``Business Enterprise and Public Policy,'' G406, Spring 2014 (January 14, 2014)

(slides)

     This courses teaches how to apply the tools of economic reasoning to a variety of topics in which businesses create or react or public policies. The central ideas are Surplus Changes, Efficiency, and Incentives. Changes in economic surplus--- consumer and producer surplus at its simplest--- show who gains and loses from policies, and hence predicts how a business is most likely will react in the public arena. A policy is "efficient" if it maximizes the sum of everyone's surplus, and this is the benchmark for creating policy that maximizes social wealth. Any policy provides Incentives as a result of its effect on surplus, and care must be taken that these incentives lead to the desired outcome. Understanding how to apply these three ideas is a major objective for an economics education. The hardest part is learning how to apply them in different contexts, which is the aim of this course. In the course of so doing, students will also learn the facts involved in a wide variety of public policy problems in government regulation, ranging from antitrust laws to pollution regulation, public-utility pricing, labor policy, and the safety of consumer products.


     Participation will make up 10% of the grade (for details see http://rasmusen.org/g406/scribes.doc.). The rest will come from three quizzes (20% of the grade), a midterm (30%) a final examination (40%). I am happy to talk about the answers to any test questions if regrading is not the subject, but if you think that something was graded wrongly, even something as trivial as that points were misadded, write me a memo rather than speaking to me about it. I can then deal with everybody's queries at once and be fairer.

Lecture slides are in the directory http://rasmusen.org/g406/slides/. Old quiz and test answers are in the directory http://rasmusen.org/g406/tests/.

INTEGRITY AND HONESTY

     The Kelley School's Honor Code is something you have all read. It is online at http://www.kelley.iu.edu/ugrad/honorcode.cfm. Living up to the Honor Code's integrity is not hard; don't cheat, and tell me if you see somebody else cheating. I will take appropriate disciplinary actions against any offenders. Do not cheat! I am strict about that, and have used the official procedures of the Dean of Students before. Most important, cheating is immoral, whether or not you get caught. Leave this course with your honor intact.

 



January 14, 16. Markets. Chapter 1.

January 21, 23. Market failure. Chapter 2 .

January 28, 30. Government failure. Chapter 3. Quiz 1 (the 28th).

February 4, (no class Feb. 6) 11, 13. Life, time, and taxes. Chapter 4 .

February 18, 20. Market power. Chapter 5 .

February 25, 27, March 4. Monopolizing. Chapter 6 . Quiz 2 (the 4th).

March 6, 11. Public utilities. Chapter 7 .

March 12 (Wednesday). Review session, 8:30-10pm (optional). Room to be announced.

March 13. Midterm.

Spring Break: March 16-23.

March 25, 27. Information. Chapter 8.

April 1, 3. Labor. Chapter 9 .

April 8 , 10, 15. Banking. Chapter 10 . Quiz 3 (the 10th)

April 17, 22, 24. Pollution. Chapter 11.

April 29, May 1. Conservation. Chapter 12.

May 8, Thursday. Final Exam. 5-7 p.m., in the lecture room. There is a sheet of facts you should know for the final.



URL: http://www.rasmusen.org/g406/0.g406.htm. Indiana University, Department of Business Economics and Public Policy, in the Kelley School of Business , BU 438, 1309 East Tenth Street, Bloomington, Indiana 47405-1701, (812)855-9219. Comments: Erasmuse@ Indiana.edu.



Learning Goals. The business school accreditation people like professors to put on their syllabi linkage to ``Learning Goals'' in the style of Schools of Education. To please them, I will note that this course helps with BEPP Learning Goal 1, An Integrative Point of View, because students will have to use various finance and accounting concepts such as the CAPM, efficients markets, depreciation, balance sheets, present value, and weighted average cost of capital, and of course lots of other economics. It will help with Learning Goal 2, Ethical Reasoning, because students need to differentiate between the goals of the themselves, their employers, and the public interest, and will learn to detect hypocrisy and self-seeking policies. It will help with Learning Goal 3, Critical Thinking and Decision Making, because it's all about predicting the effects of different policies and piercing fake reasons and reasoning. It will help with Learning Goal 5, Quantitative Analysis and Modeling, because there are lots of graphs, equations, and numbers.

Learning Outcomes. What students will learn in this course is how to think logically and follow a sequence of reasoning, how regulations are made and carried out, how they should be made and carried out, and their effects on people and businesses. Standard Kelley Notice: Portions of this course may be subject to electronic proctoring. Video cameras may be used to monitor the room during student assessment activities, including but not limited to, exams, tests, and quizzes. Video recordings may be used to investigate or support disciplinary action. All access to and use of video equipment and recordings will follow applicable IU policies.