00458 - Economic Geography

Learning outcomes

The objective of this course is to provide a comprehensive overview of the key topics in the field of economic geography. We will cover traditional subjects studied by economic geographers, as well as emerging trends. Important concepts in the discipline, such as place, space, territory, proximity, specialization, and diversity, will be emphasized for students. Moreover, the course will introduce foundational approaches to the subject, including relational geography, evolutionary economic geography, sectoral and territorial innovation systems, global production networks, and economic complexity, among others.

Course contents

During the course, topics of significant relevance in the field of economic geography will be covered. For example:

I) the geo-economic space within the broader context of geographical analysis;

II) economic development;

III) the main approaches that have emerged in the study of economic geography (relational economic geography, evolutionary economic geography, territorial innovation systems, economic complexity);

IV) globalization and global production networks;

V) economic disparities and territorial imbalances;

VI) the geography of environmental sustainability;

VII) the most recent trends in the field of economic geography (human agency, contested development, etc.).

Readings/Bibliography

Readings for attending students:

Textbooks:

Conti S., Dematteis G., Nano F., Vanolo A. (2024) Geografia dell'economia mondiale - Quinta edizione. UTET Università

Bignante E., Celata F., Vanolo A. (2024) Geografie dello sviluppo. Una prospettiva critica e globale - Seconda edizione. UTET Università

Academic articles and book chapters:

During the course, various readings (academic articles and book chapters) will be suggested on specific topics, which will help students prepare for both the class presentation and the written exam (see the section ‘Assessment and Evaluation Methods’ for further details).

Readings for non-attending students:

Textbooks:

Conti S., Dematteis G., Nano F., Vanolo A. (2024) Geografia dell'economia mondiale - Quinta edizione. UTET Università

Bignante E., Celata F., Vanolo A. (2024) Geografie dello sviluppo. Una prospettiva critica e globale - Seconda edizione. UTET Università

Academic articles and book chapters:

Asheim, B. T., Isaksen, A., & Trippl, M. (2019). Advanced introduction to regional innovation systems. Edward Elgar

Balland, P.A., Broekel, T., Diodato, D., Giuliani, E., Hausmann, R., O'Clery, N., Rigby, R. (2022) The new paradigm of economic complexity, Research Policy, 51(3): 104450, https://doi.org/10.1016/j.respol.2021.104450.

Bathelt, H., Malmberg, A., Maskell, P. (2004). Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation. Progress in Human Geography, 28(1), 31-56. https://doi.org/10.1191/0309132504ph469oa

Bathelt, H., Glückler, J. (2018) 'Relational Research Design in Economic Geography' in Gordon L. Clark, and others (eds), The New Oxford Handbook of Economic Geography, Oxford Handbooks (Oxford Academic, 5 Feb. 2018), pp. 179-195, https://doi.org/10.1093/oxfordhb/9780198755609.013.46

Boschma, R. (2005). Proximity and Innovation: A Critical Assessment. Regional Studies, 39(1), 61–74. https://doi.org/10.1080/0034340052000320887

Boschma, R., Frenken, K. (2018) 'Evolutionary Economic Geography', in Gordon L. Clark, and others (eds), The New Oxford Handbook of Economic Geography, Oxford Handbooks (Oxford Academic, 5 Feb. 2018), pp. 213-229, https://doi.org/10.1093/oxfordhb/9780198755609.013.11

Calignano, G., Nilsen, T. (2024). Political leaders as agents in regional development. Regional Studies, Regional Science, 11(1), 479–495. https://doi.org/10.1080/21681376.2024.2378780

Calignano, G., Nilsen, T. Regional development is not a dinner party: a research agenda on power relations and the use of language in regional development studies. GeoJournal 89, 74 (2024). https://doi.org/10.1007/s10708-024-11075-w

Eadson, W., van Veelen, B. (2023). Green and just regional path development. Regional Studies, Regional Science, 10(1), 218–233. https://doi.org/10.1080/21681376.2023.2174043

Feldman, M.P., Kogler, D.F. Chapter 8 - Stylized Facts in the Geography of Innovation, Editor(s): Bronwyn H. Hall, Nathan Rosenberg, Handbook of the Economics of Innovation, North-Holland, Volume 1, 2010, Pages 381-410, ISSN 2210-8807, ISBN 9780444519955, https://doi.org/10.1016/S0169-7218(10)01008-7

Foray, D., Eichler, M., Keller, M. Smart specialization strategies—insights gained from a unique European policy experiment on innovation and industrial policy design. Review of Evolutionary Political Economy 2, 83–103 (2021). https://doi.org/10.1007/s43253-020-00026-z

Grillitsch, M., & Sotarauta, M. (2020). Trinity of change agency, regional development paths and opportunity spaces. Progress in Human Geography, 44(4), 704-723. https://doi.org/10.1177/0309132519853870

Hansen, T., Coenen, L. (2015) The geography of sustainability transitions: Review, synthesis and reflections on an emergent research field, Environmental Innovation and Societal Transitions, 17: 92-109. https://doi.org/10.1016/j.eist.2014.11.001

Mazzuccato, M. (2018) Mission-Oriented Innovation Policy. Challenges and opportunities. Industrial and Corporate Change, Volume 27, Issue 5, October 2018, Pages 803–815, https://doi.org/10.1093/icc/dty034

H.W. Yeung (2018) The Logic of Production Networks. in Gordon L. Clark, and others (eds), The New Oxford Handbook of Economic Geography, Oxford Handbooks (Oxford Academic, 5 Feb. 2018), pp. 382-406, https://doi.org/10.1093/oxfordhb/9780198755609.013.15

 

Teaching methods

Lectures; in-class presentations followed by discussion; writing of an academic-style paper.

Assessment methods

Attending Students (Presentation and In-Class Discussion; Written Assignment):

Attending students will be required to prepare a presentation to be delivered in class, involving either a critical discussion of one of the topics covered during the course or the illustration of a case study. In both cases, the topic must be agreed upon with the instructor. Additionally, students will be required to discuss a classmate’s presentation. The format for presentations and discussions will be explained in detail during the first lecture.

The written assignment will consist of writing an academic paper. The paper will be on the same topic as the in-class presentation and will involve either a critical discussion of one of the course topics or the presentation of a case study. The paper should be approximately 4,000 words in length and must follow an academic writing style. If the number of attending students allows, in-class workshops will be organized to discuss the chosen topics in greater detail and to monitor each student's progress in preparation for the final paper, which will be graded.

For students who attend at least 80% of the course lectures, the final grade will be based on the following criteria:

• 30% determined by the quality of the presentation, the critical analysis of the chosen topic or case study, and the discussion of a classmate’s work;

• 70% determined by the quality of the academic paper.

Non-Attending Students (Oral Exam):

The oral exam will assess overall knowledge of the topics covered during the course. The required readings are listed in the ‘Texts/Bibliography’ section.

 

GRADE REFUSAL POLICY:

A student who passes the exam may refuse the grade only once. This rule follows the University Teaching Regulations, Article 16, paragraph 5, as modified by the Academic Senate and approved by the Board of Directors in February 2018:
"In case of a positive result, the student may request to refuse the grade. The instructor must allow this refusal at least once for each course."
After a refusal, any subsequent positive result will be officially recorded.

Only the grade obtained on the most recent exam attempt will be valid.

Additional Notes on Evaluation Procedures:

• Attending students who refuse the grade must submit a new paper on a completely different topic from the one originally agreed upon and presented in class. In this case, they must work independently but may still receive support from the instructor in defining the research question and developing the paper. The new paper will count for 70% of the final grade, while the original in-class presentation will still count for the remaining 30%.

• Non-attending students who refuse the grade must take a new oral exam.

Grading Scale:

• 18–19: Preparation on a limited number of course/textbook topics, limited analytical skills, overall correct language

• 20–24: Preparation on a limited number of course/textbook topics, sufficient analytical skills, correct language

• 25–29: Preparation on a broad range of topics, ability to make independent critical analyses, mastery of technical terminology

• 30–30L (cum laude): Comprehensive preparation, strong critical thinking and analytical skills, excellent use of terminology, ability to connect concepts, sound argumentation and self-reflection

Students with Learning Disabilities (SLD) or Temporary/Permanent Disabilities:
Students are encouraged to contact the university’s dedicated office well in advance (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ). The office will be responsible for proposing any necessary accommodations, which must be submitted for approval to the instructor at least 15 days in advance, who will assess their appropriateness in relation to the course's learning objectives.

Teaching tools

Computer and projector.

Office hours

See the website of Giuseppe Calignano