An essay on economic growth: classical determinants, convergence and financial development

This dissertation surveys the literature on economic growth. I review a substantial number of articles published by some of the most renowned researchers engaged in the study of economic growth. The literature is so vast that before undertaking new studies it is very important to know what has been done in the field. The dissertation has six chapters. In Chapter 1, I introduce the reader to the topic of economic growth. In Chapter 2, I present the Solow model and other contributions to the exogenous growth theory proposed in the literature. I also briefly discuss the endogenous approach to growth. In Chapter 3, I summarize the variety of econometric problems that affect the cross-country regressions. The factors that contribute to economic growth are highlighted and the validity of the empirical results is discussed. In Chapter 4, the existence of convergence, whether conditional or not, is analyzed. The literature using both cross-sectional and panel data is reviewed. An analysis on the topic of convergence using a quantile-regression framework is also provided. In Chapter 5, the controversial relationship between financial development and economic growth is analyzed. Particularly, I discuss the arguments in favour and against the Schumpeterian view that considers financial development as an important determinant of innovation and economic growth. Chapter 6 concludes the dissertation. Summing up, the literature appears to be not fully conclusive about the main determinants of economic growth, the existence of convergence and the impact of finance on growth.

Depleting the curriculum: teaching digital platforms and curricular impoverishment

The paper aims at showing how curricular complexity tends to be depleted by the use of digital platforms based on the SCORM (Sharable Content Object Reference Model) standard, which was created with the main purpose of recycling content as it is supposed to be independent both from the context of learning and the supporting technology also deemed to be neutral, all surrounded by a rhetoric of innovation and “pedagogical” innovation. The starting point of the discussion is García Perez’s model of Traditional Didactics as a simple tool to show almost graphically that any ancient didactic model is far richer in terms of complexity than the linearity, in disguise most of the times but still visible under a not so sophisticated critical lens, of the interaction human-(reusable) content that is the basis of the SCORM standard. The paper also addresses some of the more common deliberate mix-ups related to those digital platforms, such as learning and teaching, content and learning object, systems of automatic teaching and learning management systems.