Course Syllabus

ECN302
INTERNATIONAL TRADE AND POLITICS

Number of ECTS credits: 6

Time and Place: Wednesdays 16.30 – 19.30, Veco 3

Contact Details for Professor

Name of Professor: Adriaan Luyten
E-mail: Adriaan.Luyten@gmail.com
Office hours: after class (Wednesdays 19.30-20.30), by email appointment

CONTENT OVERVIEW

Syllabus Section Page

Course Prerequisites and Course Description 2
Course Learning Objectives 2
Overview Table: Link between MLO, CLO, Teaching Methods, 3
Assignments and Feedback
Main Course Material 5
Workload Calculation for this Course 7
Course Assessment: Assignments Overview and Grading Scale 7
Description of Assignments, Activities and Deadlines 8
Rubrics: Transparent Criteria for Assessment 9
Policies for Attendance, Later Work, Academic Honesty, Turnitin 9
Course Schedule – Overview Table 12
Detailed Session-by-Session Description of Course 13

1
Course Prerequisites (if any)

ECN101G+HUM101G

Course Description
This course analyses the interdependence that arises from international trade in goods
and services. We cover the following topics: the gains from trade, the pattern of trade,
the impact of protection, international factor movements, and trade policy. The course
further in-depth studies the institutions dealing with, and regulating trade policy.

Further Detail on Course Content (if needed)

The objective of the course is to offer students an introduction to the theory of

international trade. The course will cover the most important trade models, and will often
refer to current issues of international trade politics and globalization. Among the treated
questions are: Why do countries trade? Does international trade deepen wage
inequality? Is growth in emerging economies bad for Western countries? How does trade
affect competition? What are the consequences of protectionism? Although the course
will emphasize the understanding of past and current events in the world economy, we
will heavily rely on formal economic modelling to help us understand these events.

Course Learning Objectives (CLO)

At the end of this course, students should be able to:

In terms of knowledge:
➢ Demonstrate their understanding of the concepts of comparative advantage
and the gains from trade, by applying the theories covered in the course to
concrete cases.
➢ Demonstrate their understanding of the determinants of the trade pattern
between countries and assess its effects on the distribution of income between
and within these countries.
➢ Understand the political economy of trade policy and the economic effects of
different trade policy instruments.
➢ Understand the role of international trade bodies such as the WTO.
➢ Understand the effects of international trade on economic development,
international politics/conflicts and the environment.

In terms of skills

➢ Use appropriate referencing and bibliographic methods.

➢ Further develop their research skills

2
 In terms of attitudes, students should develop in this course:
➢ critical attitudes, which are necessary for “life-long learning”
➢ an attitude of open-mindedness and self-critical reflection with a view to self-
improvement
➢ sensibility towards the ethical dimensions of different aspects of the content of
this course

LINK BETWEEN MAJOR OBJECTIVES, COURSE OBJECTIVES, TEACHING

METHODS, ASSIGNMENTS AND FEEDBACK

(BA in Business Studies)

Summary:
Number of assignments used in this course: 3
Number of Feedback occasions in this course (either written or oral): 3
Number and Types of Teaching Methods: Lectures, in class discussions, in class
poster presentation, independent study

Major Learning Course Learning Methods Methods (and Type, Timing

Objectives objectives addressing used to numbers/types and Instances
the Major Objectives Teach Course of assignments) of Feedback
(testable learning Objectives used to test given to
objectives) these learning Student
objectives

The bachelor has a

broad knowledge of the
different functional fields
of business
management. S/he is
able to apply this
knowledge in the
analysis of business-
oriented problems and
is able to propose
solution to specific
business problems.

The bachelor has an

understanding of the
interrelatedness of the
different functional fields
of business and
understands the impact
of this on decision-
making.

The bachelor has insight

into the broad societal
context of businesses
and is able to take it into
account in the analysis of
business-oriented

3
 Major Learning Course Learning Methods Methods (and Type, Timing
Objectives objectives addressing used to numbers/types and Instances
the Major Objectives Teach Course of assignments) of Feedback
(testable learning Objectives used to test given to
objectives) these learning Student
objectives
problems.
x Lectures, Research Paper, Written feedback
The bachelor knows and individual study Midterm and final two weeks after the
is able to apply common examination assignment is
qualitative and submitted
quantitative research
methods and is able to
apply these in the field of
business studies

The bachelor has an x Lectures, Research paper Written feedback

open and academic preparation for the two weeks after the
attitude characterized by research paper, assignment is
accuracy, critical individual study submitted
reflection and academic
curiosity.
Research Paper,
The bachelor is able to x Lectures, Written feedback
identify the international independent study Midterm and final two weeks after the
dimension in business- examination assignment is
related problems and submitted
knows how to handle
these problems in an
effective way.

The bachelor is able to

work in a multi-cultural
team.

The bachelor recognizes

the importance of life-
long learning.

The bachelor is able to x Preparation for Research paper Written feedback

communicate clearly, research paper two weeks after the
fluently and accurately; assignment is
as well in a written report submitted
as in an oral
presentation.

The bachelor is able to x Lectures, Midterm and final Written feedback

combine ethical and readings, examination, two weeks after the
business-oriented preparation for research paper assignment is
judgments in the analysis research paper submitted
of business problems
and takes these ethical
considerations explicitly
into account in the
solutions proposed for
business problems

The bachelor has a

broad knowledge of the
different functional fields
of business
management. S/he is
able to apply this
knowledge in the

4
 Major Learning Course Learning Methods Methods (and Type, Timing
Objectives objectives addressing used to numbers/types and Instances
the Major Objectives Teach Course of assignments) of Feedback
(testable learning Objectives used to test given to
objectives) these learning Student
objectives
analysis of business-
oriented problems and
is able to propose
solution to specific
business problems.

Main Course Materials (please note that you can find the readings for each
week and session in the Course Schedule section below):

The course material consists of powerpoint presentations, lecture notes and readings
from the textbook. Powerpoint presentations will be made available after the
respective classes have taken place. A week-by-week overview of the course
readings can be found in the section below.

The syllabus, powerpoint presentations and important messages will be uploaded to

the Vesalius portal ‘Canvas’. Students are expected to visit this site regularly to keep
abreast of course evolutions. The professor is expected to upload relevant material in
a timely manner.

Course material marked as ‘suggested readings’ and ‘additional sources’ is helpful

for research and to gain an increased understanding, but is not mandatory. This
material can be found online or will be made available upon individual request.

Textbook:

Krugman, P.R., Obstfeld, M., and Melitz, M. (2018). International Economics: Theory
and Policy. Pearson. 11th Edition.

Active Learning and Intensive ‘Reading around the Subject’: Additional

Sources, Recommended Journals and Websites:

Learning should be an active and self-motivated experience. Students who passively

listen to lectures, copy someone else’s notes, and limit their readings to required
chapters are unlikely to develop their critical thinking and expand their personal
knowledge system. At the exam, these students often fail to demonstrate a critical
approach. Students are strongly recommended to have an updated understanding of
developments related to this course and related to their wider Major. Active and
engaged learning will turn out to be enriching to the overall course and class
discussions. Students are invited to deepen their understanding of both theoretical
and current issues from a variety of sources. Please find a list of suggestions
compassing the entire course below. You are encouraged to read and browse in the
leading journals of your discipline.

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Leading Journals in Business Studies

Journal of International Business Studies; Journal of Management Studies; Journal of

Marketing; Academy of Management Review; Accounting, Organizations and Society;
Accounting Review; Administrative Science Quarterly; American Economic Review;
Contemporary Accounting Research; Econometrica; Entrepreneurship Theory and
Practice; Harvard Business Review; Human Relations; Human Resource
Management; Information Systems Research; Journal of Accounting and Economics;
Journal of Accounting Research; Journal of Applied Psychology; Journal of Business
Ethics’ Journal of Business Venturing; Journal of Consumer Psychology; Journal of
Consumer Research; Journal of Finance; Journal of Financial and Quantitative
Analysis; Journal of Financial Economics; Journal of Management; Journal of
Management Information Systems; Journal of Marketing Research; Journal of
Operations Management; Journal of Political Economy; Journal of the Academy of
Marketing Science; Management Science; Manufacturing & Service Operations
Management; Marketing Science; MIS Quarterly; MIT Sloan Management Review;
Operations Research; Organization Science; Organization Studies; Organizational
Behavior and Human Decision Processes; Production and Operations Management;
Quarterly Journal of Economics; Research Policy; Review of Accounting Studies;
Review of Economic Studies; Review of Finance; Review of Financial Studies;
Strategic Entrepreneurship Journal; Strategic Management Journal

Further Journals Relevant for this Course:

World Trade Review, International Organizations, Journal of World Trade, Journal of
Globalization and Development, Global Policy Journal, The International Trade
Journal, The Journal of International Trade and Economic Development.

Weekly European Union Trade Newsletter:

Subscribe at:

http://ec.europa.eu/trade/trade-policy-and-you/publications/newsletters/

Websites of Interest:

www.wto.org

http://ec.europa.eu/trade

Columns on international trade from CEPR’s policy portal:

http://voxeu.org/content/topics/international-trade

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Work Load Calculation for this Course:

This course counts for 6 ECTS, which translates into 150 – 180 hours for the entire
semester for this course. This means that you are expected to spend roughly 10
hours per week on this course. This includes 3 hours of lectures or seminars per
week and 7 hours ‘out of class’ time spent on preparatory readings, studying time for
exams as well as time spent on preparing your assignments. Please see below the
estimated breakdown of your work-load for this course.

Time spent in class: 3 hours per week / 45 hours per semester

Time allocated for course readings: 3 hours per week / 45 hours per semester
Time allocated for preparing Assignment: 2 hours per week / 30 hours per
semester
Time allocated for preparing/revising for written Mid-term Exam: 20 hours
Time allocated preparing/revising for written Final Exam: 20 hours

Total hours for this Course: 160 hours

Course Assessment: Assignments Overview

The students will be evaluated on the basis of their performance in the following
assignments:

Research paper (on trade controversies): 30%

Mid-term exam: 35%
Final exam: 35%
TOTAL: 100%

Grading Scale of Vesalius College

Vesalius College grading policy follows the American system of letter grades, which
correspond to a point scale from 0 – 100. All assignments (including exams) must
be graded on the scale of 0-100. To comply with the Flemish Educational norms,
professors should on request also provide the conversion of the grade on the Flemish
scale of 0-20. The conversion table below outlines the grade equivalents.

Letter grade Scale of 100 Scale of 20

(VeCo Grading Scale) (Flemish System)
A 85-100 17.0-20.0
A- 81-84 16.1-16.9
B+ 77-80 15.3-16.0
B 73-76 14.5-15.2

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 B- 69-72 13.7-14.4
C+ 66-68 13.1-13.6
C 62-65 12.3-13.0
C- 58-61 11.5-12.2
D+ 54-57 10.7-11.4
D 50-53 10.0-10.6
F 0-49 0-9.9

Description of Activities, Grading Criteria and Deadlines:

Assignment (Research paper):

Students will write a research paper (3000-4000 words, see Rubric ‘Research paper
300 – level’) about one of the following topics:

Is trade bad for the environment?

Is trade good for economic development?
Is trade good for peace / political stability?
The political economy of a post-brexit trade deal between the EU and the UK.
The political economy of the WTO’s dispute settlement mechanism.
The EU’s common agricultural policy and international trade.
A different topic suggested by the student and approved by the professor.

The paper should refer to the most important (seminal) contributions of the literature
in question (in particular for the first three subjects), but should also demonstrate that
students are up-to-date with recent evolutions in the field. The papers are due on 3
April 2019 and will be presented (poster presentation) and discussed in week 12 of
the course. Poster presentations will not be graded. However, students who do not
present their poster will receive a penalty of 10% on their grade for the research
paper. Students should carefully read the paper of a fellow student for which they
were assigned as discussant. Students who do not take up their role as discussant
will receive a penalty of 10% on their grade for the research paper.

Mid-Term Exam (written):

The written mid-term exam will consist of open, short questions on the theory

8
covered, 2 exercises on the application of economic models, and a brief medium
essay question (max 500 words length) on lectures of week 1, 2, 3, 4, 5 and 6. The
exams will test both the knowledge of the students (about 50%), as well as their
ability to apply their knowledge (about 50%).

Final Written Exam (written):

The written final exam will consist of open, short questions on the theory covered, 2
exercises on the application of economic models, and a brief medium essay question
(max 500 words length) on lectures of week 8, 9, 10, 11 and 13. The exams will test
both the knowledge of the students (about 50%), as well as their ability to apply their
knowledge (about 50%).

Rubrics: Transparent Grading Criteria For Each Assignment

See appendix 1.

Vesalius College Attendance Policy

As the College is committed to providing students with high-quality classes and
ample opportunity for teacher-student interaction, it is imperative that students
regularly attend class. As such, Vesalius College has a strict attendance policy.
Participation in class meetings is mandatory, except in case of a medical emergency
(e.g. sickness). Students will need to provide evidence for missing class (doctor’s
note). If evidence is provided, the missed class is considered as an excused class. If
no evidence is provided immediately before or after the class, the missed class is
counted as an absence.

Participation in class meetings is mandatory, except in case of a medical

emergency (e.g. sickness). Students need to provide evidence for missing class
(doctor’s note). If evidence is provided, the missed class is considered as an excused
class. If no evidence is provided, the missed class is counted as an absence. If
students are absent for two classes, the course instructor alerts the student’s
advisor.

Participation implies that students are on time: as a general rule, the College
advises that students should be punctual in this regard, but it is up to the professor to
decide whether to count late arrivals as absences, or not.

Additional Course Policies

Late papers will not be accepted unless there are serious legitimate reasons.
Provision of a signed medical note is required, and notice must be given prior to the
deadline.

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Submitting assignments
All assignments need to be submitted via turnitin. If you need to contact us via email,
please always indicate the course title in the email heading. If you save your file,
please use your name and the assignment in the subject line, ECN302-‘Your name’-
Assignment ’1’,, and save as such. All assignments also need to be submitted in hard
copy during class and send to the instructor (Adriaan.Luyten@vub.ac.be)

Use of Electronics
Computers are permitted to take notes. However, if you use your laptop for
something unrelated to the course, you will not be allowed to bring it to any of the
future classes.

Mobile phones are to be turned off! If your mobile phone rings in class, please turn it
off immediately. If you are caught talking on your mobile or texting during class you
will be asked to leave the class immediately.

Preparation
Students are requested to read the chapters in advance, as well as prepare the
additional texts. This will give the students a clear idea about the concepts exposed
during class and makes them benefit from the course to the maximum degree.
Grammar, spelling, lay-out and punctuation are important during your career. Please
do use the appropriate tools before submitting any assignment.

Late assignments
Late assignments are not allowed. For each day passed the deadline, you will
only be able to get 1/(n+1) of the total points (n being the number of days to
late, with a maximum of 5). You must be in attendance on the day assignments
are due. Late assignments without penalty can only be accepted with a medical
statement or after formal prior approval of the instructor.

Writing Style
APA formatting is required on all work.

Academic Honesty Statement

Academic dishonesty is NOT tolerated in this course.
Academic honesty is not only an ethical issue but also the foundation of scholarship.
Cheating and plagiarism are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in
writing to the Associate Dean and submitted to the Student Conduct Committee for
disciplinary action.
If you refer to someone else’s work, appropriate references and citations must be
provided. Grammar, spelling and punctuation count, so use the tools necessary to
correct before handing in assignments.
Please consult the Section “Avoiding Plagiarism” in the College Catalogue for further
guidance.

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Turnitin
All written assignments that graded and count for more than 10% towards the final
course grade need to be submitted via the anti-plagiarism software Turnitin. You will
receive from your professor a unique password and access code for your Class.

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 Course Schedule (Overview)

Week 1 23/01/2019 Introduction to the course and overview of course and

requirements
Facts and figures on international trade
The Gravity model
Week 2 30/01/2019 The Ricardian model: Comparative advantage (1)

Week 3 06/02/2019 The Ricardian model: Comparative advantage (2)

Week 4 13/02/2019 The Heckscher – Ohlin model: Wages and inequality (1)

Week 5 20/02/2019 The Heckscher – Ohlin model: Wages and inequality (2)

Week 6 27/02/2019 Exercises and revision

Week 7
Mid- 06/03/2019 Mid-Term Exams
term
Week
Week 8 13/03/2019 The standard trade model: the ‘Terms of trade’ (1)

Week 9 20/03/2019 The standard trade model: the ‘Terms of trade’ (2)

Week 27/03/2019 Trade policy instruments: tariffs, export subsidies, import

10 quota and export restraints.

Week 03/04/2019 The political economy of trade policy

11 Research paper is due.

Week 24/04/2019 Student poster presentations

12 Classroom discussion
Week 08/05/2019 Exercises and revision
13
15/05/2019
Week FINAL EXAMS
14

12
 Detailed Session-by-Session Course Outline

Week 1 (Wednesday, 23 January 2019)

Introduction to the Course and Overview of Core Requirements.

Why study international trade?

Facts and figures about international trade
The Gravity model

Reading:

None

Week 2 (Wednesday, 30 January 2019)

The Ricardian trade model (1)

Reading:

Compulsory:

KOM Chapters 2-3

Recommended:

Krugman, P., Ricardo’s difficult idea,

http://web.mit.edu/krugman/www/ricardo.htm

Leamer, E., A Flat World, a Level Playing Field, a Small World After All, or None of
the Above? A Review of Thomas L. Friedman’s The World is Flat,
http://www.anderson.ucla.edu/faculty/edward.leamer/pdf_files/mar07_leamer.pdf

Guiding Questions:

How can trade benefit a country?

What is the difference between a comparative advantage and an absolute

advantage?

Week 3 (Wednesday, 6 February 2019)

The Ricardian trade model (2)

Reading:

13
Compulsory:

KOM Chapter 3

Recommended:

Deardorff, A.V. (1998). Benefits and Costs of Following Comparative Advantage,

Research Seminar in International Economics Discussion Paper, 423.

Available at SSRN:
https://ssrn.com/abstract=113009 or http://dx.doi.org/10.2139/ssrn.113009

Guiding Questions:

What does it mean to be “competitive” in a global market?

What are the shortcomings of the Ricardian model?

Week 4 (Wednesday, 13 February 2019)

Specific factors and income distribution

Reading:

Compulsory:

KOM Chapter 4

Recommended:

Krugman, P.; “Trade and inequality, revisited”

http://voxeu.org/article/trade-and-inequality-revisited

Harrison, A., McLaren, J. and McMillan, M. (2011) Recent perspectives on trade and
inequality, Policy Research Working Paper, 5754
https://faculty.wharton.upenn.edu/wp-content/uploads/2011/12/Trade-and-
Inequality.pdf

Guiding Questions:

How can trade affect inequality?

Week 5 (Wednesday, 20 February 2019)

The Heckscher – Ohlin model: Wages and inequality

Distribution of problem set 1

14
Reading:

Compulsory:
KOM Chapter 5

Recommended:

Freeman, R. (1995). Are Your Wages Set in Beijing?, The Journal of Economic
Perspectives, 9(3) (1995): pp. 15–32.

Bernstein, J.R, and Weinstein, D. (2002). Do Endowments Predict the Location Of

Production?: Evidence from National and International Data, Journal of International
Economics, 56(1), pp. 55–76.

Schott, P.K. (2003). One Size Fits All? Heckscher-Ohlin Specialization in Global
Production, American Economic Review, 93(3), pp. 686–708.

Guiding Questions:

Are the predictions of the Heckscher-Ohlin model (i.e. Countries export goods that
are intensive in the factors with which they are abundantly supplied) in line with your
observations in global markets?
What are the shortcomings of the Heckscher-Ohlin model?

Week 6 (Wednesday, 27 February 2019)

Revision

Exercises
Problem set will be distributed in week 5

Reading:

Compulsory:

KOM Chapters 1, 2, 3, 4

Recommended:

Morrow, P.M. (2010). Ricardian-Heckscher-Ohlin Comparative Advantage: Theory

and Evidence, Journal of International Economics, 82(2), pp. 137–51.

Week 7 (Wednesday, 6 March 2019)

Mid-term exam

15
Week 8 (Wednesday, 13 March 2019)

Revision of Mid-Term Exam

The standard trade model: the ‘Terms of trade’ (1)

Reading:

Compulsory:

KOM Chapter 5

Recommended:

Krugman, P. (1994). Does third world growth hurt first world prosperity?, Harvard
Business Review, 72 (2), pp. 113-121.

Acemoglu, D., Autor, D., Dorn, D., Hanson, G., Price, B. (2014). The rise of China and
the future of US manufacturing, VOXEU, available at https://voxeu.org/article/rise-
china-and-future-us-manufacturing

Guiding Questions:

Do developing economies (always) benefit from trade?

Week 9 (Wednesday, 20 March 2019)

The standard trade model: the ‘Terms of trade’ (2)

Reading:

Compulsory:

KOM Chapter 5

Recommended:

Samuelson, P.A. (2004), Where Ricardo and Mill Rebut and Confirm Arguments of
Mainstream Economists Supporting Globalization, Journal of Economic Perspectives
18(3): pp. 135–46.

Guiding Questions:

Do developed economies benefit from growth in emerging markets?

16
Week 10 (Wednesday, 27 March 2019)

Trade policy instruments: tariffs, export subsidies, import quota and export
restraints

Reading:

Compulsory:
KOM Chapter 8

Recommended:
The Economist; ‘The hidden persuaders’; Oct 12th 2013 (Pointcarré)

The protectionist temptation: Lessons from the Great Depression for today;
https://voxeu.org/article/protectionist-temptation-lessons-great-depression-today

Guiding Questions:
Who gains, who loses from a restrictive trade policy?
What is the rational to restrict trade?

Week 11 (Wednesday, 3 April 2019)

The political economy of trade policy

Reading:

Compulsory:

KOM Chapter 9

Further Reading:

Olson, M. (2009). The logic of collective action. Harvard University Press.

Guiding Questions:
Can free trade be sub-optimal?
What are the benefits and risks of deviating from free trade?
What are the goals of the WTO, and how does the WTO pursue these goals?

Week 12 (Wednesday, 24 April 2019)

Student poster presentations (+ discussion)

Reading:

Compulsory:

17
Students should carefully read the paper of a fellow student for which they were
appointed as ‘discussant’.

Week 13 (Wednesday, 8 May 2019)

Revision

Exercises
(problem sets will be distributed in week 13)

Week 14 (Wednesday, 15 May 2019)

Final exam

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 RUBRICS – RESEARCH PAPER 300-LEVEL
Criterion Description Points Comments (or directly in paper)

Introduction Explain Choice of Topic and why it is relevant (in terms of wider societal aspects or public interest) /2
and Research Context of topic within the academic debate / identifying briefly the gaps in the literature that this /2
Question / paper is addressing/filling
Statement / Clear and Concise Research Question / Research Statement /2
Puzzle Outline of structure of the paper and main argument /2
( /8 Points)
Literature The literature review identifies the relevant (i.e. to the chosen topic) arguments and debates in the /5
Review literature and places the student’s own topic in the wider academic context
It compares, contrasts and synthesizes the main authors and arguments /5
It evaluates strengths and weaknesses of the literature and identifies the gaps the student’s paper /5
( /20 Points) addresses
Connected to the Literature Review and based on literature related to the research question, the /5
student chooses a clear theoretical/conceptual frame-work to be applied in the analysis part of the
paper
Methods The student chooses, explains and justifies an appropriate method to tackle the research question /4
( /8 Points) The student demonstrates the ability to select and present suitable data for the analysis /4
Analysis / Extensive Analysis and Arguments supported by facts, empirical examples and up-to-date data /6
Discussion Wide use and synthesis of sources and references to support key arguments directly addressing the /6
research question
Application of conceptual and theoretical frame-works /6
( /24 Points) Critical and dialectic (thesis/antithesis/synthesis) evaluation of strengths and weaknesses of core /6
assumptions and arguments of other authors in non-prejudicial and open-minded manner
Structure The paper is structured in a coherent and logical way – with clear subsections – supporting the /5
clarity of the argument and analysis
( /10 Points) A coherent line of argumentation, linking theories and empirical examples back to answering the /5
main research question.

Originality of The paper highlights a level of deep reflection about the topic, leading to arguments and ideas that /10
Thought go “beyond the obvious”.
( /10 Points)

Formal Correct use of language (spelling, grammar, expression) /3

Aspects Correct citation and bibliography /3
Appropriate Number of Sources /4
( /10 points)

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Criterion Description Points Comments (or directly in paper)

Conclusions Stating in clear and succinct manner the result of the analysis and main answer to the research /4
question
( /10 points) Critical, open-minded and non-defensive evaluation the validity of the student’s own arguments and /6
results to explore further avenues of research
TOTAL Final and Overall Comments: Total

Overall Comments and Final Grade (Letter grade and out of 100):

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APPENDIX – EXPLANATION OF POINT VALUES FOR EACH MARKER

Criterion/Marker Excellent / Very good (A/A-) Good / Average / Below Average (B+ to D) Fail (F)
Introduction and
Research Question / 2 1,5 - 1 0,5 – 0
Statement / Puzzle
(8 points) 2 points per
marker
Choice of Topic The author provides a clear and convincing explanation of the choice The author provides an explanation which is, No or very weak explanation
of topic and highlights its significance in societal terms however, not fully convincing provided
Context of Academic The author explains clearly and convincingly the wider academic The author explains in general terms how the No or very weak explanation
Debate context (wider topic) related to the research question and puzzle. Gaps individual paper relates to the wider academic provided
in the literature are briefly identified debate and touches on gaps
Clear Research Question / The author provides a clear and meaningful research question. The The author provides a research question, but it Poorly designed research question
Clear Research Statement research question is focused enough to enable an in-depth analysis and lacks clarity, conciseness or is not ambitious No research statement
is relevant and ambitious enough to allow for original and critical enough (self-evident research question). Muddled
engagement with empirical developments, theories and author debates. or unclear research statement
The author provides a research statement on how to tackle the
overarching research question. Sub-questions are used if research
question is too complex
Outline of Structure and The author provides a clear outline of the main argument and will how The author provides an outline of the main No or very weak outline
Main Argument she/he will structure the paper argument and an indication of the structure – but
lacks clarity
Literature Review 5 – 4,5 4 – 2,5 2–0
Analysis (20 points) 5
points per marker
Relevant arguments and The literature review identifies the relevant (i.e. to the chosen topic) The literature review identifies some relevant (i.e. No relevant literature is provided or
debates / academic context arguments and debates in the literature and places the student’s own to the chosen topic) arguments and some debates only weakly explored. Limited or
topic in the wider academic context in the literature. The student places his or her own no wider academic context provided
topic in an academic context – but this is not fully
explored
Compare, Contrast and The student compares, contrasts and synthesizes a wide range of key The student mentions some of the key authors No or very weak synthesis and/or
Synthesis authors and arguments in the literature review and arguments, but does not fully and actively comparing & contrasting or
synthesize the material or compares and contrasts arguments and authors
in a limited manner; or only does one of the two
Evaluation of The literature review evaluates strengths and weaknesses of the Some strengths and weaknesses of the literature No or very weak evaluation – gaps
Strengths/Weaknesses and literature and identifies the relevant gaps the student’s paper addresses are identified but the gap the student’s paper not explained or weakly explained
Gaps seeks to address is not fully clear
Choice of Based on the Literature Review, the student chooses a clearly and The student chooses a theoretical/conceptual No or irrelevant
theoretical/conceptual correctly defined and relevant theoretical/conceptual frame-work for framework, but it is not completely relevant theoretical/conceptual framework
framework the main analysis and/or not clearly and correctly defined chosen
Methods (8 points) – 4 - 3,5 3-2 1,5 – 0
4 points per marker

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 Criterion/Marker Excellent / Very good (A/A-) Good / Average / Below Average (B+ to D) Fail (F)
Appropriate Method The student chooses, explains and clearly justifies an appropriate The student chooses a method, but it lacks proper No or irrelevant methods – no or
method to tackle the research question justification and is only partially relevant / or not weak explanation/justification
fully explained
Selection of suitable Data The student demonstrates the ability to select and present suitable data The student selects and presents some data, but No or poorly selected/presented
for the main analysis not always the most suitable data
Analysis/Discussion 6–5 4.5-3 2,5 – 0
(24 points) 6 points per
marker

Analytical arguments are illustrated with the help of clear and Arguments are occasionally supported by Arguments are mostly
Extensive Analysis and insightful empirical examples. The author frequently substantiates empirical examples. The author occasionally unsubstantiated claims, absence of
Arguments with empirical arguments with the help of up to date data. The arguments are substantiates arguments with the help of data data or empirical examples and
examples, data and facts presented in a succinct way so as to answer directly the overall research even though this data is outdated. Arguments are large passages that do not address
questions and sub-questions, ensuring a high level of relevance. not always linked back to the main research the research question, undermining
question the relevance of the main body.
Synthesis of wide range of Wide use and synthesis of sources and references to support key Occasional use and synthesis of sources and No or very weak synthesis of
sources arguments directly addressing the research question. The use of references to support some arguments – some but sources – arguments do not address
literature displays the author’s in-depth knowledge of the subject- not all arguments directly address the research the research question directly
matter. question (i.e. passages of irrelevant
analysis/discussion)
Application of Excellent and clear application of conceptual and theoretical frame- Some application of the frame-works to some No or very limited application of
theory/concepts works to the main analysis in the paper aspects of the analysis in the paper the theoretical framework
Evaluation of arguments Critical and dialectic (thesis/antithesis/synthesis) evaluation of Evaluation of strengths and weaknesses of some No or very limited evaluation of
strengths and weaknesses of core assumptions and arguments of other assumptions and arguments, but often counter- strength and weaknesses – highly
authors in non-prejudicial and open-minded manner (including the arguments are not presented or straw-man biased or selective line of
presentation of counter-arguments) arguments are provided. Some evidence of argumentation
selective argumentation

Structure (10 points) – 5 5 – 4,5 4 – 2,5 2-0

points per marker
Clear Structure The paper is structured in a coherent and logical way – with clear The structure is generally logical and coherent, No or very unclear/incoherent
subsections – supporting the clarity of the argument and analysis but at places unclear – the sub-sections could be structure
clearer or better organized
Clear and coherent line of A coherent line of argumentation (red thread running through the entire Argumentation line is not always clear or Unclear / absent line of
argumentation paper), linking theories and empirical examples back to answering the coherent – theories and examples are not always argumentation – fragments that are
main research question. linked back to the main research question not linked back to the research
question
Originality of Thought 10 – 8,5 8–5 4.5 - 0
(10 points) 10 points per
marker
Reflection and Arguments The paper highlights a level of deep reflection about the topic, leading The paper highlights some reflection, providing Standard argumentation and

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 Criterion/Marker Excellent / Very good (A/A-) Good / Average / Below Average (B+ to D) Fail (F)
beyond the obvious to arguments, ideas or combination of examples/data that go “beyond some arguments that go “beyond the obvious” obvious arguments
the obvious”
Formal Aspects (10
points)
Language and Spelling Correct use of language - correct spelling, grammar, and English Use of language with occasional flaws in Very flawed use of language with
expression (3 – 2.5) spelling, grammar and expression (2 – 1,5) many spelling and grammar
mistakes
(1-0)
Citation Correct and consistent use of citation method and correct bibliography Occasional mistakes in citation method and Recurring mistakes in citation and
(3 – 2.5) bibliography (2 – 1,5) bibliography (1 - 0)
Number of Academic Appropriate number of academic sources used (please check Acceptable number of sources Inadequate number of sources used
Sources progression document for your specific Major: Business Studies: at (3 – 2) (1,5 – 0)
least 12 sources; CMM: 20, IA: 10-15) (4 - 3,5)
Conclusion (10 points)

Results (4) The student states in clear and succinct manner the result of the General conclusions are provided, but research Unclear conclusions / absence of
analysis and main answer to the research question. (4-3,5) question is not fully answered. (3 – 2) conclusions. Research question is
not answered
(1,5 - 0)
Evaluation of own Critical, open-minded and non-defensive evaluation the validity of the Some evaluation of the validity of own No or weak evaluation of own
arguments and further student’s own arguments and results to explore further avenues of arguments, but more critical engagement with arguments. No or weak outline of
avenues for research (6) research (6 – 5) own arguments and further avenues for research further research avenues
not fully developed (4,5 – 3) (2,5 – 0)

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