Objectives and competences
Students:
- to give an understanding of human economic activity as an element of transforming the geographic space, its impact on physiognomic, functional and integral change of space,
- to make students familiar with insight in development and structural specificity of individual economic sectors,
- to give students an appreciation of the competitive economic model together with assuring sustainable economic development of individual regions, social cohesion and quality of the environment is given a great emphasis,
- to provide students with the opportunity to develop their critical thinking skills to understanding of current relationship towards economic processes and geographical factors that shape global economy and deepen the differences between the developed and the undeveloped regions of the world
- developing digital literacy
- embodying the values of sustainability
- imagined sustainable futures
Content (Syllabus outline)
1. Theories and methods of economic geography.
2. The impact of socio-economic changes to the geographic territory in different historic periods.
3. Global economic development. Analysis of development indicators for individual regions of the world. Urban agglomerations as poles of economic development. Global economic integrations.
4. Primary economic activities: Agrarian revolutions. Forms of agrarian production and global agriculture markets and social-ownership relations. Characteristics of modern agriculture in developed parts of the world and common agricultural policy of the EU. Fishing and processing of fish. Forest management.
5. Secondary economic activities: process of industrialisation, industrial planning factors (old vs. new), the structure of the industry, deindustrialisation process, the importance of new industries and the most developed regions of the world.
6. Tertiary and quaternary sector: tertiarization and quaternarization of the economy, the significance of trade, tourism and transport; R&D, innovation, technologic development, high added value, educating work force for the purposes of common market (the society of knowledge), technology parks, incubators, development of informational and infrastructure networks.
7. Energy sources: fossil, alternative.
8. Geographers’ views of sustainable economic growth, social cohesion and assurance of the quality of the environment.
Learning and teaching methods
- lecture,
- case method
-field work
Intended learning outcomes - knowledge and understanding
Students
- ability to compare and critical analysis outline the development modes of economy from the earliest industrialisation till now, geographical viewpoint, at the forefront of man and space,
- to ensure that students recognise the causes and effects that are responsible for uneven regional economic development,
- to ensure, that students know and comprehension of the competitive economic mode with assurance of sustainable economic development of individual regions, social cohesion and preservation of the environment,
- comprehension of the importance of innovative regions’ strategies for social development.
Intended learning outcomes - transferable/key skills and other attributes
- the analysis of national economic priorities for
achieving sustainable regional economic
development in the Republic of Slovenia.
Readings
Yuko A., Murphy J. T., Hanson S., 2012. Key Concepts in Economic Geography. Los Angelels: SAGE.
Rifkin J., 2019. The Green New Deal: Why the Fossil Fuel Civilization Will Collapse by 2028, and the Bold Economic Plan to Save Life on Earth, St. Martin’s Press.
Ivajnšič, D., 2020: Kvantitativne metode v geografiji : zbirka vaj z rešitvami. Maribor: Filozofska fakulteta, Fakulteta za naravoslovje in matematiko, 2020. 1 spletni vir, ilustr. https://ff.um.si/o-fakulteti/oddelki/oddelek-za-geografijo/.
Vsako študijsko leto bo seznam študijske literature posodobljen./ The list of study literature will be updated each school year.
Prerequisits
Conditions for inclusion in work: none.
Conditions for taking the exam: completed (positively graded) seminar paper and coursework, at least 80% participation in seminars and seminar tutorials, active participation in field work.
Additional information on implementation and assessment - seminar paper, 10 %
- courework, 30 %
- written exam. 60 %
