Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
30.0 h
Q2
Teacher(s)
Van Steenberghe Vincent;
Language
English
Main themes
Students debate on a topical issue.
- They write a report with a defense supporting their view. They rely on the economic knowledge they have acquired, on the specialized business press (e.g. Economic Voice) and possibly on new literature.
- They then debate orally.
- They write a summary of the discussions.
- They write a report with a defense supporting their view. They rely on the economic knowledge they have acquired, on the specialized business press (e.g. Economic Voice) and possibly on new literature.
- They then debate orally.
- They write a summary of the discussions.
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
At the end of the activity, students will be able - to synthesize the elements that are essential to the understanding a topical economic problem, - to activate and mobilize their economic knowledge, - to conduct a clear and structured analytical reasoning by applying conceptual frameworks and analytic models, - to demonstrate intellectual independence in reasoning, - to express a message in a clear and structured way, both orally and in writing, - to present his/her case in a relevant and persuasive manner. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
The topic may change each year, according to the economic questions of the moment.
Teaching methods
Students debate on a topical issue.
- They write a report with a defense supporting their view. They rely on the economic knowledge they have acquired, on the specialized business press (e.g. Economic Voice) and possibly on new literature.
- They then debate orally.
- They write a summary of the discussions.
- They write a report with a defense supporting their view. They rely on the economic knowledge they have acquired, on the specialized business press (e.g. Economic Voice) and possibly on new literature.
- They then debate orally.
- They write a summary of the discussions.
Evaluation methods
The evaluation is based onthe quality of intermediate and final written work, on the quality of oral presentations and on the discussion about the work of the other students.
Faculty or entity
ECON
