Isabel Günther: Catalogue data in Autumn Semester 2024 |
| Name | Prof. Dr. Isabel Günther |
| Field | Development Economics |
| Address | Professur für Entwicklungsökonomie ETH Zürich, CLD B 9 Clausiusstrasse 37 8092 Zürich SWITZERLAND |
| isabel.guenther@nadel.ethz.ch | |
| Department | Humanities, Social and Political Sciences |
| Relationship | Associate Professor |
| Number | Title | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 851-0622-00L | Inequality and Injustice: Economic and Philosophical Perspectives  Does not take place this semester. | 3 credits | 2S | I. Günther, N. Mazouz | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Globalization and technological progress in recent decades have on the one hand reduced inequality and led to new forms of inequality on the other hand. The question is whether these new forms of inequality lead to more inequity. This course provides an overview of the current philosophical and economic discourse on inequality and injustice. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Using philosophical and economic texts and discussions, students develop an understanding of the concepts, developments, causes, and consequences of inequality. Students will acquire the ability to participate in an informed discourse on the issues of inequality and injustice and to critically reflect on their actions and position in the world. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this seminar we will explore the issues of inequality and injustice. In doing so, we will explore the following questions: What is meant by inequality and injustice? Under what circumstances are inequalities unjust? Have inequalities and injustices increased or decreased over the last 50 years? What are the causes of increasing or decreasing inequality? What do these inequalities and injustices mean for our society? And what public and private measures are needed for more inclusive societies? - Concepts of inequality and injustice - Development of inequality over the last 50 years based on different dimensions of inequality: income, wealth, education, health, CO2 emissions, political participation. - Discrimination of women, people with physical disabilities, people of the "Global South". - Causes of inequality: globalization, technological progress, political systems and institutions, economic system, social discrimination, stereotypes and norms. - Consequences of inequality: justice, dignity, inefficiency - Towards more inclusive societies: the role of policies, civil society, social movements and individual behavior. The seminar is based on readings of economic and philosophical texts and is complemented by short presentations and discussions with scholars of philosophy and economics. In some cases, practitioners will also be invited to the seminar. Students will apply the concepts, theories and knowledge covered in the course to practical issues related to inequality and inequity. | |||||||||||||||||||||||||||||||||||||||||||||||
| 851-0624-00L | ETH4D PhD Seminar: Research for Global Development | 1 credit | 1K | I. Günther, A. Rom, E. Tilley | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Doctoral candidates from all ETH departments, whose research is related to global sustainable development issues, and conducting research in low- or middle-income countries are invited to give a presentation about their on-going work and discuss their doctoral project with a diverse group of researchers. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Doctoral students are able to present their doctoral project to an interdisciplinary audience and to respond to questions within a wider global sustainable development context. | |||||||||||||||||||||||||||||||||||||||||||||||
| 851-0626-01L | International Development Cooperation Does not take place this semester. | 2 credits | 2V | I. Günther | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course gives economic and empirical foundations for a sound understanding of the instruments, prospects and limitations of international development aid. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students have a theoretically and empirically sound understanding of the prospects and limitations of international development aid. Students are able to critically discuss the various aid instruments of bi-and multilateral donors and NGOs. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to the Determinants of Underdevelopment; History of Aid; Aid and Development: Theories and Empirics; Political Economy of Aid; Experience and Impact of Aid; New Instruments of Aid: e.g. Micro-Finance, Budget-Support; Fair-Trade. | |||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Articles and book abstracts will be uploaded to a course website. | |||||||||||||||||||||||||||||||||||||||||||||||
| 851-0654-00L | The Sustainable Development Goals in Context | 1 credit | 2G | I. Günther, M. Mertens | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The United Nations Agenda 2030 and its 17 Sustainable Development Goals (SDGs) provide an opportunity for the international community to shape the course of sustainable development. The lectures center on 17 sustainability and equity challenges and provide insights from researchers as well as decision makers from policy, the private sector and civil society. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 1. Students know important dimensions of sustainable development and the discourse in the context of the SDGs 2. Students get an overview how ETH Zurich contributes to sustainable development and the achievement of the SDGs 3. The lecture series enables students to contribute to sustainable development during their studies and research, as graduates on the job market, and as members of the society 4. Writing a short blog post trains students to communicate acquired knowledge effectively for a broader audience. 5. Students will learn to critically read short articles and ask follow-up questions to experts of a field. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | For each lecture we will invite one researcher or one decision maker from policy, the private sector or civil society to reflect on one particular SDG. These talks will be followed by discussions with students and the general public. Majority of the lectures and discussion sessions will be held on campus, and some sessions online. | |||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 1 short paper will be posted on the Moodle each week that should be read before the talks. | |||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Open to advanced Bachelor and all Master level students enrolled at ETH Zurich | |||||||||||||||||||||||||||||||||||||||||||||||
Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||
| 860-0004-00L | Concepts, Theories, and Methods for Public Policy Analysis ISTP-PhD students please register via the Study Administration. | 4 credits | 2S | T. Bernauer, I. Günther, M. Leese, T. Schmidt, T. Stadler, B. Steffen, E. Tilley | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course starts with a broad conceptual and historical perspective on technological and scientific innovation, and then focuses on concepts, theories, and methods for policy analysis as well as their application to policy questions in a variety of issue areas. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course helps students with an educational background in natural sciences or engineering to transition into the field of public policy analysis (PPA). It starts with a broad conceptual and historical perspective on technological and scientific innovation, and then focuses on concepts, theories and methods for policy analysis as well as their application to policy questions in a variety of issue areas. The course is heavily based on reading assignments and their discussion in class. The overall goal is to expose students to a variety of ways in which policy analysis can be undertaken, but not to teach specific policy analysis tools in great depth – those skills will be acquired in other, dedicated courses of the MSc STP program. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | Course materials will be available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course materials will be available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Readings will be available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course is open only to the ISTP's MSc students and to ISTP doctoral students. | |||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||
| 865-0003-00L | Development Economics Only for MAS in Global Cooperation and Sustainable Development | 4 credits | 5G | K. Harttgen, I. Günther | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is an introduction to theoretical and empirical discussions on economic development, with a focus on the challenges of developing countries over the last 50 years. The course provides answers to the following questions: How can and should development be measured? What factors drive economic growth and contribute to poverty reduction? | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to - critically discuss economic questions in the context of developing countries - critically discuss policy recommendations for economic development. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | - measurement of development, poverty and inequality, - growth theories - trade and development - education, health, population and development - states and institutions - economic policies for economic growth and poverty reduction - economics of development aid | |||||||||||||||||||||||||||||||||||||||||||||||
| 865-0007-00L | History and Forms of International Cooperation Only for MAS in Global Cooperation and Sustainable Development | 2 credits | 3G | M. Morel, I. Günther | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course presents the orgins and evolution of the International Development Cooperation during the last six decades und relates the changing paradigms to their political and socio-economic contexts. It looks at the different actors with their spefic roles, approaches and challenges from a Swiss as well as a global perspective. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The studenta are able to ... - analyse the evolution of the Internationel Development Cooperation, selected develpment theories and their practical application in the historic context - describe the Swiss landscape of actors in Development Cooperation and its integration into the international community of donors. - assess possible implications of the Agenda 2030 for the structure and practice of the international cooperation | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | - History of international Development Cooperation: beginnings, change of development theories over time - International eforts to increase sustainablility and aid effectiveness - Swiss bilateral agencies for development: SDC and SECO - Multilateral development banks: Bretton Woods Intitutions - Non-governmental Organisations: Challenges today - in Switzerland and in partner countries - Economy, private foundation and philanthropy: New actors with high aspirations - Humanitarian Aid between intervention in crises, prevention and development tasks | |||||||||||||||||||||||||||||||||||||||||||||||
| 865-0008-00L | Policy Impact Analysis MAS ETH in Global Cooperation and Sustainable Development students have priority for admission. Interested students can apply to be placed on the waiting list and will be informed about a possible admission by the program coordinators within the first week after the start of lectures. | 3 credits | 3G | I. Günther, K. Harttgen | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course introduces students to key methods for quantitative policy impact analysis and covers the different stages of the process. Acquired skills are applied on a real project from a development organization. Students also learn how to perform simple statistical analyses with the statistical Software R. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students - know strategies to test causal hypotheses using experimental methods and regression analysis. - are able to formulate and implement a research design for a particular policy question and a particular type of data. - are able to critically read and assess published studies on policy evaluation. - are able to use the statistical software R for simple data analysis. - can apply all the steps involved in a policy impact evaluation. | |||||||||||||||||||||||||||||||||||||||||||||||
| Content | Policy impact evaluation employs a wide variety of research methods, such as statistical analysis of secondary data, surveys or laboratory and field experiments. The course will begin with an overview of the various methodological approaches, including their advantages and disadvantages and the conditions under which their use is appropriate. It will continue with a discussion of the different stages of a policy impact evaluation, including hypothesis generation, formulating a research design, measurement, sampling, data collection and data analysis. For data analysis, linear regression models will be revised, with a focus on difference-in-difference methods and randomized controlled trials used for policy evaluation. Students, who already have a solid background in these methods can skip these sessions. Throuhgout the course, students will work on the design of a policy impact evaluation for a real-world project. | |||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||
| 865-0011-01L | Water, Sanitation and Waste Management MAS ETH in Global Cooperation and Sustainable Development students have priority for admission. Interested students can apply to be placed on the waiting list and will be informed about a possible admission by the program coordinators within the first week after the start of lectures. | 2 credits | 2G | I. Günther, C. Zurbrügg | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides an overview of the links among sanitation, water supply, waste management and environmental and health aspects. It gives an understanding of the specific challenges and possible solutions in ensuring environmental services and illustrates their impact on the population and settlements. | |||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The participants are able to - present the global situation and development trends in the sector of sanitation, water supply, waste management and for its main actors; - discuss the relationships between water supply, sanitation and health; - explain the principles of technologies for drinking water treatment, the management of sewage and waste, as well as appraise their strengths and weaknesses; - explain which sustainable concepts are implemented and how they can be inserted into the technical, institutional and social structures so that they are economically, ecologically and socially sustainable; - provide information where good professional resources are available. | |||||||||||||||||||||||||||||||||||||||||||||||
| 865-0049-00L | AI for Global Development Organisations Only for CAS in Global Cooperation and Sustainable Development students, as well as specialists with at least 24 months of practical experience in international cooperation. ETH doctoral students working on topics related to poverty reduction in low- and middle income countries may also be admitted. Registration only through the NADEL administration office. | 1 credit | 1G | I. Günther | ||||||||||||||||||||||||||||||||||||||||||||
| Abstract | ||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | ||||||||||||||||||||||||||||||||||||||||||||||||