Learning Objectives with Examples of Expected Learning
At the end of this class (and hopefully for some time thereafter),
students completing this class with a 2.0 or better are
expected to be able to:
- Convey the conceptual meaning of
approximately 120 terms (half of them overlapping with Geog.207),
identify, explain their conceptual uses and significances in the context
of class content and suggest specific applications of the concepts in the
context of class topics or a student's individual area of interests.
- Differentiate among conceptual uses of the term "structure"
in Economic Geography and then explain the difference
between "compositional" and "interdependence" structures of regional
- Differentiate between a "nodal" and a "homogeneous" region
and demonstrate this understanding by applying these concepts to
analytical, planning, policy or marketing issues (or tasks) in students'
particular area of interests.
- Explain the statistical/analytical meaning and use of "probability",
"coefficient" and "quotient".
- Explain and exemplify the analytical use of the concept of
"indirectness" in the
context of (marketing, material procurement or information-)
environments of economic activities in regions.
- Apply a concept or analytical tool covered in class or by the text
in a particular context to a different, but sufficiently related context.
- Identify and assess some of the pertinent structures and
inner-workings of the
economies of relatively small regions (such as urban areas) and their
varying dependence on outside economic environments, forces and
- Demonstrate through class discussions, examinations, exercises or a
project an understanding of local economies in general and of specific
local economic sectors or other sub-economies (such as local labor or
housing markets or "urban services"), including, if appropriate,
their significance for the student's future in this or other communities.
- Identify and assess the strength and limitations of different
analytical tools and their assumptions; more specifically,
explain the analytical significance of the difference between
linear and non-linear
functions in a variety of production, consumption and spatial contexts
Evaluate the significance (purpose, downsides etc.) of the
"assumptions" made when using
"location quotients" to derive regional exports.
- Assess the impact of the Engel's Law or the law of diminishing returns
on findings resulting from the use of (linear) input-out functions
for forecasting purposes.
- Match specific research questions with types of "simple"
numerical analysis (location quotient, coefficients of specialization or
localization, shift and share, economic base analysis, others)
and perform simple numerical tasks associated with such analyses
- Formulate a manageable research question (hypothesis), identify an
appropriate analytical method, identify information needs, find
appropriate data, execute the needed calculations and interpret the
findings in view of the research question(s) and the strength and
limitations of the analytical tool and the selected data.
- Trace transport and other interdependence links via simple
graph- or input-output-analytical (matrix-algebraic) procedures (as
evidenced in class, examinations and home-exercises).
- Understand the "gist", i.e. conceptual context, information needs,
assumptions made, and
interpret the nature and general usefulness of findings
of more complex types of analysis (example: cohort analysis,
input-output analysis, linear programming, and others, based on the
premise that the hands-on use of facilitating software and
expansive data sets and
executions of more sophisticated calculations are covered by
400-level classes such as Geog. 440, 445 and 471 or requires further
training and experience).
- Compare the use of input-output-derived multipliers for impact
analysis with that for
forecasting the performance of the local economy over the next
- Understand and derive insights from local economic reports, impact
analyses and media accounts of local economic developments and the
operations of major local corporations such as Microsoft, Boeing,
Nordstrom, Costco, Weyerhaeuser etc.
Interpret to third parties (a future employer?) the
frequent, usually poorly explained
references to the "multiplier" (typically using different names) in local
papers and suggest which multiplier (from among different versions of
multipliers) might actually be underlying the newspaper account.
- Summarize, identify key findings, suggest implications (other than
those already provided) and critique one of Richard Conway's (or an
alternative) report / impact analyses of a local economic sector, activity
- Appreciate the need for and gain access to
sources of information other
than those associated with class meetings and textbook;
evaluate the quality and reliability of such information.
- Access, evaluate, extract and utilize information from a
variety of sources available on campus, in the community or electronically
for preparing and executing rudimentary forms of regional/local economic
- Understand the differences between "numbers", "data" and
the significance of these differences for securing appropriate statistics
for local & regional analytical ends.
- Evaluate critically the quality and reliability of information sources
in light of the research question(s), the costs and benefits of that
information and the information from
alternative sources and (last not least) the availability of alternative
analytical methods with different information needs.
- Review and evaluate relevant (online or on-paper) journal articles,
reports and compose brief reports
on the content and significance of this literature.
Practice and improve (widen & deepen) already existing writing,
development, information resource, collaboration and presentation skills
and -- selectively -- add to such skills.
- Present to a group of informed people (such as all members of the
class) an area of interest which has been pursued during the quarter by a
student and to which specific conceptual insights and analytical tools
have been applied. Such a presentation should reflect the student's
collaboration with other students in the class and make use of one or a
combination of the following presentation tools:
(a) a Website; (b) a Poster; (c) a set of handouts together with overheads
using Powerpoint or another appropriate software.
In addition, all weekly class exercises have to be made available on time
on the student's own Website.
Return to Econ & Bus Geog ||
Courses & Profiles