Regional Development

Course: Regional Development
Course Number: 68
Time:
Prerequisites:
Credits: 6
Room:
Day:
Component(s):
Map: Map
  1. GENERAL
SCHOOL SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT SOCIAL POLICY
LEVEL OF STUDIES LEVEL 6
COURSE CODE 68 SEMESTER 6th & 8th
COURSE TITLE Regional Development
TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.		 TEACHING HOURS PER WEEK ECTS CREDITS
3 6
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

 Scientific Area
PREREQUISITES: –
TEACHING & EXAMINATION LANGUAGE: Greek
COURSE OFFERED TO ERASMUS STUDENTS: Yes
COURSE URL: https://eclass.duth.gr/courses/438151/
  1. LEARNING OUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
At the completion of the course students should be able to:

  • Use the scientific terminology and define the thematic axes in the field of Regional Development.
  • Analyse and correlate the fundamental concepts of regional inequality, regional development and regional policy.
  • Describe and evaluate the theories of regional development.
  • Apply the appropriate research tools for the analysis of regional inequalities.
  • Combine regional inequalities and regional development with the fundamental regional policy goals of Greece and EU.
  • To make and evaluate policy proposals to tackle regional problems.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning
Search, analysis and synthesis of data and information

Decision making

Autonomous work

Teamwork

Critical thinking

Promoting free, creative and inductive reasoning

Equity and Inclusion

Respecting cultural diversity

Developing moral thinking and moral sentiments.
  1. COURSE CONTENT
1.       Introduction: basic concepts in Regional Development.

2.       Regional inequalities – Theories of regional development.

3.       Regional Policy: concepts, means, efficiency.

4.       Regional inequalities in Greece.

5.       The concept of European integration – Relations between dominant states / Political theories of European integration.

6.       Reasons of EU establishment / Enlargement of EU – EU enlargement in South-Eastern Europe.

7.       EU institutions and bodies–EU Regional policy instruments and bodies.

8.       EU and Greece.

9.       Inequalities between EU member states.

10.   Regional inequalities within EU.

11.   EU Regional policy: winners and losers.

12.   EU initiatives (Integrated Mediterranean Programmes, Leader, Interreg, Equal etc.) / Community Support Framework, National Strategic Reference Framework, Sectoral Operational Programmes, Regional Operational Programmes etc.
  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHING METHOD
Face to face, Distance learning, etc.		 Distance learning due to Covid-19 pandemic.
USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 Use of international and European statistical databases, use of Microsoft Teams digital platform for synchronous distance learning and use of the faculty’s e-class digital platform for asynchronous distance learning and communication with students, use of presentation and mind map softwares, online video etc.
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Activity Workload/semester
Lectures 75
Interactive learning 18
Autonomous study and preparation for exams 55
Written examination 2
Total (25 hours of workload per ECTS) 150
 
Student Evaluation

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

The evaluation process includes:

1.       In-class activities (data analysis, decision making, problem solving etc).

2.       Final written examination (Multiple Choice Test and Short Answer Questions).

In-class activities aim at formative assessment, which is used to modify teaching strategies to meet student learning needs. The final written examination has a summative assessment character and assesses the achievement of the student learning against the intended learning outcomes.

 

 

 
  1. SUGGESTED BIBLIOGRAPHY
Amin, A., Charles, D., and Howells J. (1992). “Corporate restructuring and cohesion in the New Europe”, Regional Studies, 26(4), pp. 319-331.

Ανδρικοπούλου, Ε., (1995). Οι περιφέρειες στην Ευρωπαϊκή Ένωση. Θεμέλιο: Αθήνα.

Ανδρικοπούλου Ε., και Καυκαλάς, Γ. (επιμ.) (2000). Ο Νέος Ευρωπαϊκός Χώρος: η διεύρυνση και η γεωγραφία της ευρωπαϊκής ανάπτυξης. Αθήνα: Θεμέλιο.

Aρβελέρ, Ε. and Αymad, M. (επιμ.) (2003). Οι Ευρωπαίοι, Β’ τόμος: Νεότερη και σύγχρονη εποχή. Αθήνα: Σαββάλας.

Boniface, P. (επιμ.) (2001) Άτλας διεθνών σχέσεων. Αθήνα: Ελληνικά Γράμματα.

Γιαλλουρίδης, Θ., Στεφάνου, Κ. και Φατούρος, Αρ. (2004). Εισαγωγή στις Ευρωπαϊκές σπουδές, Τόμος Α, Ιστορία, Θεσμοί, Δίκαιο, Αθήνα: Σιδέρης.

Deaton, A. (2013). The great escape: health, wealth, and the origins of inequality. Princeton and Oxford: Princeton University Press.

Dunnford, M. (1993). “Regional disparities in the European Community: evidence from REGIO Data bank”, Regional Studies, 27(8), pp. 727-743.

Esteban, J.M. (2000). “Regional convergence in Europe and the industry mix”, Regional Science and Urban Ecοnomics, 30, pp. 353-364.

Dølvik, J.E. and Martin, A. (Eds) (2014). European social models from crisis to crisis: employment and inequality in the era of monetary integration. Oxford: Oxford University Press.

Ευρωπαϊκή Επιτροπή (2001). Ενότητα της Ευρώπης, αλληλεγγύη των λαών, πολυμορφία των περιοχών. Λουξεμβούργο: Υπηρεσία Εκδόσεων των Ευρωπαϊκών Κοινοτήτων.

Ευρωπαϊκή Επιτροπή (2014). Επενδύσεις για θέσεις εργασίας και ανάπτυξη. Λουξεμβούργο: Υπηρεσία Εκδόσεων της Ευρωπαϊκής Ένωσης.

European Commission (1999). Sixth periodic report on social and economic situation and development of the regions in the EU. Luxemburg: Office of official Publication of the European Communities.

European Commission (2004). A new partnership for cohesion. Luxemburg: Office of official Publication of the European Communities.

Foster, J and Sen, A. (1997). On economic inequality. New York: Oxford University Press.

Halleröd, B., Ekbrand, H., and Bengtsson, M. (2015). “In-work poverty and labour market trajectories: Poverty risks among the working population in 22 European countries” Journal of European Social Policy, 25, pp. 473-488.

Hout, W. (Ed.) (2007). EU Development Policy and Poverty Reduction. Hampshire: Ashgate.

Hurst, C., Thisse J.F., and Vanhoudt P. (2000). “What diagnosis for Europe’s ailing regions?” European Investment Bank Papers, 5(1), pp. 9-29.

Ιωακειμίδης, Π.Κ. (1993). Ευρωπαϊκή Πολιτική Ένωση. Θεωρία, διαπραγμάτευση, θεσμοί και πολιτικές, η συνθήκη του Μάαστριχτ και η Ελλάδα. Αθήνα: Θεμέλιο.

Καμχής, Μ. (2007). Η ενοποίηση του Ευρωπαϊκού Χώρου: 1986-2006. Αθήνα: Κριτική.

Krieger-Boden, Ch., Morgenroth, E., and Petrakos, G. (Eds) (2008): The Impact of European Integration on Regional Structural Change and Cohesion. London: Routledge–Taylor & Francis Group.

Λαμπριανίδης Λ. (2012). Οικονομική γεωγραφία. Αθήνα: Εκδόσεις Πατάκη.

Λεοντίδου, Λ. (2005). Αγεωγράφητος χώρα: Ελληνικά είδωλα στις επιστημολογικές διαδρομές της Ευρωπαϊκής Γεωγραφίας. Αθήνα: Ελληνικά Γράμματα.

Μαραβέγιας, Ν. και Τσινισιζέλης, Μ. (επιμ.) (1995). Η ολοκλήρωση της Ευρωπαϊκής Ένωσης. Αθήνα: Θεμέλιο.

McCann, Ph. (2015): The Regional and Urban Policy of the European Union: Cohesion, Results-Orientation and Smart Specialisation. Northampton: Edgar Publishing

Nugent, Ν. (2004). Πολιτική και διακυβέρνηση στην Ευρωπαϊκή Ένωση. Αθήνα: Σαββάλας.

Πετράκος, Γ. και Ψυχάρης Γ. (2016). Περιφερειακή ανάπτυξη στη Ελλάδα. Αθήνα: Κριτική.

Piketty, Th. (2014). Το κεφάλαιο τον 21ο αι. Αθήνα: Πόλις.

Quermonne, J-L. (2005). Το Πολιτικό Σύστημα της Ευρωπαϊκής Ένωσης. Αθήνα: Παπαζήσης.

Rosamond, B. (2005). Θεωρίες της Ευρωπαϊκής ολοκλήρωσης. Αθήνα: Μεταίχμιο.

Τσινισιζέλης, Μ.Ι. (2001). Quo Vadis Europa? Αθήνα: Σύγχρονες Ακαδημαϊκές και Επιστημονικές Εκδόσεις.

Tsoukalis, L. (1997). The New European Economy: The Politics and Economics of European Integration. Oxford: Oxford University Press.

Tsoukalis, L. (2009). The EU in a World in transition: Fit for what purpose? London: Policy Network.

Χριστοδουλίδης, Θ.Α. (2004). Από την Ευρωπαϊκή ιδέα στην Ευρωπαϊκή Ένωση: Οι ιστορικές διαστάσεις του Ευρωπαϊκού εγχειρήματος 1923-2004. Αθήνα: Σιδέρης.

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name): Theodosios Sykas
Contact details: tsykas@sp.duth.gr
Supervisors: (1) YES
Evaluation methods: (2) Written examination with distance learning methods (e-class digital platform).
Implementation Instructions: (3) Before students start the exam, they have to show their student ID or another proof of identity via the Microsoft Teams digital platform.

For students to participate in the exam, they must enroll in the “Migration and Migration Policy” e-class course and log in before the

exam (https://eclass.duth.gr/courses/438151/).

Once they log in, they click on Exercises tool on the left side Menu and they answer a series of questions of different types (True/False, Multiple choice), which are automatically graded. After completing their answers, the click on the Submit button. The grade they get in the exam is their final grade.

In order to avoid cheating efforts, questions of the exercise will appear in random order, while students will have limited time to complete the assessment (1 hour).
  • Please write YES or NO
  • Note down the evaluation methods used by the teacher, e.g.
  • written assignment or/and exercises
  • written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:
  1. a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester), the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
  2. b) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinks for the examination, the duration of the exam, the grading system, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensured and any other necessary information.
  3. c) in case of written examination with distance learning methods: the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be an attached list with the Student Registration Numbers only of students eligible to participate in the examination.