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DEV42610

Academic Year 2026/2027

Economics of Sustainable Dev (DEV42610)

Subject:
Development Studies
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Patrick Paul Walsh
Trimester:
Autumn
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Course Objectives
The objeective of this course is to equip students with the skills necessary to critically analyze the Economic Foundations and Policy alternatives related to issues of "Sustainable Development" using theory and practical evidence.. Throughout the course, students will compare competing theories and policies through the prism of economic reasoning. By the end of the course, students should have a firm understanding of competing views and assess the effect of economic policies on SDG goals. In addition, they should be able to express their own views in a manner that demonstrates an understanding of the theory and the problems inherent in it applications.

Texts:

***Sachs J.D. (2015) The Age of Sustainable Development, Columbia University Press, New York

Herman E. Daly (1996). Beyond Growth: The Economics of Sustainable Development, Beacon Press, Boston (Daly)

Stiglitz, Joseph E. (2002) Globalization and its discontents. New York, W.W. Norton

Stiglitz, Joseph E. (2017) Globalization and Its Discontents Revisited: Anti-Globalization in the Era of Trump, Penguin UK.

Sen, A.K. (2001). Development as freedom., Oxford University Press.

Acemoglu, D. and Robinson, J. (2012) Why Nations Fail: The Origins of Power, Prosperity, and Poverty., Hardcover – Deckle Edge
se & Overarching Content

About this Module

Learning Outcomes:

Through the use of simple statistics the student will understand how to measure Economic, Human and Sustainable Development. The student will understand the economic theories that explain beyond GDP outcomes and motivate policy agendas. Finally, we will do case studies across the developing world and during the history of developed countries to try and discriminate between competing economic theories.

Indicative Module Content:

Topics
Beyond GDP
Industrial Development
Human Development
Sustainable Development
Beyond 2030

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Expert

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Expert

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Expert

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 5

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 5

Achieve gender equality and empower all women and girls 3

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5

Reduce inequality within and among countries 5

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 5

Take urgent action to combat climate change and its impacts 3

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 3

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 3

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 3

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 5
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Autonomous Student Learning

200
Total

222

Approaches to Teaching and Learning:
Task-based learning; lectures; critical writing; enquiry & problem-based learning; case-based learning; student presentations and essay based Assessment.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Essay Week 7 Graded No
60
 No
Exam (In-person): Exam Week 12 Graded No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback individually to students, post-assessment This can be through different approaches such as oral, audio, video and/or written/annotated feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 15:00 - 16:50
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