Explain international economic dynamics, specifically with reference to innovation, trade and MNEs (essential skill: processing information) Compare diverse typologies of urban and regional economies as ‘habitats’ for innovative firms and their contribution to local development (essential skill: processing and comparing information) Explain diverse types of urban and regional economies influencing the strategies of innovative MNEs (essential skill: processing and comparing information) Support with theoretical and empirical insights the design of policies and strategies to attract and retain successful innovative firms (essential skill: using information) Develop proficiency in identifying and solving conceptual and empirical problems when engaging with the academic literature (essential skill: interpreting and criticizing information) Report orally on the working method followed by the proposed academic works (essential skill: effective communication).

This course aims at developing conceptual and empirical understanding of the interplay between globalization processes and innovation intended as both firm-level and territorial-level process of knowledge creation aimed at generating competitive advantage. Hence, specific emphasis is placed on the increasing importance of firms within regions and in global markets. These include exporting firms as well as multinational enterprises (MNEs), their localization strategies, the patterns and impacts of international trade, the unfolding of global value chains and the regional asymmetries in channeling global forces towards innovative activities and local economic development objectives. We aim at providing answers to many questions by drawing on an interdisciplinary approach that brings together different and complementary scholarly traditions . What are the main forces of today’s globalization? How are trade and foreign direct investment intertwined? What are multinational enterprises? What are their geographical and innovation-related corporate strategies? How does the regional environment influence them? How do changing fragmentation of value chains and simultaneous expansion of knowledge networks influence the agglomeration of corporate functions? What is the impact of MNEs on urban and regional economies? Should cities and regions actively attract MNEs, as the playing field becomes more complex and the concern over corporate power grows? The course rests on the acknowledgment that important global-local linkages are key to understanding innovation and entrepreneurship in the perspective of regional development in a globalized world. Urban and regional features matter to exporting firms and MNEs and, conversely, engaging with global actors matter to urban and regional economies in terms of opportunities for new ventures and innovativeness. The former idea is based on the recognition that urban regions offer relevant and favorable environments to corporate activities, as evidenced by the actual location choices and patterns of international business activity. The latter statement is based on a view of exporting firms and MNEs as creators of jobs and incomes, and as sources of productivity, innovation, new skills and technology, directly and through spillovers.

Krugman, P., Obstfeld, M., & Melitz, M. (2017). International Economics: Theory and Policy, the latest edition. The asterisk * denotes compulsory readings in the remainder of this syllabus.

The course adopts a research-led teaching approach that integrates theoretical foundations with contemporary empirical evidence. Lectures are designed to provide students with a structured understanding of key concepts, frameworks, and debates within the field, drawing extensively on current academic literature as well as the instructor’s own research where relevant. This ensures that students are exposed to cutting-edge developments and are encouraged to critically engage with ongoing scholarly conversations. Each week is structured around a combination of a lecture and a seminar. The lecture component focuses on the introduction and explanation of core topics, while also highlighting methodological approaches and real-world applications. The seminar component is student-led and aims to foster active learning, critical thinking, and peer-to-peer engagement. Students are expected to prepare and deliver presentations on assigned topics or readings, which serve as a basis for in-depth discussion, constructive feedback, and collaborative analysis. This dual format is designed to balance knowledge transmission with participatory learning, enabling students not only to acquire subject-specific expertise but also to develop key transferable skills such as critical evaluation, academic communication, and independent research.

Assessment in this course is designed to evaluate both students’ ongoing engagement and their overall understanding of the material. During the course, students will be assessed through their performance in seminar presentations. Each student (or group of students, depending on class size) will be assigned a topic and will be expected to deliver a structured presentation, demonstrating their ability to critically engage with the relevant literature, communicate key ideas effectively, and contribute to class discussion. This component is intended to assess not only subject knowledge but also presentation, teamwork (where applicable), and analytical skills. At the end of the course, students will complete a written examination. The format of the exam may consist of either open-ended questions or multiple-choice questions, depending on the number of students enrolled. The final examination is designed to assess students’ comprehensive understanding of the course content, their ability to synthesize key concepts, and their capacity to apply theoretical and empirical insights to relevant questions.

Any student who achieves a score above 28 in this course, and is interested in being supervised by the professor for the final thesis, can contact the professor directly to discuss thesis supervision.