove those changes?
In what ways is Marx’s analysis relevant today? In what ways is Marxist analysis still
relevant?
Where in the ‘world system’ would you place the following countries: (a) Republic of
Korea; (b) Ghana; (c) Saudi Arabia; (d) the USA; (e) China? Briefly explain your answers.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Notes
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Chapter 4: Feminist approaches to IPE
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IR3210 International political economy
The elision of women (and others) is more abstract and difficult to observe
but arguably equally pernicious. To ‘elide’ is to leave out or omit. In this
case, the contributions that women do make are ignored, misattributed
and/or undervalued in our renderings of IPE.1 Of course, addressing 1
This has been true
this means foregrounding the importance of women who have shaped for women studying
IR and IPE as well. See
IPE: Queen Elizabeth I, Margaret Thatcher, Indira Gandhi, et al. But
Hutchings, K. and P.
feminist approaches help us see much more than just this. Consider, Owens ‘Women thinkers
for instance, our models of the politics of trade liberalisation. Typically, and the canon of
scholars have assumed that workers in import-competing firms would international thought:
resist liberalisation. But this is based on simplistic assumptions about the recovery, rejection,
preferences of the assumed breadwinner. Perhaps this person has a partner and reconstitution’,
American Political
in an export-oriented industry. This person’s family also likely consumes
Science Review 115(2)
imports and would prefer to see the price of imports fall. As Enloe 2021, pp.347–59.
explains, ‘[M]aking useful sense – feminist sense – of international politics
requires us to follow diverse women to places that are usually dismissed
by conventional foreign affairs experts as merely “private,” “domestic,”
“local,” or “trivial.”’ (Enloe, 2014, p.3)
While it took too long to bring feminist approaches into IPE, these
approaches have quickly become some of the most engaging and fruitful in
recent years. This chapter will introduce you to those approaches to IPE. It
will help you to better understand the situations and experiences of all the
people who are not cisgendered men. And it will furnish tools that allow
us to reconsider every facet of IPE through a wider array of lenses. As such,
this will help you to acquire a richer, less distorted view of our world.
Activity 4.1
Where are the women in IPE, today?
You should discuss your findings with fellow students in the online forum in the course
virtual learning environment.
tidy. Consider, for instance, the ‘production’ of human life. Rather little
of the considerable work involved in gestating and birthing human lives
is counted in statistics about the economy. The labour of a doctor is
counted but not the labour of the mother in labour. Yet, is not gestation a
significant ‘investment’ in the economy? We can think of many examples
where ‘domestic’ work is not counted because it is done predominantly by
women who typically are not paid a market wage for this work.
Feminists help us see that our fixation on men and ‘masculine’ production
has skewed the facts about the state of the world. This matters because
policy makers craft policies based on these facts. For instance, many people
– predominantly women – spend hours every day walking to acquire clean
drinking water for their families. This would seem to indicate that there
is a serious economic need for investment in utilities. But these women
are not paid for this labour; and, by and large, they are not doing this at
a high opportunity cost of wage-labour they might otherwise undertake.
(Feminists argue that the opportunity cost for these women is low because
they would be underpaid as wage earners.) As a result, this massive, daily
economic enterprise does not show up in national statistics. The projected
monetary value of the savings from better utilities is zero. Meanwhile,
policy makers might be quite happy to spend a fortune to subsidise the
building of a factory that promises thousands of wage-paying jobs. As
Enloe explains, ‘No one’s labor is automatically cheap. It has to be made
cheap. It is the deliberate manipulation of ideas about girls and women,
and of notions of femininity, that empowers those who try to cheapen
women’s labor.’ (Enloe, 2014, p.259)
Feminists remind us that not all bodies are the same. Yet, our social,
political and economic institutions in the ‘public sphere’ have all been
fashioned largely by people with one type of body: the ‘male’ body. They
have been developed to suit that type of body. And this has created a
misfit with people who do not have that type of body. Often this has even
excluded people who are not men. Perhaps more important, we have
treated the ‘public’ sphere and the ‘market’ as places where men do things.
So, even when people who are not men have made vital contributions,
their contributions have been elided in our renderings of our world.
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Chapter 4: Feminist approaches to IPE
cultural terms, without risking the argument that all women share in the
same forms of oppression.’ (Griffin, 2007)
Activity 4.2
What are the differences between feminist analysis and the study of women and gender
in IPE? How does feminist theory help us to better understand the role of gender in the
global political economy? How does feminist theory help us to better understand global
political economy more broadly?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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IR3210 International political economy
to flatten the academic hierarchies, including the patriarchy. Thus, she was
a feminist – by deed (see Navari, 2020).
But, in her words, Strange was an outspoken critic of feminist approaches
to the field. At points, she suggested that women would do a disservice to
themselves if they employed feminist approaches. Famously, Strange closed
her 1995 Presidential Address for the International Studies Association
with a direct appeal to the young women in the field. She relayed her love
for her six children, and insisted that they were not a burden, encouraging
her colleagues to not delay having children. (Strange, 1995)
At the time, this was seen as scandalous. Strange was criticised by non-
feminists for broaching ‘the personal.’ And she frustrated feminists by
playing down the gender hierarchies at play here. In the minds of some,
Strange was making light of the asymmetric challenges that women in our
field have faced. (Again, see Navari, 2020.)
Activity 4.3
Calculate the gender pay-gap for your likely/chosen profession using this page:
Gender Pay Gap
Report this for each age bracket, consider the likely trend across your career, and offer
some general reflections on your findings.
You should discuss your findings with fellow students in the online forum in the course
virtual learning environment.
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Chapter 4: Feminist approaches to IPE
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Chapter 5: System-level approaches to IPE
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IR3210 International political economy
Activity 5.1
What are the most significant ‘system-level’ variables in IPE? Which have changed the
most over the last several decades?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 5: System-level approaches to IPE
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IR3210 International political economy
Activity 5.2
What are the major similarities and differences in the different variants of hegemonic
stability theory?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 5.3
‘The rise of China is the first real test of International Regime Theory since it was first
formulated. Regrettably, it shows that International Regime Theory is wanting – and that
hegemonic stability theory has always been correct.’ Discuss.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 5: System-level approaches to IPE
Activity 5.4
Do you think that international regimes have an independent effect on international
relations? Defend your answer with empirical examples.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 5: System-level approaches to IPE
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Notes
48
Chapter 6: Sub-system-level approaches
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50
Chapter 6: Sub-system-level approaches
are another striking example. These are manifestly not rooted in material
differences between human individuals and, yet, the belief in a ‘hierarchy
of races’ has had substantial (and enduring) effects on our world. More
controversially, some scholars emphasise possible ‘civilisational’ differences
(such as in Samuel Huntington’s ‘Clash of Civilisations’).
At the sub-system-level, we all (as individuals) depend on our ideas. This
includes both our values and our understandings of the world – including
our theories, ideologies and strategies. Within societies, we also have the
amalgamation of this into culture.
In this chapter, we will explore how each of these types of variables can
shape foreign economic policy (and thus IPE). We will also consider how
they compete and combine to generate outcomes of interest.
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IR3210 International political economy
Activity 6.1
Consider the Corn Laws in the 19th century UK. Identify two or three contemporary
policies and/or cases that have similar dynamics and/or cover the same types of
substantive issues.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
6.4 Interests
Remember Adam Smith’s two-pronged attack on mercantilism. First, Smith
argued, selfish merchants and manufacturers captured British politics and
built the mercantile system (which had no intellectual justification) to
advance their own interests. For Smith, the ‘bad’ mercantilist ideas were
not really important. They were a proverbial ‘fig leaf’ to cover the naked
pursuit of interests by a few well-placed interest groups.
Many modern scholars follow in this mode. Many of these models are
subtle and complex. Those developed by Ronald Rogowski and Michael
Hiscox are exemplary.
But other accounts are blunt. Nobel-prize-winning economist George
Stigler was at pains to stress that ‘economists exert a minor and scarcely
detectable influence on the societies in which they live.’ ‘[I]f [Richard]
Cobden had spoken only Yiddish, and with a stammer, and [Robert] Peel
had been a narrow, stupid man,’ Stigler (1982) declared, ‘England would
have moved towards free trade in grain as its agricultural classes declined
and its manufacturing and commercial classes grew.’
Jeff Frieden comes to the same conclusion throughout his magisterial
history of global capitalism. ‘The classical ideas alone were not the cause
of the [19th century] era’s global economic openness,’ Frieden writes.
‘After all…the heyday of European free trade came a hundred years after
[Adam] Smith had demonstrated its desirability.’ Instead, ‘The defeat of
mercantilism required a major reform of British political institutions…
Powerful people defending their interests drove the opening of country
after country to the world economy.’ (Frieden, 2020, pp.32–33)
Until recently, the ‘interests-based’ explanation has been the default
explanation for every foreign policy. This is beginning to change within
the field, however. For one thing, scholars like Cheryl Schonhardt-Bailey
– whose first book was entirely about the Repeal of the Corn Laws – have
reminded us of the complexity of actors’ ‘interests.’ Not least, leading
actors must consider various economic and political considerations. Layna
Mosley, Victoria Paniagua and Erik Wibbels (2020) show that even the
best-informed and most sophisticated actors still struggle to specify their
interests and champion the policies that would serve them best.
6.5 Ideas
J.M. Keynes’s unforgettable final words in The general theory (1936)
emphasised the importance of ideas. ‘[T]he ideas of economists and
political philosophers, both when they are right and when they are wrong,
are more powerful than is commonly understood. Indeed the world is
ruled by little else. Practical men, who believe themselves to be quite
exempt from any intellectual influences, are usually the slaves of some
defunct economist. Madmen in authority, who hear voices in the air, are
distilling their frenzy from some academic scribbler of a few years back.’
(Keynes, 1936, Ch.24) Keynes’s rendering is beautiful but underspecified.
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Chapter 6: Sub-system-level approaches
He does not explain how, precisely, ideas shape foreign economic policy.
Scholars in IPE, however, have filled in the gaps. Broadly, there are three
ways/modes by which ideas affect IPE.
First, ideas shape our values, our preferences and our priorities. Many
theorists have tried to explain human behaviour by conceptualising
people as (approximations of) materially-oriented self-interest-maximising
individuals. (Thomas Hobbes is perhaps the most extreme exemplar.)
But this is belied by the innumerable examples of pro-social people
pursuing immaterial objectives at high personal cost – for example those
volunteering for combat, undertaking religious missions, etc.
Within the field of IR, ‘constructivist’ scholars emphasise that many of
our purposes and most of our identities are constructed through social
processes. This is true in IPE as well. Consider, for instance, the variation
in actors’ preferences regarding the trade-offs between economic growth
versus inequality, economic opportunity versus instability, and risk
acceptance versus risk aversion.
Second, ideas instruct actors on the means by which they pursue their
objectives (however derived). The world of IPE is complicated. It is not as
simple as merely desiring growth, stability and opportunities. One has to
decide which course will best attain these results. In this mode, ideas work
like ‘roadmaps’ that guide actors towards their destinations.
But, like real maps, ideas may be inaccurate, incorrect and even
misleading. Similarly, different actors might ‘read’ the ‘map’ differently and
plan their routes along different paths. In this vein, discoveries can range
from the small-but-meaningful to world-changing. For instance, finding a
way to better negotiate trade agreements might be akin to finding a more
efficient or more pleasant route from home to school. But discovering the
viability of a post-gold-backed monetary system might be comparable to
Christopher Columbus connecting the Americas to Eurasia and Africa.
Douglas Irwin has shown how ideas proved essential to the Repeal of
the Corn Laws in 1846. For Irwin, this was not simply about the rise of
liberal thinking among economists. Instead, he traces the evolution of
Prime Minister Peel’s specific ideas about the effects of the Corn Laws
on the UK’s economic performance. Irwin writes, ‘Economic ideas, and
not the pressure of interests, were central to Peel’s conversion to favor
repeal of the Corn Laws. As Peel was pivotal to the success of repeal, the
analysis presented here confirms the important role of ideas and ideology
in the great drama surrounding the first success of free trade since the
emergence of the science of political economy.’ (Irwin, 1989)
6.6 Institutions
The eternal battle of ‘ideas versus interests’ has often distracted from
the third of our 3 I’s: institutions. In the 1980s and 1990s, scholars
– particularly economists – seemed to ‘rediscover’ the importance of
institutions in shaping foreign economic policy. Nobel-prize-winning
economist Doug North led the charge in conceptualising the ways in which
institutions shape actors’ incentives and thus their choices.
Of course, the focus on institutions was not itself original. Classical liberals
like Thomas Hobbes, John Locke and the Baron de Montesquieu had written
extensively on the importance of institutional design. Institutional analysis
is central to the study of development (as discussed in Chapters 7 and 8).
Even within modern political economy, many of the leading accounts of the
role and operation of institutions closely paralleled (at the sub-system-level)
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Activity 6.2
Grapple with the following questions:
• How do ideas, interests and (domestic) institutions compete – and/or combine – to
shape states’ foreign economic policies?
• In any given case, how can we pick apart the roles played by these different factors?
• Do the roles played by the Three I’s vary across contexts? If so, what causes them to
vary?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 6: Sub-system-level approaches
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Notes
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Chapter 7: Development: classic perspectives
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Activity 7.1
According to figures like Locke and North, how do institutions affect development?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 7.2
What ideas and assumptions led ‘liberals’ to embrace ‘imperialism’?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 7: Development: classic perspectives
Activity 7.3
In the recent past, which development strategies have proven to be the most effective?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 7.4
Is it possible for any country to develop without arousing the ire – and antipathy – of
other countries?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
tradition of IPE would suffice. This is not the place to go into much
detail about how mercantilism changed over time; instead, you
should focus on some core insights of mercantilism that have stayed
constant over centuries. Thus, you should introduce the mercantilist
understanding of power and wealth, with reference to the idea of
global wealth as a fixed sum and global economic competition as
a zero-sum game; the need for states to intervene in international
economic affairs, and especially international trade, to maximise their
economic gain; and the importance of the state directing the economy
to promote long-term national economic development.
On the basis of this, you should then discuss whether mercantilism
holds any lessons for contemporary developmental policy. This could
involve a discussion of the use of trade protectionism as part of
developmental strategies, the role that infant industry protection plays
even today and the importance of state intervention when it comes to
investment in education and national infrastructure.
It would be helpful to discuss the decline of mercantilist thinking in
economic policy over time, despite the fact that certain elements of
mercantilism survive today. A strong answer would be able to draw
on specific examples of the contemporary use of mercantilist ideas in
developmental policy. One is tempted to issue the standard historical
examples (from the 19th century). But, because the prompt specifically
says ‘today,’ you will need to give more contemporary examples. Of
course, the Asian Tigers and, especially, China are better examples.
2. Does China’s recent economic growth record suggest
that a strong state is necessary to promote economic
development?
This question requires that you assess the developmental impact of
trade liberalisation and protection in the specific case of China. It is
a challenging question because it requires students to think about
trade theory, development strategies and the particular choices and
outcomes in this crucial case.
It has long been argued by liberals that trade liberalisation promotes
economic growth, but developing countries have traditionally been
more sceptical about this argument as they face competition from
industrialised countries when they seek to enter global markets.
They therefore find themselves in a relatively weak position in global
competition. This was probably the case with China earlier on; but
it has since become dominant in some aspects of trade (particularly
manufacturing and assembly in global value chains).
To begin with, candidates could briefly review the debate on the pros
and cons of pursuing free trade versus protection. All of this should
be discussed with an eye to development in particular. This is not the
place to give a comprehensive overview of the liberal-mercantilist
debate. Instead, candidates should focus on the specific position that a
developing country like China finds itself in when it comes to engaging
with the global economy through international trade. Candidates
should pay particular attention to those features that are – and are not
– generalisable beyond the case of China.
The next step would need to relate this discussion to the broader
question of what lessons developing countries can learn from
the experience of this economy. What has been the role of trade
liberalisation – like joining the WTO – versus the heavy state
intervention in the creation of export industries, investment in
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education and human capital? Also, what has been the role of factors
that might not apply as readily abroad: such as China’s massive
population, its non-democratic tradition, its geography (ample
coastline and access to raw materials)? In other words, there are
many different things to consider; and they can all lead in different
directions. The best answers might follow such threads in a careful
and thoughtful way. You could also integrate ‘dependency theory’ to
explain the particular form of the policies employed in China which
may or may not be useful elsewhere.
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Chapter 8: Development: critical perspectives
Activity 8.1
Is ‘underdevelopment’ the natural starting point for all countries, or has it been
‘developed’ as a part of the world system?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 8.2
‘To speak of “Western” and “non-Western” IPE is to fall prey to the tribalist ontology.
At best, it is blunt. At worst, it risks ‘orientalising’ particular theorists. In reality, there is
a huge range of diversity across all of IPE, and we ought to think in terms of individual
theorists and theories – without regard for the cultural contexts from which they
emerged.’ Discuss.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
This was truly a revolutionary perspective, but it was not a new one.
Decades prior, thinkers like Frida Khalo, Diego Rivera, and Mahatma
Gandhi had issued a full-throated critique of such Eurocentric ideas.
Gandhi was perhaps the most radical. He sought to extirpate not just
British colonial institutions but also the European values and ideas that
drove South Asians to rely upon them. His book Hind Swaraj (1909) was,
as he put it, ‘a severe condemnation of “modern civilization”’ (Gandhi,
1938, p.15).
On this basis, Gandhi entirely rethought what is meant by ‘development’
and ‘progress.’ Even radical Marxists and dependency theorists shared the
common objectives of helping the Global South enjoy a larger share of the
material wealth generated in the modern modes of production. Gandhi,
however, questioned this materialism, arguing that it tended to ‘corrupt’
the physical and spiritual health of those who pursued it.
Gandhi’s political movement to politically decolonise the Global South
reached its fruition in the decades following the Second World War. His
values are reflected in the shifts from fixating on Gross Domestic Product
to gauging Human Development and even Gross National Happiness. His
ideas have also found expression in movements such as Degrowth and the
Green Critique.
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Activity 8.3
What did Gandhi mean by ‘self rule’? To what extent was he challenging the rule of India
by westerners? To what extent was he challenging the rule of Indians by western norms
and values?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Notes
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Part II: Money and trade
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Notes
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Chapter 9: Striking imbalances: where money and trade meet
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Chapter 9: Striking imbalances: where money and trade meet
(which was identified as early as the mid-18 century by David Hume) that
distributes monetary metal efficiently across the system.
To keep things simple, we will use the example of Spain (with pesetas)
and England (with pounds). Let us say that there is more gold per unit of
goods and services in one economy (Spain) than in another (England).
Ceteris paribus, the prices in Spain should be higher than in England.
Actors in Spain could melt their coins, transport the bullion to England
and convert the bullion to English gold coins. They could then make
purchases in England and bring the purchases home to Spain. Of course,
there are costs – time; shipping; bother – to these transactions. But if the
difference in the purchasing power of the coins is high enough, actors will
undertake this arbitrage.
In doing so, these actors affect the money supply in both countries.
This, in turn, affects the price levels. The efflux of money from Spain
creates deflationary pressure. The influx of money into England creates
inflationary pressure. In Hume’s theory, the monetary movements should
continue until the price levels in the two countries roughly equilibrate.
For our purposes, note that international balance has been achieved here
through macroeconomic adjustment – specifically changes in domestic
prices and incomes in these two countries.
These days, most economies use fiat currencies. Rather little of our
currency today is made of, or backed by, precious metals. Also, individuals
generally do not have the right to convert bullion into local currency.
Instead, actors must trade (in the currency market) their currency for
whatever currency they need to buy the goods, services and investment
opportunities they seek abroad.
Let us say that actors in Spain seek to buy more from England than
vice versa. With supply and demand off kilter, the ‘price’ will begin to
shift. There will be downward pressure on the exchange rate between
the currency of Spain (the peseta) and that of England (the pound). If
the policy makers in Spain and/or England do not intervene, then the
exchange rate will shift. In theory, the exchange rate should continue
shifting until the market clears. In the first instance, balance is achieved
by adjusting relative prices through the exchange rate. But there is also
another equilibrating force. As the peseta buys ever fewer pounds, English
imports become less competitive and Spanish exports become more
competitive. This should also ameliorate the imbalance of trade.
In reality, policy makers have incentives to react, to limit exchange rate
adjustment. This may be because they are committed (de facto and/or de
jure) to fixed exchange rate regimes. In such cases, policy makers might
adjust macroeconomic policies – fiscal and/or monetary policies – to force
adjustment in domestic prices and incomes. This shapes international
economic relations in ways analogous to those identified by David Hume.
But instead of having market forces adjust the quantity of money, here it is
deliberately manipulated by the monetary authorities. In the modern age,
macroeconomic policy adjustment can also affect the capital account by
changing the real return on investing in a domestic economy. For instance,
raising interest rates in an economy contracts the money supply (raising
its purchasing power), and it attracts speculative capital looking for a high
return. Both factors generate upward pressure on an exchange rate. This
is why monetary authorities with fixed exchange rates frequently make
‘defensive’ interest rate hikes in currency crises (see Chapter 15).
Often, policy makers do not want to lose control over either their domestic
price levels or their currency’s exchange rate. In such cases, the most
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Activity 9.1
Which are the most politically attractive methods of achieving balance in the balance of
payments? Which are the least politically attractive?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 9: Striking imbalances: where money and trade meet
Activity 9.2
To what extent, and for what reasons, are global imbalances driving the conflict between
the United States and China?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 9.3
Does the ‘balance of payments constraint’ necessarily drive states to embrace mercantilist
policies? What are states’ options for facing this challenge?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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war that has emerged since 2016. They should demonstrate a general
understanding of the process of multilateral trade policy and some
detailed knowledge of the issues and problems of the Doha Round.
Similarly, they ought to demonstrate familiarity with the contours of
the trade war that has played out within – but also, crucially, beyond –
the WTO.
One option to open the essay would be to briefly describe the
multilateral model of the WTO, particularly with regard to the
negotiation process and the rules for adopting new trade agreements
and resolving trade disputes. This is not the place to give a detailed
history of the GATT or WTO or a comprehensive account of what
the WTO does. Instead, candidates need to focus on the procedural
dimension of the trading order and its core negotiation process.
Naturally, this must include a serious consideration of the role of
power (and what is sometimes called ‘power-based bargaining’) within
the regime. The next step would be to consider the Doha Round,
identify the main topics on its agenda, and discuss the factors that
have precluded its successful conclusion.
A good answer would consider both the conflicting interests of the
major trade powers, the rise of emerging economies, and the changing
nature of trade policy since the creation of the WTO. An excellent
answer would consider the Doha Round’s difficulties in the context of
the broader crises of multilateral negotiations and dispute settlement
resolution in IPE. This is a chance to consider explicitly whether these
challenges follow from, or operate independently of, the imbalances
of power that come inevitably from economic negotiations between
countries of substantially different economic sizes. Those who agree
with the prompt might argue that emerging economies (like China)
enjoyed too many ‘exceptions,’ which are no longer appropriate given
China’s substantial economic growth since joining two decades ago.
In that vein, Trump’s extra-legal response was a kind of corrective to a
set of rules and norms that had become outdated. Those who disagree
might argue that Trump’s actions – just or not – undermined the WTO
both by side-stepping it and by passing the opportunity to reform it.
There are further ways that a discussion on this topic could be
enhanced – provided the above elements are addressed directly
as well. The major approaches to IPE – specifically, neoliberal
institutionalism and (neo-) mercantilism – would help to build bridges
between the difficult – stymied – negotiations within the WTO and the
trade war that has developed beyond. For one thing, the appearance
of a Doha Round that has ‘failed’ has created incentives – and provided
rhetorical cover – for the unilateral actions taken by the Trump
administration. Similarly, the acrimony that has attended the progress
that has been achieved within the Doha Round has created distrust
and frustration on all sides. Neoliberals, however, might respond that
progress on new negotiations is quite apart (substantively and legally)
from addressing (potential) violations of existing agreements.
Similarly, neoliberals would (and do) lament that the trade war was
launched even before the WTO Dispute Settlement process had run its
course. In other words, the trade wars did not really test the Dispute
Settlement regime because they did not utilise it.
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Chapter 10: The first era of globalisation and its demise
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Chapter 10: The first era of globalisation and its demise
Activity 10.1
List three of the most important economic elements that drove the world towards
globalisation before the First World War. What political factors enabled this process?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 10: The first era of globalisation and its demise
Activity 10.2
What were the defining features of the pre-war global economic order?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 10.3
Does economic interdependence lead to peace or rivalry? Consider the theories of the
commercial liberals.
How would they advise the established powers to approach the rise of China today? Do
you agree with this advice? Why or why not?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 11: The post-war global system
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White, G.B. ‘Why are Republicans so obsessed with the Gold Standard?’, The
Atlantic November 11, 2015.
Goldstein, J. and J. Gowa ‘US national power and the post-war trading regime’,
World Trade Review 1(2) 2002, pp.153–170.
Activity 11.1
The post-war international order was called the ‘Anglo-American’ ‘liberal’ order. Is this an
accurate characterisation? Was it truly ‘Anglo-American’? Was it truly ‘liberal’? And what
are the stakes of such questions?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 11: The post-war global system
crisis of the inter-war years, which was one of the factors contributing to
the outbreak of the Second World War, forced policy makers to reconsider
the need for international monetary cooperation. It led to international
efforts to create a more lasting order based on the institutions of the
Bretton Woods system.
At the Bretton Woods conference in 1944, the United States and the
United Kingdom played a pivotal role in designing a new framework
for international monetary relations. Bretton Woods was to provide
international stability while avoiding the shortcomings of previous
monetary systems. The leading economic powers restored a system
of fixed exchange rates and international cooperation linked with the
promise of domestic autonomy in economic policy making, which John
Ruggie dubbed the ‘compromise of embedded liberalism.’ Domestically,
many countries adopted the new economic doctrine of Keynesianism,
which saw a much greater role for the state in stimulating domestic
economic activity and promoting full employment. They were keen to
balance the need to intervene in the economy at home with the desire to
create greater economic openness abroad.
The Bretton Woods system was based on four key elements:
• The Member States adopted fixed but adjustable exchange rates,
with the US dollar serving as an anchor currency. The dollar itself
was linked to gold, and other currencies were allowed to fluctuate
within 1 per cent of their fixed rate to the dollar. If a fundamental
disequilibrium made this fixed exchange rate untenable, then currency
rates could be adjusted by up to 10 per cent on a unilateral basis or
over 10 per cent with the approval of three-quarters of the members of
the International Monetary Fund.
• Although the removal of restrictions on capital movement was the
ultimate goal, the Bretton Woods system allowed countries to retain
capital controls initially to help them stabilise the system and adjust
their domestic economy to it.
• A ‘scarce currency’ clause was established that allowed restrictions
of imports from countries that ran persistent payment surpluses and
whose currencies became scarce within the Fund. This provision
served predominantly the interests of European countries that faced
severe dollar shortages in the aftermath of the Second World War.
• The International Monetary Fund (IMF) and the International Bank
for Reconstruction and Development (IBRD, better known as The
World Bank) were created as the main institutions supporting the new
international monetary order. The IMF’s task was to provide policy
guidance and short-term financial loans to aid governments in dealing
with severe balance-of-payments imbalances. The World Bank’s remit
was to offer more long-term lending to support economic restructuring
and growth (see Chapter 14).
In many ways, the Bretton Woods system was a compromise, chiefly
between the USA and the UK. It represented a significant improvement
on the system of the interwar years, in that it provided institutional and
financial backup to deal with severe payments imbalances and allowed
for a more flexible mechanism of currency adjustment should those
imbalances persist. But it worked well only as long as international capital
flows were limited and did not pose a threat to fixed exchange rates.
Indeed, psychological and political problems prevented countries from
using the adjustment mechanism in a timely and effective fashion. Most
countries delayed a change in their currency’s exchange rate, which was
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Activity 11.2
Consider the US’s decision to abandon the Bretton Woods system. Explain this using at
least two different approaches to IPE.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 11: The post-war global system
contracting parties of the GATT have always been keen to retain some
degree of control over trade policy, and they built into the agreement
several safeguard provisions and exceptions from the free trade principle.
The GATT never aimed to create a world of free trade. Instead, the GATT
was envisaged as an ongoing attempt to lower trade barriers through
reciprocal agreements in a multilateral setting. It is this principle of
reciprocity that stipulates that tariff reductions are negotiated on a ‘give-
and-take’ basis, which makes GATT trade talks often look more like a form
of mercantilist bargaining than enlightened free trade practice.
The GATT’s most important principles are reciprocity, transparency and
non-discrimination. Reciprocity is present in the system of negotiated,
multilaterally balanced, agreements on trade liberalisation. All parties are
to conduct their trade relations and trade interventions in as transparent a
way as possible, so as to avoid hidden forms of protectionism and facilitate
multilateral negotiations on reducing trade barriers. The principle of
non-discrimination ensures that all members of the GATT can enjoy
the benefits of trade liberalisation in the same way, irrespective of their
economic size and power. Two variants of this principle exist in Articles I
and III of the agreement respectively:
• the most-favoured nation (MFN) principle, which states that the
rights and obligations given to one party extend to all parties of the
agreement
• the principle of national treatment, which obliges all parties to
treat domestic and foreign producers in the same manner (i.e. not
discriminate against foreign competitors to help domestic firms).
At the same time, the GATT recognises that countries may wish to protect
certain areas and industries from foreign competition. When a country
experiences a sudden influx of imports that cause substantial harm to
a domestic industry, Article XIX of the GATT allows this country to take
safeguard measures in the form of tariffs or import restrictions, provided
that this is done in a non-discriminatory way and that compensation
is paid to those foreign companies affected by the measures. Other
exemptions concern the exclusion of agriculture from the GATT’s
early trade liberalisation efforts, trade restrictions for human health
or environmental reasons (Article XX) and the use of regional trade
agreements and preferential rules for developing countries.
The many exceptions that are allowed under the GATT – and under the
Bretton Woods system – have led some analysts to argue that the post-war
international economic order embodied a form of ‘embedded liberalism’
rather than a return to nineteenth century-style classical liberalism. John
Ruggie’s notion of ‘embedded liberalism’ points to the fact that the United
States and its allies had to ensure that the move towards opening up
international markets did not harm the domestic effort to rebuild war-torn
economies and the welfare state. A compromise was therefore needed
between the liberal ideal of creating an open international order and the
need for a sufficiently high degree of state intervention in the domestic
economy to create a stable and legitimate international order.
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Chapter 11: The post-war global system
Activity 11.3
‘The distribution of power following the Second World War was largely irrelevant. Instead,
the post-war Anglo-American order depended far more on the ascent of ‘new thinking’
about political economy.’ Discuss.
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virtual learning environment.
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Chapter 11: The post-war global system
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Notes
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Chapter 12: The (r)evolutions of the global trade regime
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Activity 12.1
What theory and/or approach best explains the success of the GATT?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 12.3
What theory and/or approach best explains the shift of the US towards its ‘America first’
trade policy?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Notes
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Chapter 13: The rise of regionalism and preferential trade agreements (PTAs)
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Chapter 13: The rise of regionalism and preferential trade agreements (PTAs)
Activity 13.1
Consider the boundaries of the commonly referred-to regions or sub-regions of Asia,
Southeast Asia and East Asia/Pacific. Compare these with the membership of Asian
regional organisations such as ASEAN or APEC.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 13.2
What do the WTO agreements say about regional trade agreements (RTAs)? Is there a
fundamental conflict between participation in the WTO and in RTAs? What explains the
trend towards regional trade agreements in the world economy?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 13: The rise of regionalism and preferential trade agreements (PTAs)
Activity 13.3
Critics of the process of European integration have argued that it would eventually lead
to the creation of a ‘Fortress Europe’ and would erect new trade barriers against non-
European countries. Is this true? Consider the acrimonious UK–EU negotiations over their
‘divorce.’ What lessons does this teach us about this question?
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virtual learning environment.
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Activity 13.4
Discuss the role of the United States in promoting, and hindering, regional integration
of the Americas. Can regional integration ever succeed given the asymmetrical power
balance between the United States and the Latin American countries?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 13.5
Do PTAs do more to create or to divert trade? Has the rise of regionalism more broadly
helped or hindered the advance of globalisation?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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contributors to the World Bank, the United States, Japan and Europe
also possess ultimate control over the use of its funds. Unlike the United
Nations General Assembly and other UN organisations, which apply a
‘one country, one vote’ system, the Bank’s weighted voting structure gives
the rich donor countries a majority of votes. This has led to concerns in
the past that the World Bank (and by the same token the IMF) essentially
imposes a Northern economic agenda on developing countries. This
criticism also applies to the bilateral aid programmes that the major
industrialised countries provide. In its extreme form, this view considers
all development assistance as a symbol, and instrument, of Northern
dominance, even as a form of neo-imperialism.
More moderate versions criticise specific policies promoted through
international aid, and especially the conditionality of aid, as failing to help
poorer countries overcome their state of dependence. But to suggest that
donor countries should give financial aid without any consideration for
how it is used by recipients would ignore the reality of foreign aid:
• First, governments, and ultimately the voters, in donor countries
need to approve aid budgets and are likely to ask for some degree of
accountability.
• Second, governments routinely use foreign aid as an instrument
of foreign policy to further their interests and to influence other
governments. In that sense, developmental assistance has to be seen as
being driven by both moral concerns and a diplomatic rationale.
• Third, the growing interest in promoting democracy and good
governance around the world has led virtually all donor countries
and organisations to stipulate that recipients of aid programmes must
adhere to some form of political conditionality.
The rise of the good governance agenda suggests a wider effort by
donors to eradicate corruption and governmental malpractice. From the
perspective of recipient countries, however, it is often seen as yet another
example of the dependency relationship that developmental aid creates.
Activity 14.1
Is economic aid policy driven, at least in part, by moral concerns? If so, how can we tell?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 14.2
Is the Washington Consensus proof that the developed countries are unwilling to
meaningfully support development abroad?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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a document that confirmed the status quo and reaffirmed existing rights of
governments to interfere with foreign investment. Business support for the
MAI therefore declined, and disagreements between the key negotiating
parties led to a collapse of the talks in late 1998.
Although the negotiations failed primarily because of disagreements
among the OECD Member States, organised protests by demonstrators
outside the OECD’s headquarters in Paris ensured that the issue of foreign
investment protection became a hotly debated issue in civil society
circles. The growing opposition to the MAI by human rights groups,
environmental organisations and trade unions eventually became the
starting point for a wider anti-globalisation campaign that was to lead
to highly public confrontations at the 1999 Seattle WTO ministerial
conference and other gatherings of world leaders.
Activity 14.3
Does the ‘failure’ of the Multilateral Agreement on Investment do more to show investors’
influence or their weakness in global politics?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 14.4
What have been the most important changes in the World Bank since its inception?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 15: The financial system: from crisis to crisis
Candidates should thus ensure that they are working from the most up-to-
date research.
There are many different sources – and thus types – of financial crises.
There are currency crises. These days, this usually takes the form of a
speculative attack on a currency’s exchange rate. There are banking crises.
Here there are actual (or even potential) bank runs and/or failures that
can result in illiquidity and/or insolvency. Many countries face inflation
crises. Here, there are rapid, excessive and uncontrolled price increases.
Countries – especially developing countries – often face foreign debt
crises. In this case, there is default on foreign debt due to inability and/
or unwillingness to pay bondholders. There are also domestic debt crises.
In this case, there is the failure to honour (real) fiscal obligations by
defaulting, currency depreciation and/or financial repression.
Of course, these different facets of the financial system are intertwined.
As a result, we often see one crisis spilling over into other areas. These are
known as twin, triple, quadruple and quintuple crises. Similarly, we also
have the contagion effect in which a financial crisis in one country spreads,
through international linkages, into the financial systems of another.
This chapter discusses some of the most significant financial crises in
recent history. It also traces the evolution of our approaches to preventing
and resolving them.
Activity 15.1
Who was responsible for the onset and depth of the 1980s debt crisis: debtor countries,
creditor countries or both?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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divided over both the causes as well as the costs and benefits of our
responses to it. Those on the right blame Democrats’ efforts to expand
home ownership to underrepresented groups, who were, on paper, less
‘qualified’ for mortgages. They insist that the rescue package and economic
stimulus were too large and primed markets for the market turbulence that
continued across the next decade. Those on the left argue that ‘neoliberals’
had dismantled the regulatory system, leaving finance free to run amok.
They celebrate that the financial bailout worked. And they contend that the
economic stimulus was too small and curtailed too quickly.
Activity 15.2
What lessons does history hold for the prevention or management of financial crises?
Given what you have read in the Essential readings and in newspapers, what have
been the most important changes in the international monetary order since the Global
Financial Crisis?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 15.3
If fixed exchange rate systems are difficult to maintain under circumstances of
international capital mobility, why did the Europeans remain so committed to European
monetary integration? What explains the persistence of the eurozone today?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 16.1
What are the most important factors in determining whether a currency serves as global
money?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
All monetary authorities enjoy this privilege. But the scale is vastly
different when a country produces a currency that is utilised all over the
world. As we noted, there are $6.65 trillion held in reserve abroad (as of
November 2022). That is nearly 30 per cent of the US’s ($22.996 trillion)
annual production of goods and services.
How do foreign actors initially acquire the dollars that they will hold in
reserve? They do so by selling goods and services to the US. For each $1 held
in reserve abroad, the US has received $1 worth of goods and services. Of
course, that $6.65 trillion is a claim on US goods and services. But as long
as those dollars remain in reserve, that is $6.65 trillion worth of goods and
services that the US got simply by printing the world’s reserve currency.
The use of the US dollar as the world’s medium of exchange also grants the
US an extraordinary amount of financial control well beyond its borders.
The underpinnings are slightly complicated, but the simple version is
that the global financial system is highly centralised. All of these global
transactions conducted using dollars are directly or indirectly connected
to financial institutions in New York City. Even firms that do not buy or
sell in the US market still (knowingly or otherwise) make/collect payment
through New York. Because the transfers pass through US financial
institutions, this provides the US Treasury great punitive power and
jurisdictional reach. Practically speaking, exclusion from the US financial
system is an even more potent threat than is exclusion from US consumers.
The US can also impose ‘secondary sanctions’ by refusing to do business
with a firm that does business with a ‘blacklisted’ party. There is a stunning
example of the US flexing this muscle. In August 2020, the Trump
administration imposed sanctions on the Chief Executive of Hong Kong
(Carrie Lam) following a security crackdown in Hong Kong. Lam was
a political official acting in a political capacity. But bankers everywhere
(including in Hong Kong) were warned that their entire bank would
be blacklisted if they did any business with Lam. This would effectively
eliminate those banks’ abilities to conduct international transactions in
general. Thus banks were forced to choose between having this individual
as a customer and retaining their other customers. None of the banks – not
even Chinese state-owned banks – crossed the US. Lam was effectively
‘unbanked’ and forced to stockpile her salary – paid in cash – in her home.
In 2022, Lam announced that she would not seek another term as the
Hong Kong authority (ostensibly for personal reasons) (Hale, 2020).
Activity 16.2
Is dollar hegemony based on political foundations or economic conditions? What trends,
developments and challenges are doing the most currently to undermine the dollar’s position?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 16.3
What are the biggest challenges to the further internationalisation of the euro? Defend
your answer using the course materials and whatever you can glean from the latest
newspapers.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 16.4
What are the biggest challenges to the further internationalisation of the renminbi?
Defend your answer using the course materials and whatever you can glean from the
latest newspapers.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
16.6 Conclusion
The global money of the future will likely be rather good – perhaps the
best – at serving as money for the world. It will need to be a strong,
predictable store of value. And it ought to be a good medium of exchange.
But the history we have seen and the contemporary analysis offered here
both point to the incredible ‘stickiness’ – the path dependency – of the
incumbent. The last time one currency displaced another, it took two
decades attended by: two world wars; a colossal system of war debts and
reparations; the Great Depression; Britain’s sharp political and economic
decline; the ascent of a capable and willing ascendant hegemon; a massive
expansion of the suffrage to women and poor men; increased unionisation
and worker power; and a series of specific choices by pivotal agents. This
is not to say that such a shift will not happen again, but it could well
require catastrophic events such as these.
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Activity 16.5
What will be the world’s global money in, say, 2050? What do you think will transpire
between now and then to bring about this result?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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in these terms. But better candidates will go beyond just this particular
iteration of the gold standard to consider it more broadly.
Candidates also ought to demonstrate a good knowledge of
international financial crises, specifically the dilemmas that bedevil
attempts to limit such crises and to respond to them. It is certainly
not necessary to discuss all of the major crises (for example, the
Asian crisis of 1997, the global financial crisis of 2008, the several
eurozone crises, etc) as such. Indeed, it would be bad to simply
rehearse prepared answers about the causes and course of these crises.
Instead, such examples (or other examples) should be used to test
and illustrate the mechanisms and dynamics that might be mitigated
and exacerbated by the gold standard. For instance, candidates should
discuss the role the gold standard might have played in preventing (or
generating) such financial crises. Better candidates would also discuss
the ways in which the gold standard might help to spread such crises
(through contagion) and in limiting policy responses to financial crises
(by limiting monetary and fiscal policy responses). Here, the Great
Depression is the exemplary case.
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Part III: The frontiers of IPE
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Chapter 17: Global environmental politics
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Chapter 17: Global environmental politics
Activity 17.1
Formulate your own critical assessment of these three perspectives on environmentalism.
What, if anything, do the traditional approaches to IPE have to say about the global
ecological crisis and international responses to environmental problems?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 17: Global environmental politics
Activity 17.2
What makes environmental problems ‘global’? Are all environmental problems of a global
nature? What can be learned from the experience with the Montreal Protocol on ozone
layer protection for other international environmental negotiations?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 17.3
Why is it that so many international environmental treaties remain ineffective? Why
are some developing countries sceptical of the global environmental agenda? Is their
scepticism justified? Think of examples where environmental activist groups have made a
difference in world politics. How powerful, in your view, are environmental groups?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 17.4
At this point, you should read Chapter 2 of Our common future, the World Commission
on Environment and Development (1987), which provides one of the most widely used
definitions of the concept of sustainable development.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Critics of the concept point out that it is at best a meaningless phrase and
at worst a contradiction in terms. As with many other political slogans,
sustainable development has taken on many forms and meanings,
and has been claimed by a diverse group of organisations, ranging
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Activity 17.5
What do you understand by the term ‘sustainable development’? Why is the usefulness of
the term disputed?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 18: Climate change
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Activity 18.1
Who are the winners and losers from effective global climate governance?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 18.2
Consider these questions: What would Gandhi think about the concept and pursuit
of ‘sustainable development’? What would Gandhi think about the climate crisis?
What prescriptions would Gandhi advance for tackling the climate crisis? How has
the development of ‘newly industrialised countries’ (like India and China) affected our
prospects for mitigating climate change?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 18: Climate change
Activity 18.3
Consult the websites of your government and the UNFCCC. What is your country’s
strategy for combating climate change and meeting its Paris commitments? How
effective, in your view, has this strategy been?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 19: Globalisation and policy autonomy
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Born, B., G.J. Müller, M. Schularick and P. Sedláček ‘The costs of economic
nationalism: evidence from the Brexit experiment’, The Economic Journal
129(23) 2019, pp.2722–2744.
Williamson, J. ‘Winners and losers over two centuries of globalization’, NBER
Working Paper 9161, 2002.
Stiglitz, J.E. Globalization and its discontents. (London: Allen Lane, 2002)
[ISBN 9780141010380].
Held, D. and M. Koenig-Archibugi. Taming globalization: frontiers of governance.
(Oxford: Polity, 2003) [ISBN 9780745630762].
Blyth, M. Austerity the history of a dangerous idea. (Oxford: Oxford University
Press, 2013) [ISBN 9780199389445].
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Activity 19.1
What are the defining features of globalisation today? How does this compare to the
pre-war global economic order?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 19.2
In what ways can globalisation be said to be limiting the power of states?
List the benefits and costs that globalisation has produced for your own country.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Activity 19.3
What determines the extent to which states must choose between globalisation and
maintaining welfare states? Consider your own country. What balance has been struck
between the one and the other? What balance do you think would be right?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
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Chapter 20: Multinational corporations and the state
Activity 20.1
Compare different regional patterns in FDI as recorded by UNCTAD’s annual statistical
review. (Be sure to get the latest version from the UNCTAD website.) Which regions are
major exporters of FDI flows, and which are major recipients?
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
20.4 The rise of the global firm and the evolution of the
welfare state
In a famous article, ‘Who is us?’ published in 1990, Robert Reich
questioned the political fixation with national ownership of productive
facilities and argued that global firms had disconnected themselves
from their national context. The growth of international investment and
production has indeed created a situation in which many MNCs have
outgrown their national market and are now operating in a global market
context. But just how ‘global’ these firms are remains a contested issue
among researchers and policy makers. For example, companies such as
the oil giant Shell or the drinks manufacturer Coca-Cola are operating in
nearly all countries of the world. Their production and sales strategies take
a global view and their home markets often provide a declining share of
their global sales volume.
At the same time, however, MNCs continue to have close links with their
home countries. They value the support they get from their governments,
particularly when it comes to defending their investments and interests
abroad. They also have limited (or no) standing in most international
regimes. Apple, for instance, cannot sue Samsung (or South Korea) in the
WTO. Instead, MNCs often rely upon state actors to take up cases on their
behalf. Home economies also provide MNCs with sources of finance, and
they host important research and development activities. Consider, for
instance, the benefit that tech and medical firms get from the government
grants given to researchers at universities within highly advanced economies.
Very few, if any, large firms are truly global in the sense of being footloose.
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Activity 20.2
List the reasons why some countries may question the economic benefits of FDI.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
critical of global capitalism, fear that the growing power of global firms
is undermining the authority of democratically-elected governments and
threatening social welfare systems around the world. Writers such as
Noreena Hertz argue that a ‘silent takeover’ is taking place, with corporate
leaders effectively in control of society’s future.
Activity 20.3
Critically assess Noreena Hertz’s argument in her 2001 book that the world faces a ‘silent
takeover’ by the corporate sector (see Chapters 4 and 5 in particular).
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.
Activity 20.4
To what extent can we compare the economic size and strength of multinationals with
the economic and political power of nation states? Can you think of examples of MNC–
government bargaining that illustrate the arguments in favour of, and against, a ‘power
shift’ from states to firms?
You should discuss your answers with fellows students in the online forum in the course
virtual learning environment.
Activity 20.5
Research the UN Global Compact’s website (www.unglobalcompact.org) to find out
more about the nature of the Global Compact, its approach to matters of corporate
responsibility and its voluntary basis for regulating multinational corporations’ behaviour.
You should discuss your answers with fellow students in the online forum in the course
virtual learning environment.