Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2005-2006 (archived)




Type Open Level 3 Credits 20 Availability Available in 2005/06 Module Cap None. Location Durham


  • Economic Principles I: Macroeconomics (ECON2011) AND Economic Data Analysis (ECON2061).


  • None.

Excluded Combination of Modules

  • None.


  • To develop knowledge and analytical skills in advanced macroeconomic theory, by building on the second-year macroeconomics module
  • To provide students with the opportunity to participate in student-centred learning drawing on recent research
  • To offer students the opportunity to develop some key skills


  • Theoretical foundations of recursive macroeconomic theory with applications to government fiscal and monetary policy, economic growth, and business cycles.
  • The course will give students training in a) reading advance research contributions, b) formulating own research questions, c) solving economic problems at an advanced level.
  • The students will develop skills necessary for conducting research at advanced level.
  • Topics for the module will be chosen from the following list: continuous-time growth models, discrete-time growth models, overlapping-generations models, endogenous growth, stochastic models, equilibrium business cycle theory, models with money, heterogeneous agents, political-economy models.

Learning Outcomes

Subject-specific Knowledge:
  • At the end of the module the students should: be able to understand research contributions in macroeconomics (journal publications).
  • have had the opportunity to formulate their own research questions.
Subject-specific Skills:
  • be able to solve macroeconomic problems at an advanced level.
Key Skills:
  • Written communication -through summative assessment.
  • Planning, organisation and time management - e.g. by preparing for classes; observing the strict assignment deadlines; downloading before the relevant lectures any OHPs from DUO; revising relevant material before lectures; preparing for examinations.
  • Problem solving and analysis - e.g. by preparing for examinations

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Teaching is by lectures, tutorials and support for student-centred learning. Learning takes place through attendance at lectures, preparation for and participation in tutorial classes and private study (inlcuding student-centred learning). Formative assessment is by means of one problem solving exercise. Summative assessment is by means of an unseen written examination of two and a quarter hours duration.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 22 1 Per Week 1 Hour 22
Seminars 8 Fortnightly 1 Hour 8
Student Centred Learning 4 4
Preparation and Reading 166
Total 200

Summative Assessment

Component: Examination Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
two-and-one-quarter-hour examination in May/June 100%

Formative Assessment:

One 1500 word essay

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University