Governments' 'economic' policies have a dramatic impact on people's income, wealth & employment prospects & so are of importance to most members of society. Rationally choosing from the enormous range of social & economic policies & reforms on offer involves weighing many arguments, very few of which are purely economic in nature. This course examines the essential moral components of these arguments. It examines different policies affecting the distribution of income, wealth & employment in society.
This course may not run if there are fewer than 20 enrolments.
Governments’ ‘economic’ policies have a dramatic impact on people’s income, wealth and employment prospects. Understanding, evaluating, and developing these policies is a central concern of economic justice. The course begins with a survey of how the idea of economic justice developed and ways of conceptualising that development. The course then examines some central components of two of the most influential theories of economic justice developed over the last 50 years. With this background then in place the focus of the course switches to helping students understand some more complex conceptual and normative frameworks relevant to economic justice. The goal is at the end of the course is for students to have enough understanding and familiarity with these frameworks to begin analysing, critiquing, and developing solutions to contemporary economic justice problems themselves.
You can't enrol in this course if you've already completed the following:
PHIL7275
Consultation Hours: Mondays 9-10am. Students are welcome to drop into my office at anytime. If you visit my office (E333 Forgan Smith) and I am not there, please do not hesitate to call me on 0402801888�to make an appointment.
It is important to put PHIL2750 in the subject line of any emails in order to get a reply.
The timetable for this course is available on the UQ Public Timetable.
Students are to attend one 2 hour lecture and a 1 hour tutorial each week. There will be 10 tutorials for each tutorial class during the semester. The tutorials will provide students with an opportunity to ask questions and discuss issues raised from the lecture that week and also for them to reflect on the readings they have done for that week. The tutorials start in Week 2.
Economic justice is a pivotal concept in political philosophy and forms a major part of debates about a good society. The main aim of the first part of the course is to introduce students to two major theories of economic justice and to develop their ability to conceptualize and ethically evaluate some claims about economic justice. The major aim of the second part of course is to introduce students to some advanced conceptual and normative frameworks which will enable them to critically evaluate policies affecting the distribution of income, wealth and opportunities in a society. ﾠThis will be done via a combination of advanced reading, class work, and through students conducting independent research on a contemporary economic justice issue.
After successfully completing this course you should be able to:
LO1.
identify and ethically evaluate claims about economic justice
LO2.
develop independent views about economic justice
LO3.
be able to differentiate incentives, economic rents, and compensation and to use these concepts in developing solutions to problems of economic justice
LO4.
characterise some of the practical policy problems in achieving more social and economic justice
LO5.
identify some of the causes of income inequality and use that knowledge to analyse some economic justice policies
LO6.
communicate effectively in writing about economic justice
LO7.
speak effectively about economic justice
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Course Participation
|
10% |
28/07/2025 - 27/10/2025 |
| Examination |
In-Class Mid-semester exam
|
30% |
8/09/2025 2:00 pm |
| Essay/ Critique | Draft Core Argument for Research Essay | 3% |
7/10/2025 2:00 pm |
| Essay/ Critique | Final Philosophical Essay (Research) | 57% |
10/11/2025 2:00 pm |
28/07/2025 - 27/10/2025
Participation in the lectures and tutorials includes polls which will be administered live via Zoom. The participation assessment is there to encourage students to attend and engage in active Socratic thinking. Its purposes include helping students learn how to think philosophically (philosophy is not, like many disciplines, mainly about learning content but rather more about developing reasoning skills), staying current with the material being discussed and, consequently, getting more long-term benefit from the class.
Allowance is built into the design of the participation mark for students, without penalty, not to participate in up to two scheduled lectures or tutorials for reasons not recognized by the university as acceptable exemptions from assessment (e.g. medical grounds or where there are exceptional circumstances - http://www.uq.edu.au/myadvisor/index.html?page=2995 ). Please do not contact the lecturer if you are absent from a class unless you will be applying for one of the University acceptable exemptions to assessment.
Some important lectures/tutorials will be weighted "double" compared to the others. Lectures/Tutorials that fit into this category will be identified one week before the lecture/tutorial. The "Lecture and Tutorial Participation Assessment Criteria" described at the bottom of the Assessment section provides the criteria.
You cannot defer or apply for an extension for this assessment.
8/09/2025 2:00 pm
90 minute in-class exam
The "Exam Criteria" described at the bottom of the Assessment section provides the criteria.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
| Planning time | no planning time minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Inspera |
| Invigilation | Invigilated in person |
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
7/10/2025 2:00 pm
500 word Draft of the Core Argument for Final Research Essay.
Submit a 500 word draft of the core argument for your Final Research Essay. There is no need to properly reference the draft (the final essay will need to be properly reference of course). There is no need to provide any introduction/context etc. There is no need to provide an outline of your overall essay. There is no need to have well-edited prose (for instance, some use of dot points is fine). You are required simply to state your core thesis and to give the draft central argument for it. Students who have decided to submit a final essay jointly: 600 words Three students submitting: 700 words.
3 marks: Exhibits a well-developed core argument for the final research essay.
2 marks: Exhibits a developed core argument for the final research essay.
1 mark: Needs considerably more work in order to have a core argument for the final research essay.
0 marks: No substantial argument submitted.
Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
10/11/2025 2:00 pm
2,000 word philosophy essay (including discursive footnotes)
In your essay you should consider some objections to your arguments and claims. You should critically engage with arguments rather the just explain them (depending on the degree of complexity of the arguments you focus on). It is important at the beginning of your essay that you clearly set out what you are going to address. As you go along it is also important to flag what arguments you are not going to address in detail. If the focus of the essay you are intending to write has some distance from the material we have covered in class please consult the tutor or lecturer to get prior approval.
There is an option to do the essay with one or two other students in the course. This is only an option - adopting this option is done solely via private voluntary arrangements between students. Group work is not a required part of the course and is not taught in this course. This option though gives students the opportunity to work collaboratively on their essays if they wish to. Students who choose to submit an essay jointly will receive an identical mark for the jointly submitted essay. The essay length will be 2,300 words if two students are submitting, and 2,500 words if three students are submitting.
Students are responsible for familiarizing themselves with School policy regarding academic advice, assessment, plagiarism, etc. Students are encouraged to read the UQ Student Integrity and Misconduct policy (http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct and refer to Section 6.1 of this Electronic Course Profile. PLAGIARISM is an academic offence and will be penalized. Useful information may also be found on the UQ Cybrary web-page under “Advice & Training – UseIts”.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
The "Essay Assessment Criteria (Philosophy)" described at the bottom of the Assessment section provides the criteria.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. Grade 1, Fails to demonstrate most or all of the basic requirements of the course: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. Grade 3, Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: An essay receiving a mark in the four range will�typically be characterised by: *An argument that covers the main issues; *Use of evidence to support the argument; *Adequate expression; *A reasonably coherent structure; *Evidence of some ability to read carefully; *Reference to basic source materials; *Accurate documentation of sources.</p> |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.� Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: An essay receiving a mark in the five range will�typically be characterised by: *Some attempt at originality; *Use of evidence to support the argument; *Generally clear expression; *A coherent structure; *Demonstration of ability to read some source material closely; *Use of source materials; *Accurate documentation of sources.</p> |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. Grade 6, As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: An essay receiving a mark in the six range will typically be characterised by: *Some originality; *A well organised argument; *Careful use of evidence to support the argument; *Clear expression; *A coherent structure; *Demonstration of ability to read source material closely; *Consideration of relevant sources; *Accurate documentation of sources. �</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: An essay receiving a mark in the seven range will typically be characterised by: *A high level of originality; *A well organised argument; *Critical use of evidence to support the argument; *Clear an concise expression, the quality of writing matching the quality of the ideas; *Demonstration of ability to read source material closely and carefully; *A balanced and critical consideration of relevant sources; *Accurate documentation of sources.</p> |
Essay Assessment Criteria (Philosophy)
Your essay will be assessed according to the following criteria:
1. Ability to define the topic or philosophical issue under debate. (Topic definition.)
2. Ability to construct a well-reasoned argument for a certain point of view. (Argument and Structure.)
3. Depth and breadth of understanding of the various positions in a philosophical debate. (Scope and Depth of Treatment)
4. Insight and/or originality in interpreting texts or constructing a point of view or argument. (Originality)
5. Capacity to produce a polished, well-written and appropriately referenced essay. (Presentation)
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, sustained (multi-layered) and well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression: This grade is assigned for a total (sum of all the assessment components) in the range 85-100%. See assessment components for specific grading criteria.
To achieve a grade of 6 (Distinction, 75-84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, sustained (multi-layered) and well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression: This grade is assigned for a total (sum of all the assessment components) in the range 75-84%. See assessment components for specific grading criteria.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing, sustained (multi-layered) arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a good understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in referencing and expression, and demonstrate your ability to communicate effectively: This grade is assigned for a total (sum of all the assessment components) in the range 65-74%. See assessment components for specific grading criteria.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect functional achievement. It should demonstrate that you are able to apply, in a non-stereotypical way, fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing and referencing will be adequate, not stereotypical, and use some of the discipline conventions to communicate appropriately: This grade is assigned for a total (sum of all the assessment components) in the range 50-64%. See assessment components for specific grading criteria.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation and writing will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest engagement and achievement but will (a) mostly exhibit stereotypical and superficial understanding and (b) mostly fail to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may suggest developing or higher achievement but will (a) exhibit stereotypical and superficial understanding and (b) fail to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect minimal evidence of achievement, and exhibit deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, and/or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 1-24%. See assessment components for specific grading criteria.
Grade X: No assessable work received.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Lecture and Tutorial Participation Assessment Criteria
Your lecture and tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Exam Assessment Criteria (Including take-home exams)
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
Supplementary assessment is available for this course.
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
HINTS for AVOIDING UNINTENTIONAL PLAGIARISM:
Remember that it is essential to acknowledge all your sources. Use quotation marks for any wording which is not your own. If you do paraphrase someone else’s ideas (including lecture material) you need to acknowledge the source. Try to summarize ideas and arguments in your own words – don’t just rearrange words. Check that you have correctly paraphrased the original ideas. Check your summary against the original text. ﾠSupplementary Assessment
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained.
Supplementary assessment may only be granted where PPL 3.10.09 Supplementary Assessment – procedures allow. A grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ https://my.uq.edu.au/
If you receive a grade of 3 for this course, you may be eligible for supplementary assessment depending on the reason that you have failed.
If there is no practical assessment that can be offered to allow you to meet the minimum passing requirements then you will not be offered a supplementary. These circumstances may include failure based on: team-based assessment pieces; your peer assessment factor, or attendance or class participation requirements.
If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources are available on the UQ Library website.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 2 |
Lecture |
Introduction and Development of Economic Justice Introduction; Conceptualization and Development of Economic Justice Learning outcomes: L01 |
Week 1 |
Not Timetabled |
Schedule and Tutorial Information The Learning Activities Schedule will be revised as the semester proceeds - please check the schedule each week for updates. Students are to attend one 2 hour lecture and a 1 hour tutorial each week. The tutorials start in Week 2. There will be 10 tutorials for each tutorial class during the semester (there will only be one 12pm tutorial on 2 and 9 September). The tutorials occur after the lecture and will involve continuation of the discussion of the lecture topic for that week, plus discussion of the readings for that week. |
Multiple weeks From Week 2 To Week 3 |
Lecture |
Moral Arbitrariness and Equality of Opportunity Moral Arbitrariness, Equality of Opportunity and Economic Justice Learning outcomes: L01, L04, L05 |
Multiple weeks From Week 4 To Week 5 |
Lecture |
Difference Principle and Equality of Educational Opportunity Difference Principle; Equality of Educational Opportunity. An examination of various defences of modified markets as distributors of income. Learning outcomes: L01, L04, L05 |
Week 6 |
Lecture |
A Productivity-Based Desert Theory of Justice David Miller's Productivity-Based Desert Theory of Justice Learning outcomes: L02, L03, L05 |
Multiple weeks From Week 7 To Week 8 |
Lecture |
Economic Rents and Compensation Theory Introduction to Economic rents; Theory of Compensating Differentials - positive version Learning outcomes: L01, L02, L03, L05 |
Week 8 |
Lecture |
Incentives, Economic Rents, and Compensating Differentials Differentiating Incentives, Economic Rents, and Compensation Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 9 To Week 10 |
Lecture |
Case Study: Incomes of medical practitioners Case Study: Incomes of medical practitioners Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 |
Lecture |
Income Tax Progressivity, GDP and Labor Supply Income Tax Progressivity, GDP and Labor Supply in light of theories about incentives, compensation and economic rents. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 10 To Week 12 |
Lecture |
Case Study: Economic Justice and CEO Pay CEO Pay and other case studies Learning outcomes: L02, L03, L04, L05 |
Multiple weeks From Week 12 To Week 13 |
Lecture |
Further Reflections on Economic Justice Further Reflections on Economic Justice Learning outcomes: L01, L02, L03, L04, L05 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.