Study programme competencies |
Code
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Study programme competences / results
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A1 |
CE1- Contribuír á boa xestión da asignación de recursos tanto no ámbito privado como no público. |
A2 |
CE2-Identificar e anticipar problemas económicos relevantes en relación coa asignación de recursos en xeral, tanto no ámbito privado como no público. |
A3 |
CE3-Aportar racionalidade á análise e á descripción de calquera aspecto da realidade económica. |
A4 |
CE4-Avaliar consecuencias e distintas alternativas de acción e seleccionar as mellores, dados os obxectivos. |
A5 |
CE5-Emitir informes de asesoramento sobre situación concretas da economía (internacional, nacional ou rexional) ou de sectores da mesma. |
A6 |
CE6-Redactar proxectos de xestión económica a nivel internacional, nacional ou rexional. Integrarse na xestión empresarial. |
A7 |
CE7-Identificar as fontes de información económica relevante e o seu contido. |
A8 |
CE8-Entender as institucións económicas como resultado e aplicación de representacións teóricas ou formais acerca de cómo funciona a economía. |
A9 |
CE9-Derivar dos datos información relevante imposible de recoñecer por non profesionais. |
A10 |
CE10-Usar habitualmente a tecnoloxía da información e as comunicación en todo a seu desempeño profesional. |
A11 |
CE11Leer e comunicarse no ámbito profesional en máis dun idioma, en especial en inglés. |
A12 |
CE12-Aplicar á análise dos problemas criterios profesionais baseados no manexo de instrumentos técnicos. |
A13 |
CE13-Comunicarse con fluidez no seu contorno e traballar en equipo. |
B1 |
CB1 - Que os estudantes demostren posuir e comprender coñecementos nun área de estudo que parte da base da educación secundaria xeral, e que soe encontrar nun nivel que, ainda que se apoia en libros de texto avanzados, inclue tamén algúns aspectos que implican coñecementos procedentes da vangarda do seu campo de estudo. |
B2 |
CB2 - Que os estudantes saiban aplicar os seus coñecementos ó seu traballo ou vocación dun xeito profesional e posúan as competencias que se demostran por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da su entorna de traballo. |
B3 |
CB3 - Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da su área de estudo) para emitir xuizos que inclúan unha reflexión sobre temas relevantes de índole social, científica ou ética |
B4 |
CB4 - Que os estudantes poidan transmitir información, ideas, problemas e solucións a un público tanto especializado como non especializado |
B5 |
CB5 - Que os estudantes desenvolvesen aquelas habilidades de aprendizaxe necesarias para emprender estudos posteriores cun alto grao de autonomía |
B6 |
CG1- Que os estudantes formados se convertan en profesionais capaces de analizar, reflexionar e intervir sobre os diferentes elementos que constitúen un sistema económico |
B7 |
CG2 - Que os estudantes coñezan o funcionamento e as consecuencias dos sistemas económicos, as distintas alternativas de asignación de recursos, acumulación de riqueza e distribución da renda e estean en condicións de contribuír ao seu bo funcionamento e mellora |
B8 |
CG3 -Que os estudantes sexan capaces de identificar e anticipar os problemas económicos relevantes, identificar alternativas de resolución, seleccionar as máis axeitadas e avaliar os resultados aos que conduce. |
B9 |
CG4 -Que os estudantes respecten os dereitos fundamentais e de igualdade de oportunidades, non discriminación e accesibilidade universal das persoas con minusvalidez. |
C1 |
CT1-Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C4 |
CT2-Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C5 |
CT3-Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
C6 |
CT4-Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
CT5-Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
CT6-Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To Understand the functioning of different markets: The market for money, the labor market, the goods market.
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A1 A2 A7
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B3
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To know the determination of equilibrium income in a closed without public sector economy.
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A2 A3
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B1 B5
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C1
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To know the role of the external sector and the role of the public sector and determine the balance in an open and public sector economic model.
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A1 A2 A4
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B2 B6
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To know the formulation and the effects of the economic policies of demand: fiscal and monetary. Knowing supply policies.
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A3 A5 A6 A8 A9 A10 A11
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B4 B8
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C4 C5
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To know the role of banks and central banks in funding the economic system.
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A2 A3 A12
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B7
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C6 C7
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To Know introductory theory of business cycles. |
A8 A9 A13
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B9
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C8
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Contents |
Topic |
Sub-topic |
1. THE SCIENCE OF MACROECONOMICS |
1. What Macroeconomics study
2. How economists think |
2. THE MACROECONOMICS APPROACH |
1. Introduction
2. The aggregate production
3. The other key macroeconomic variables
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3. THE GOODS MARKET: THE IS CURVE |
1. Introduction
2. Components of GDP
3. The demand for goods
4. Investment demand and the interest rate
5. Equilibrium in the goods market and the IS curve
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4. THE FINANCIAL MARKETS: THE LM CURVE |
1. Introduction
2. The demand for money
3. Money supply
4. The balance in the money market and the LM curve
5. Monetary policy and open market operations
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5. THE GOODS AND FINANCIAL MARKETS: THE IS-LM MODEL
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1. Introduction
2. The goods market and the IS relation
3. Financial markets and the LM Relation
4. The IS-LM
5. Combination of economic policies
6. Introduction of dynamics
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6. THE LABOR MARKET |
1. Introduction
2. Overview of the labor market
3. Changes in unemployment
3. The determination of wages
4. The pricing
5. The natural rate of unemployment
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7. PUTTING ALL MARKETS TOGETHER: THE AS-AD MODEL |
1. Introduction
2. Aggregate supply: concept, graphic collection and slope
3. Aggregate demand: concept, graphic collection and slope
4. Production of balance short and medium term
5. The effects of a monetary expansion
6. A reduction of the public deficit
7. Conclusions
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Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A2 A4 A5 A7 A8 A9 B2 B1 B5 B6 B7 B8 B9 C1 C4 C5 C7 |
17 |
34 |
51 |
Problem solving |
A3 A4 A10 B3 B4 C6 C8 |
25 |
25 |
50 |
Mixed objective/subjective test |
A1 A6 A11 A12 A13 |
5 |
29 |
34 |
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Personalized attention |
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15 |
0 |
15 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
The classroom teacher explains each of the themes of the program content. Use the waxed and technologies available.
Students solve any doubts that it faces. At the end of each master class it opens a time of clarification, comments, etc.
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Problem solving |
It corresponds with the midterms (continuous evaluation of the student), which may consist of multiple choice tests, problem solving, short questions, etc. When the midterms (continuous evaluation) are based on multiple choice tests, the incorrect questions will have penalization.
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Mixed objective/subjective test |
There will be only one exam at the "second opportunity" (July call) where the weight of this exam will be 100% of the final grade for the subject. This exam may consist of a multiple choice test (with only one correct answer per question). The exam may also include short questions to explain contents of the subject and / or problems solving. For the case of multiple choice tests, wrong answers will have penalization. |
Personalized attention |
Methodologies
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Guest lecture / keynote speech |
Problem solving |
Mixed objective/subjective test |
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Description |
Personalized attention in small group and in individual office hours, especially in relation to the work and other activities presented in the classroom or in Moodle.
The Small Group Office hours as well as the individual ones will be preferably virtual |
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Assessment |
Methodologies
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Competencies / Results |
Description
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Qualification
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Problem solving |
A3 A4 A10 B3 B4 C6 C8 |
It corresponds with the midterms (continuous evaluation of the student), which may consist of multiple choice tests, problem solving, short questions, etc. When the midterms (continuous evaluation) are based on multiple choice tests, the incorrect questions will have penalization.
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100 |
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Assessment comments |
Grading students that cannot attend the subject
Students will be grade with "no presentado" when they take part in evaluation activities that have a weighting lower than 20 % of the final grade , regardless of the gradigqualification achieved.
Second opportunity and advanced call
There will be only one exam at the "second opportunity" (July call) where the weight of this exam will be 100% of the final grade for the subject. This exam may consist of a multiple choice test (with only one correct answer per question). The exam may also include short questions to explain contents of the subject and / or problems solving. For the case of multiple choice tests, wrong answers will have penalization.
Students with recognition of part-time dedication and academic assistance waiver exemption
Except for the dates approved by the Faculty Board for the mixed tests, for the remaining tests will be agreed at the beginning of the course a specific timetable compatible with their dedication.
Student Identification
The student has to prove his status in accordance with current regulations.
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Sources of information |
Basic
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PATEIRO RODRÍGUEZ, C. (1994). CONTESTACIÓN AL PROGRAMA DE MACROECONOMÍA. TÓRCULO
BAJO, O. Y M.A. MONÉS (1994). CURSO DE MACROECONOMÍA. A. BOSCH
MOCHÓN MORCILLO, F. Y VICTOR ALBERTO BEKER (2008). ECONOMIA. PRINCIPIOS Y APLICACIONES. MC GRAW HILL
RODRIGUEZ, J., F. MOCHÓN Y OTROS (1993). ELEMENTOS Y CUESTIONES DE T. ECONÓMICA. UNED
MOCHÓN MORCILLO, F. (2008). INTRODUCCIÓN A LA MACROECONOMÍA (3ª). MADRID. MCGRAW HILL
MOCHÓN MORCILLO, F. (2008). INTRODUCCIÓN A LA MACROECONOMÍA EJERCICICIOS 3ª EDICIÓN. MADRID. EDERSA
ESCRIBA, F. J. Y OTROS (1995). INTRODUCCIÓN PRÁCTICA A LA ECONOMÍA. MC GRAW HILL
DORBNBUSCH, R. Y S. FISCHER (varias ediciones). MACROECONOMÍA. MCGRAW-HILL
BLANCHARD O. (2006). MACROECONOMÍA 4º edc.. PEARSON PRENTICE HALL
DORNBUSCH, R. FISCHER, S. Y STARTZ, R. (2004). MACROECONOMIA 9ª EDICION . McGRAW-HILL/INTERAMERICANA DE ESPAÑA,S.A.U
BELZUNEGUI ORMAZABAL, B., CABRERIZO DE MIGUEL, J., PADILLA GIMENO, R. Y VALERO PERANDONES, I. (2013). MACROECONOMIA. PROBLEMAS Y EJERCICIOS RESUELTOS. PEARSON
WYPLOSZ, C., BURDA, M. (1994). MACROECONOMIA: UN TEXTO EUROPEO . ARIEL ECONOMIA
JONES, CHARLES I. (2014). MACROECONOMICS 4TH EDITION. W.W. NORTON & COMPANY, INC.
BLANCHARD O., AMIGHINI A. Y GIAVAZZI, F. (2012). MACROECONOMICS 5 EDICION. PEARSON
MANKIW GREGORY N. (2016). MACROECONOMICS 9TH EDITION. WORTH PUBLISHERS
BLANCHARD O., AMIGHINI A. Y GIAVAZZI, F. (2013). MACROECONOMICS. A EUROPEAN PERSPECTIVE. PEARSON
MOCHÓN MORCILLO, F. Y DE JUAN DÍAZ, R. (2006). PRINCIPIOS DE MACROECONOMÍA. EJERCICIOS. EDICIONES ACADÉMICAS
PATEIRO RODRÍGUEZ C. (2011). PROBLEMAS Y TEST DE PRINCIPIOS DE MACROECONOMÍA . EN TRÁMITE |
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Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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