เศรษฐศาสตร์ระหว่างประเทศ
International Economics
1. Objectives of the Course
1. To understand international trade theories and applications, international economic.
2. To understand the nature of international economic problems and the process of economic integration.
3. To apply the knowledge of international economics to the current economic situations.
2. Reasons for Course Development/Modification
To help the students apply the theory and principles of International Economics to the world around them.
1. Course Description
Theory and practice in international trade systems, international trade policy, theories and policies related to international investment, international money market, balance of trade and balance of payment, international foreign exchange, international fiscal policy and economic development, and international economic organization.
3. Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice and guidance to students (individual/group)
6 hours/week.
- The faculty member announces the advising schedule by the request of students such as website, line message, Microsoft Team and application on electronic devices.
3. Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice and guidance to students (individual/group)
6 hours/week.
- The faculty member announces the advising schedule by the request of students such as website, line message, Microsoft Team and application on electronic devices.
1.2 Teaching strategies for developing morals and ethics
Contribution to organizational culture; students can express their ethical behavior, such as their discipline, responsibility by attending class on time, and wearing university uniform properly. Moreover, students should be good leaders as well as being a good team member. Show honesty by avoiding copying, plagiarizing others work, etc. Lecturers should be concerned about morals and ethics by adopting morals and ethics activities, such as promoting a good model for students and promoting those who self-sacrifice.
1.3 Assessment strategies on students’ morals and ethics
1.3.1 Evaluate students’ punctuality, submission of assignments on time, and
students’ participation.
1.3.2 Evaluate their self-sacrifice and willingness to participate in activities.
1.3.3 Determine the number of frauds, (if any) in examinations.
1.3.4 Evaluate students’ responsibilities toward assignments and job commitment.
1.3 Assessment strategies on students’ morals and ethics
1.3.1 Evaluate students’ punctuality, submission of assignments on time, and
students’ participation.
1.3.2 Evaluate their self-sacrifice and willingness to participate in activities.
1.3.3 Determine the number of frauds, (if any) in examinations.
1.3.4 Evaluate students’ responsibilities toward assignments and job commitment. including an understanding of changing situations and their impact.
2.2 Teaching strategies for developing student knowledge
2.2.1 Instructors use a variety of teaching formats that differentiate the content of courses by focusing on theoretical and practical knowledge to achieve the body of knowledge:
2.2.2 Student centered activities are provided in learning and teaching.
2.2.3 Assign projects, reports and presentation in the class.
2.2.4 All students gain hands-on experience from enterprises by training in cooperative education or Work Integrated Learning.
2.3 Assessment strategies on students’ knowledge
2.3.1 Topic tests and assignments.
2.3.2 The mid-term tests and final tests
2.3.3 Assessment of reports done by students
2.3.4 Assessment of business plans or program proposals
2.3.5 Assessment of report presentation in class
2.3.6 Assessment of cooperative education courses
3.1 Learning Outcome on Intellectual Skills
Graduates find facts, understand and evaluate information and new evidence from a variety of sources and use that information to solve problems and other issues by themselves. They can study complex problems and suggest ways to resolve problem constructively with regard to theoretical knowledge, practical experience and the impact of decisions. For professional courses, students can regularly practice and find a new approach to properly resolve problems.
A well-rounded graduate can search for information and facts, understand and evaluate the information, extract theories and new evidence from a variety of sources that are beneficial for different situations. They can apply knowledge from theory and experience to systematically consider, analyze, synthesise, solve problems and propose ways to resolve issues rationally.
3.1.1 Able to search, interpret, analyze data, and evaluate information from multiple sources in order to creatively solve problems according to the business environment and make appropriate decisions on their own.
3.1.2 Able to suggest alternatives and outcomes using multiple approaches; able to make choices that are consistent with the situation, and which in turn can build business competitive advantages.
3.1.3 Have critical and systematic thinking, are creative and logical; can integrate knowledge from studies and experience to solve business problems and general situations.
3.2 Teaching strategies for developing cognitive skills
3.2.1 Case studies that in apply the theory of international business management.
3.2.2 Utilize cognitive skills: analysis and synthesis.
3.2.3 Provide students with learning situations based on practical, real life problems.
3.3 Assessment strategies on students’ cognitive skills
3.3.1 ability to analyze a case and provide well reasoned solutions.
3.3.2 ability to analyze and synthesize material from different sources to provide a coherent outcome.
3.3.3 ability to present and/or defend problem solution through written or oral assessment.
4 Interpersonal relationship and responsibility
4.1 Learning Outcome on Interpersonal relationship and responsibility
Graduates are able to contribute to the resolution of problems creatively within
their group by serving as a leader or member. They are able to take a leadership role in all uncertain situations and use innovative ways to solve problems using personal knowledge and group inputs. This forms the basis for their ongoing learning and the development of their professionalism.
Graduates have curiosity and follow up their academic progress to develop themselves and their own careers. They demonstrate critical thinking, creative thinking; can apply, analyze and integrate knowledge to practice. They help and contribute to the proper solution of a problem based on their own contribution and that of their group.
4.1.1 Have leadership and followership within a team; have responsibility; listen
to and respect other ideas; able to resolve conflict appropriately and adopt a professional
attitude.
4.1.2 Show ability proposing in initial ideas, comment on different views, new ideas, and advance ideas to support their team; can use their knowledge to solve their team’s problem in social issues appropriately.
4.1.3 Have responsibility to both develop their own learning and to continue in their career.
4.2 Teaching strategies for developing interpersonal skills and responsibility
4.2.1 Assign tasks that require contact and coordination with others.
4.2.2 Assign tasks that require interpersonal communication skills.
4.2.3 Assign tasks that require brainstorming and working together.
4.2.4 Provide activities to enhance their personal in Traction.
4.3 Assessment strategies on students’ interpersonal skills and
responsibilities
4.3.1 Assessment of the students’ behavior in group activities.
4.3.2 Assessment the results of both an individual student and groups.
4.3.3 Assess student ability to communicate in a variety of situations.
4.3.4 Co-assessment products of both instructors and students.
5.
Mathematical analytical thinking, communication skills, and information technology
Skills
5.1 Learning Outcome on Mathematical analytical thinking, communication skills, and information technology skills
Students can study and understand important issues. They are able to choose and apply mathematical or statistical techniques appropriate to issues involved in their study. They can also suggest ways to solve questions. They can use technology to collect data, process, interpret and present their findings. Moreover, they have the ability to communicate effectively both orally and in writing by selecting a presentation form appropriate to their audience.
Graduates have knowledge about the essence of their education within their
specialization in terms of skill and professionalism. They study the principles and theories of mathematics and statistics related to their specific field. They can integrate their knowledge across different fields of study. They are able to perform at an international level. They demonstrate numerical, communication, language, and IT skills that are appropriate for doing business and they can present outcomes in a manner that develops their own society and community.
5.1.1 Have ability to apply mathematics, statistics, and qualitative analysis for
making business decision and daily life.
5.1.2 Have ability to communicate, explain, and promote understanding by using media techniques, methodology, communication tools and technology in the right way for both written and oral presentation efficiently and creatively.
5.1.3 Have ability to communicate effectively in Thai and a foreign language as is necessary in business.
5.1.4 Able to use information technology appropriately and bring technology to a business to support effective operation.
5.2 Teaching strategies for developing mathematical analytical thinking, communication skills, and information technology skills
5.2.1 Assign activities for students to analyze simulations or scenarios and
present appropriate solutions.
5.2.2 Provide activities for students to learn technical applications, data analysis
for decision making in different situations.
5.2.3 Provide opportunity to work with information
5.3 Assessment strategies on students’ numerical analysis, communication and information technology.
5.3.1 Assessment of students’ outcomes/activities relating to numerical analysis.
5.3.2 Assessment of the individual student’s searching and using information
communication technology.
5.3.3 Assessment of students’ communicative skills and presentation in class.
6 Operational skills as a professional (Hands-on) (According to Framework Thai Qualification Framework for Higher Education 2009)
6.1 Learning Outcome Operational skills as a professional (Hands-on)
Graduate students show their skills by integrating knowledge with practice. This includes critical thinking, analyzing, and applying knowledge to solve problems. They develop themselves in their organization, their community and society. Also they can adapt 6 Operational skills as a professional (Hands-on) (According to Framework Thai Qualification Framework for Higher Education 2009)
6.1 Learning Outcome Operational skills as a professional (Hands-on)
Graduate students show their skills by integrating knowledge with practice. This includes critical thinking, analyzing, and applying knowledge to solve problems. They develop themselves in their organization, their community and society. Also they can adapt
6.2 Teaching strategies for developing operational skills as a professional (Hands-on)
6.2.1 Provide case study to students to analyze and create solutions, then
individual or group presentation.
6.2.2 Students learn social theory and variation to work with organizations
and students can demonstrate mock events.
6.2.3 Bring alumni to share work experience with cooperative students.
6.2.4 Provide students with practice in using the English language to communicate
in diverse situations and cultures.
6.3 Assessment strategies on students’ operational skills as a professional
(Hands-on)
6.3.1 Evaluate by the opinions of the supervisor in the workplace toward students, students’ behavior and their project.
6.3.2 Evaluate work and projects reports.
6.3.3 Participation in activities that provide by department and students’ expression in both universities and enterprises.
6.3.4 Students’ presentation related to works and projects by using appropriate media and communication methods.
| กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
|---|---|---|---|---|
| 1 | 1, 4 | Class participation and attendance | 1-16 | 10% |
| 2 | 2, 3, 5 | Mid-term exam | 9 | 35% |
| 3 | 2, 3, 5 | Final exam | 18 | 35% |
| 4 | 2, 3, 4, 5 | homework (including assignment, exercise ,discussion and class participation) | 1-16 | 10% |
| 5 | 2, 3, 4, 5 | Presentation | 3, 13-16 | 10% |
1. Main Texts and Teaching Materials
- International Economics, James Gerber, Sixth Edition
- Introduction to International Economics, Dominick Salvatore, 2nd Edition
- International Economics, Robert J. Carbaugh, 11th Edition.
- International Economics, Steven Husted and Michael Melvin, 3rd Edition.
- International Economics, Appleyard, Dennis R (2005), , McGraw-Hill.
- International Economics: Theory and Policy, Krugman, Paul and Obstfeld, Mauric (2000), 5th edition.
2. Essential Teaching Resources
Books, journals, websites and other documents related to Economics
3. Recommended Teaching Resources
- Dominick Salvatore, Introduction to International Economics, 2nd Edition
- International Economics, James Gerber, Sixth Edition
- The Wall street Journal
- Business Week
- The Economist
1. Evaluation Strategies for Course Effectiveness by Students
1. Communication between students and teachers
2. Assessment and evaluation of instructor and course
3. Group discussion between the instructor and the students
4. The observation of the behavior of the students
5. Participation in the class discussion of the students
2. Teaching Evaluation Strategies
1. Academic performance of students
2. Verification of the assessment
3. Teaching Improvement
1. Workshops for teachers
2. Classroom observation
4. Verification of Students Achievements in the Course
1. Exercises and assignments required to submit
2. Participation of the students assigned to the exercises assigned classmates listen and check for accuracy
3. Verification by the measure of the instructor
5. Course Review and Improvement Plan for Course Effectiveness
1. Improve teaching plan each year
2. Update course every two years
3. Improve teaching method every year