Course guide of International Economic Integration (23911E2)

• Informatics (Spreadsheets)
• International trade traditional theories

• Analysis of the theoretical foundations of economic integration.
• Description of the institutional foundations of the integration processes and the functioning of the different commercial aspects offered by the various involved areas, as well as the main instruments used.

• Calculate indices of revealed comparative advantages (RCA, Balassa) for commercial areas
• Develop commercial matrices
• Calculate the Aquino index
• Calculate structural change indices
• Index of similarity or coefficient of divergence (CD)
• Develop indices for regional trade flows
• Understand the methodology on trade diversion and creation (Truman-Balassa)
• Calculate the effects on trade specialization
• Calculate Grubel and Lloyd indices in intra-industry trade
• Horizontal and vertical differentiation in international trade
• Understand the importance of demand and supply shocks on economies integrated within a monetary area
• Conduct analyses on the impact of tariffs on trade
• Understand the costs and benefits that can arise from the process of economic and monetary integration
• Study and analyze the objectives and instruments of community and international economic policies

• Theoretical Foundations of International Economic Integration
• Integration in Europe
• Integration in Ibero-America
• CAN and Mercosur
• The Central American Common Market
• NAFTA: Free Trade Agreement between the United States and Canada, objectives and achievements in the integration process of Mexico
• ASEAN: objectives

• Exercises in the computer lab and/or in class on the integration processes covered in the program

• Grimwade, N. (2013). Theory of Economic Integration: A Review. In: The New Palgrave Dictionary of Economics. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-349-95121-5_2869-1
• Hosny, A. S. (2013). Theories of economic integration: A survey of the economic and political literature. International Journal of economy, management and social sciences, 2(5), 133-155.
• Krugman, P. R., Obstfeld, M., & Melitz, M. (2020). International Economics: Theory and Policy.

• Balassa, B. (1966). Toward a theory of economic integration. Toward a theory of economic integration.
• Marinov, E. (2014). Economic integration theories and the developing countries.
• Sapir, A. (2011). European integration at the crossroads: a review essay on the 50th anniversary of Bela Balassa's theory of economic integration. Journal of Economic Literature, 49(4), 1200-1229.

• Asia-Pacific Economic Cooperation. http://www.apec.org
• ASEAN. http://www.asean.org or http://www.us-asean.org
• Inter-American Development Bank. http://www.iadb.org
• World Bank. http://www.worldbank.org
• Andean Community. http://www.comunidadandina.org
• Economic Commission for Latin America and the Caribbean. http://www.eclac.org
• International Monetary Fund. http://www.imf.org
• Mercosur. http://www.mercosur.int
• Central American Common Market (MCCA). http://www.bcie.org
• NAFTA. http://www.nafta-sec-alena.org
• World Trade Organization. http://www.wto.org
• European Union. http://europa.eu

• MD01. Docencia presencial en el aula 
• MD02. Estudio individualizado del alumno, búsqueda, consulta y tratamiento de información, resolución de problemas y casos prácticos, y realización de trabajos y exposiciones. 
• MD03. Tutorías individuales y/o colectivas y evaluación  

• The evaluation criteria will correspond to the objectives outlined in this guide.
• The bibliography to be used for the preparation of the tests will be indicated in the professor's instructional material.
• The subject matter to be evaluated will be that established in the theoretical-practical syllabus of this guide.
• Students must bring a calculator to tests or activities that require it.

• The evaluation techniques and instruments and grading criteria used in continuous assessment will be written tests, including theoretical and/or practical content:
  • Students must individually complete the REQUIRED practical activities assigned by the professor on the PRADO platform. This will account for 30% of the final grade for the subject.
  • A group project, with group size determined by the professor, will be chosen from a list published by the professor on PRADO and will account for 40% of the final grade for the subject. This project will be presented in class on dates announced by the professor on the PRADO platform.
  • A final multiple-choice exam on the activities and methodology developed in class will account for 30% of the total evaluation of the subject.
• When the student has completed exams and activities in the continuous assessment process as outlined in the course guide that constitute more than 50% of the total weighting of the final grade, they will be recorded in the grade report with the corresponding grade.
• Otherwise, they will be recorded as "Not Presented" (Article 22.4).

• Evaluation System: In the extraordinary session of the same academic year, the exam will be graded out of 10 points, without considering the grades obtained throughout the course.
• A student who does not attend the final exam will be given the grade "Not Presented."

• Evaluation System: Final written exam, including theoretical and/or practical content (100% of the final grade)
• A student who does not attend the final exam will be given the grade "Not Presented."

• See the instructional material from the responsible professor available on the Prado 2 platform.
• Additionally, respect for intellectual property will be encouraged, and students will be informed that plagiarism is a practice contrary to the principles governing university education (Evaluation and Grading Regulations for students at the University of Granada, approved by the Governing Council in its extraordinary session of May 20, 2013).
• To this end, the completion of papers and practical activities must follow the APA style (sixth edition), and the review of these practices will apply Article 14 of the aforementioned regulations.
• Furthermore, according to Article 14, "The papers and materials submitted by students must be signed with an explicit declaration assuming the originality of the work, understood in the sense that no sources have been used without proper citation."

Information of interest for students with disabilities and/or Specific Educational Support Needs (NEAE): Management of services and support (https://ve.ugr.es/servicios/atencionsocial/estudiantes-con-discapacidad).

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).