AGRI-FOOD ECONOMICS AND LAW

Module AGRICULTURAL AND FOOD ECONOMICS

To supply conceptual and practical skills on the agri-food system, adopting both a micro and a macroeconomics perspective of analysis.

Knowledge and understanding

Students must demonstrate that they have acquired the fundamental theoretical concepts of the sector.

·         "Know and understand the structure, dynamics, and actors of the agri-food supply chain (production, processing, distribution)."

·         "Identify the main operational models of agricultural markets and price formation mechanisms."

·         "Understand the guidelines and policy instruments of the European Union's Common Agricultural Policy (CAP)."

·         "Distinguish between the concepts of food safety and food security, as well as quality protection labels (PDO, PGI)."

2. Applying knowledge and understanding

Students must be able to use theoretical concepts to solve operational problems or analyze real-world cases within the agri-food system.

·         "Apply microeconomic tools to analyze consumer behavior and agri-food business strategies."

·         "Set up the basic elements for drafting a business plan aimed at the management or innovation of an agricultural or agri-food company."

·         "Use micro- and macroeconomic indicators to assess economic and environmental sustainability along the supply chain."

3. Making judgements

Students must know how to independently gather and interpret data to formulate critical evaluations.

·         "Critically collect and analyze market data from official sources (e.g., ISTAT, Eurostat, ISMEA) to estimate sector trends."

·         "Evaluate the economic viability and impact of management choices or technical innovations in an agri-food company."

·         "Express independent judgements on the effectiveness of public policies and food sustainability models in relation to the Agenda 2030 goals."

4. Communication skills

Students must know how to clearly communicate their skills to different audiences.

·         "Explain complex economic concepts related to the agri-food sector using appropriate technical terminology."

·         "Present written reports or oral presentations (including group work) regarding the analysis of a supply chain or a business case study."

·         "Effectively communicate and interface with sector stakeholders (entrepreneurs, trade associations, institutions)."

5. Learning skills

Students must develop a study method that allows them to continuously update their knowledge in the future.

 

Lectures (28 hours) and exercises (28 hours).

In case of on line teaching, it may necessary to change some tipologies of exercises in order to comply with the outline.Learning assessment can also be carried out online, if conditions require it.

Knowledge of basic elements - mathematics: basic algebra and mathematical analysis. In particular, equation of first and second degree; line equation; function of variables; limits; derivative of a function. - statistics: graphical representations; statistical reports.

"Attendance is not mandatory but is strongly recommended. Active participation in lectures and classroom discussions facilitates the understanding of economic/theoretical dynamics and supports students in developing the practical skills required to pass the exam."

Political economy / Economic policy. Microeconomic and macroeconomics. Economic system. Agrifood system. Consumer behavior theory. Utility theory: cardinal and ordinal. Demand theory. The production and the costs theory. Perfect market and Imperfect markets. Free competition; Oligopoly; Monopoly; Bilateral monopoly; Monopolistic competition. Production factors markets. The national income; the income distribution. The commercial policy. International organizations. European Union. The balance of trade and balance of payments. Statistic sources (ISTAT, EUROSTAT, FAO, UNComtrade, CCIAA).

Information for students with disabilities and/or DSA.
As a guarantee of equal opportunities and in compliance with current laws, interested students can ask for a personal interview in order to plan any compensatory and/or dispensatory measures, based on their specific needs and on teaching objectives of the discipline. It is also possible to ask the departmental contacts of CInAP (Center for Active and Participatory Integration - Services for Disabilities and/or DSAs), in the persons of professors Giovanna Tropea Garzia and Anna De Angelis.

 

1. Messori, F. (1994). Istituzioni di economia. CLUEB, Bologna.

Reccomended reading 

Gilibert, A. (1996). Manuale di economia politica, Lattes & C..
Mankiw, N. G., Ashworth, A., & Taylor, M. P. (2015). Principi di economia per l'impresa, Zanichelli-
Malassis, L., & Ghersi, G. (Eds.). (1995). Introduzione all'economia agroalimentare. Il Mulino.
Begg D. , Fisher S. , Dornbush R. (2001) Economia . McGraw-Hill

Rehearsals will be agreed in progress ; Final oral test.

The learning assessment is conducted by means of an oral interview. The assessment of the student's preparation will be based on the following criteria: the student's ability to learn and the level of in-depth study of the topics covered, the student's ability to synthesise and expound, and the student's reasoning ability.

The grading follows the following scheme:

Unsuitable

Knowledge and understanding of subject matter: Significant deficiencies Significant inaccuracies Capacity for analysis and synthesis: Irrelevant. Frequent generalisations. Inability to summarise Use of references: Completely inappropriate

18-20

Knowledge and understanding of subject matter: At threshold level. Obvious imperfections Ability to analyse and summarise: Barely sufficient ability

Use of references: Barely appropriate

21-23

Knowledge and understanding of the subject matter: Routine Knowledge Ability to analyse and synthesise: Is able to analyse and synthesise correctly. Argues logically and coherently

Use of references: Uses standard references

24-26

Knowledge and understanding of subject matter: Good knowledge

Analysis and synthesis skills: Has good analysis and synthesis skills. Arguments are expressed coherently .

27-29

Knowledge and comprehension of subject matter: Knowledge more than good Ability to analyse and synthesise: Has considerable ability to analyse and synthesise Use of references: Has deepened the subject matter

30-30L

Knowledge and understanding of the subject: Very good knowledge

Capacity for analysis and synthesis: Has considerable capacity for analysis and synthesis. Use of references: Has significant in-depth knowledge.

Assessment of learning may also be carried out remotely, should circumstances require it. In order to ensure equal opportunities and in compliance with current legislation, students concerned may request an individual meeting to discuss and arrange any appropriate compensatory and/or exemption measures, in accordance with the learning objectives and their specific needs. Students may also contact the Department’s CinAP faculty representative (Centre for Active and Participatory Inclusion — Services for Students with Disabilities and/or Specific Learning Disorders, SLDs) at: https://www.cinap.unict.it/content/referenti.