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<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>POLI60031</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>Comparing Capitalisms in the Global Political Economy</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>15</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 1</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Postgraduate Taught</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 7</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Ian Bruff</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName></OrgName>
      </Organisation>
    </OrganisationList>
    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   7.5</MaxUnits>
    </Ects>
  </OfferedBy>
  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p&gt;This challenging module introduces students to the literatures and debates on the politics of comparing different &amp;lsquo;types&amp;rsquo; of capitalism around the world. Originally centred on Western European political economies and the potential for this part of the world to offer a &amp;lsquo;non-neoliberal&amp;rsquo; alternative to American-style capitalism, the last 20 years have witnessed a dramatic expansion of the debate to include Central and Eastern Europe, South America, East Asia, and Africa. This, combined with the Great Recession of the late 2000s and the emergence of a so-called &amp;lsquo;new normal&amp;rsquo; of crises, conflicts and inequalities, has had a significant impact on the conceptual frameworks and methodological approaches used to compare and contrast different capitalisms. The module&amp;rsquo;s combination of conceptual/methodological themes and specific case studies enables it to speak to a range of crucial issues, such as the continued existence of significant diversity across the global political economy, how to conceptualise and analyse diversity across the global political economy, the possibilities for emancipatory forms of development, and so on.&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p&gt;&lt;span class="text-small" style="color:hsl(0, 0%, 0%);"&gt;Weeks 1-5 introduce students to the module. Initially, students are familiarised with the role of institutional power in research on these themes, and with the critical approaches that are central to the module. Next, the crucial methodological implications for the politics of comparing different capitalisms around the world, are focused on. It must be stressed that the module revolves around the alternative approaches and the politics of comparison; it is not about ‘objective’ or policy-focused analysis of which capitalisms are ‘better’ or ‘worse’.&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span class="text-small" style="color:hsl(0, 0%, 0%);"&gt;This predominantly conceptual and methodological part of the module is followed by consideration of the four main world regions that have been part of the debates. Hence, weeks 6-9 cover, in turn: Europe, South America, East Asia, and Africa. Week 10 draws these different strands together, providing a social and intellectual space for students to reflect on what they have learned and to discuss the main themes addressed by the module. This workshop format is mirrored in week 5, where the conceptual and methodological themes are recapped and explored &lt;/span&gt;&lt;span class="text-small" style="background-color:rgb(255,255,255);color:hsl(0, 0%, 0%);"&gt;and the source analysis assessment is workshopped.&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;p&gt;The course unit aims to:&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;Familiarise students with different conceptual approaches to the study of different &amp;lsquo;types&amp;rsquo; of capitalism, and how this study of particular cases always has a global horizon&lt;/li&gt;	&lt;li&gt;Provide a methodological basis for how students can compare and contrast different capitalisms across the world, with emphasis placed on the politics of comparison&lt;/li&gt;	&lt;li&gt;Relate conceptual approaches to empirical case studies&amp;nbsp;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Assist students in improving their oral and written communication skills&lt;/p&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content>&lt;p&gt;On completion of this unit successful students will be able to:&amp;nbsp;&lt;/p&gt;&lt;p&gt;&lt;br/&gt;• Compare and contrast the different conceptual approaches to the study of capitalist diversity, with a particular focus on the critical alternatives to institutionalism&amp;nbsp;&lt;br/&gt;• Compare and contrast different case studies across the world and relate these studies to the global horizon while remaining aware of the politics of comparison&lt;br/&gt;• Relate the above to the global horizon&amp;nbsp;&lt;br/&gt;• Pursue independent study and learning, and the improvement of oral and written skills&amp;nbsp;&lt;br/&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content></Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content></Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content></Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content></Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId></SkillId>
      <SkillDescription></SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content></Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content>&lt;p&gt;10 x 2 hour seminars.&lt;/p&gt;&lt;p&gt;The aim will be to promote enquiry-based learning through the use of lectures, student-led discussions and workshop formats, and open discussions. The online portal will be used as a repository for the lecture slides, presentation materials, and other course information.&lt;/p&gt;</Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>0</MethodId>
      <MethodName>Other</MethodName>
      <MethodWeight>100%</MethodWeight>
    </Method>
    <OtherDescription>&lt;p&gt;Source analysis of 1000 words (33%); Essay of 2000 words (67%)&amp;nbsp;&lt;/p&gt;</OtherDescription>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content></Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode></UnitCode>
      <UnitTitle></UnitTitle>
      <RequirementType></RequirementType>
      <Description></Description>
    </Requirement>
    <AdditionalRequirement></AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>Y</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;ul&gt;	&lt;li&gt;Ebenau, M., I. Bruff and C. May (eds) (2015) New Directions in Comparative Capitalisms Research: Critical and Global Perspectives. London: Palgrave Macmillan.&lt;/li&gt;&lt;/ul&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Seminars</ActivityType>
        <Hours>20</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>130</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content></Content>
  </Notes>
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