Prof Kent Deng SAR 5.13

This course is available on the BA in History, BSc in Economic History, BSc in Economic History and Geography, BSc in Economic History with Economics, BSc in Economics, BSc in Economics and Economic History and BSc in Economics with Economic History. This course is available as an outside option to students on other programmes where regulations permit and to General Course students.

This course examines major socio-economic changes in China from the mid-nineteenth century to the present. It pays special attention to China's bumpy path towards an economic superpower status which had been obvious by the beginning of the 21st century.

This course examines institutional changes whereby economic transformations occurred. The main landmarks and key issues include (1) success of the Qing economy, (2) decline of the Qing state, (3) the rise of local military leaders, (4) civil wars, (5) external threats and invasions, (6) rise of nationalism and communism, (7) economic reforms and modernization, (8) growth performance over time, (9) consequences of post-Mao take-off.

10 hours of lectures and 9 hours of classes in the MT. 10 hours of lectures and 10 hours of classes in the LT. 1 hour of lectures and 1 hour of classes in the ST.

Students are expected to produce 2 essays during the two teaching terms.

Deng, Kent, Mapping China’s Growth and Development in the Long Run, 221 BC to 2020 (London: World Scientific Press and Imperial College Press); Naughton. B., The Chinese economy, transitions and growth (MIT Press); Spence, J.D The search for modern China (New York : W.W. Norton); Deng, Kent, China’s Political Economy in Modern Times: Changes and Economic Consequences, 1800–2000. Routledge, London and New York. 2011.

Exam (70%, duration: 2 hours) in the summer exam period.
Essay (15%, 1500 words) in the MT and LT.
Essay (15%, 1500 words) in the ST.

Coursework of two take home essays of 1,500 words (inclusive of bibliography and footnotes) to be completed independently by each individual student. The essays should develop arguments, analysis and evidences on a specific research question (or a set of research questions) chosen by the student in consultation with teachers and should be related to the course materials covered. While it is essential to demonstrate one’s grasp of the course material, students are encouraged to develop their own insights and arguments going beyond the course material.

Survey questions on feedback to students may be non-informative because assessed work comes later in the term than the survey.