Study programme competencies |
Code
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Study programme competences / results
|
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. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
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 know the explanatory principles of the main processes of economic policy |
A2 A3 A5 A6 A7 A8
|
B1 B2 B3 B4 B5 B6 B7 B8 B9
|
|
To analyze and understand the impact of policymakers’ decisions on the economic reality |
A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13
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B1 B2 B3 B4 B5 B6 B7 B8
|
C4
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To have capacity of logical and critical thinking to apply the knowledge acquired in the analysis of economic policy problems and of their possible solutions in changing contexts |
A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13
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B1 B2 B3 B4 B5 B6 B7 B8 B9
|
C1 C2 C3 C4 C5 C6 C7 C8
|
Contents |
Topic |
Sub-topic |
Part I. Theoretical foundations of Economic Policy |
1.1. Introduction
1.2. Economic Policy as analysis field
1.3. Reasons and limitations of government's intervention in the economy
1.4. Economic functions of public authorities |
Part II. The process of elaboration of the Economic Policy |
2.1. Introduction
2.2. The aims-means scheme
2.3. Active agents in the process of elaboration of Economic Policy
2.4. Stages and problems of the elaboration process of Economic Policy |
Part III. Models and Economic Policy |
3.1. Introduction
3.2. The decision-making models.
3.3. The models of interdependence between politics and economics
3.4. Other problems and restrictions of the economic policy |
Part IV. Stabilization Economic Policy versus Structural Economic Policy |
4.1. Introduction
4.2. The economic cycle and the stabilization policy
4.3. The monetary policy
4.4. The fiscal policy
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Part V. Objectives and instruments of Economic Policy
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5.1. Introduction
5.2. Full employment
5.3. Price stability
5.4. Economic growth
5.5. Income redistribution
5.6. Quality of life and conservation of the environment. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Document analysis |
A2 A3 A7 B1 |
5 |
10 |
15 |
Workbook |
A2 A3 A4 A5 B8 B9 C4 C7 |
3 |
6 |
9 |
Guest lecture / keynote speech |
A1 A2 A3 A4 A8 |
17 |
51 |
68 |
Workshop |
A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 B2 B1 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C8 |
21 |
21 |
42 |
Mixed objective/subjective test |
B2 B1 B3 |
2 |
12 |
14 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Document analysis |
Different documental resources will be used to contribute to reach the objectives of this subject. They will help both to secure theoretical knowledge and to carry out the workshop activities. |
Workbook |
In each part of the program the professors may provide the students some document(s) that could help them to deepen in the theoretical contents of the subject. This documentation may also be used as support material for the rest of methodologies of more practical nature. |
Guest lecture / keynote speech |
The main aspects of the subject are explained. |
Workshop |
Different activities that require the active participation of students will be carried out. The students’ analysis and reasoning capacity will be valued, deepening in the contents characteristic of the subject. As for the student's specific work, questions of short answer will be posed to value both the learning grade and the synthesis capacity; furthermore, there will be questions of wide answer related with aspects of the subject usually with reference to a text, a graph, a piece of news, etc. and where appropriate, there could also be multiple-choice questions. |
Mixed objective/subjective test |
At the end of the course there will be a written test that will combine short answer or multiple answer questions with some broad questions. This exam model is intended to assess the knowledge acquired by the student throughout the course, as well as the reasoning capacity, creativity and critical spirit of the student. |
Personalized attention |
|
Description |
To optimize the use of this methodology the individual learning needs of each student will be taken into account.
For those students with part-time dedication recognition an individual plan will be settled down for the continuous evaluation during the first days of the course.
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|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Mixed objective/subjective test |
B2 B1 B3 |
Assessment in a final exam. It consists of taking a written exam where all the content developed during the course is evaluated. |
40 |
Workshop |
A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 B2 B1 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C8 |
Activities carried out throughout the course. Within this section, participation in classes and practical activities developed and presented by the student during the course are considered. |
60 |
|
Assessment comments |
Grade of non-attendance: For
those students who take part in evaluation activities whose value is less than
20% of the final grade, independent of the mark they had achieved. Second opportunity and advanced call exam: The
evaluation criteria are the same for all assessment opportunities. Students
will have the opportunity to recover 2 points from continuous assessment in
order to take part in those exams. Part-time students and class attendance exemption: With
the exception of the dates approved by the Faculty Assembly (final exams), a specifically-scheduled
evaluation will be established at the beginning of the academic year, according
to their personal commitment. Final assessment conditions: Phones,
Smart Watches or any other smart / wearable technology will not be allowed into
the exams. Check with your lecturer and confirm which devices are permitted. Student identification: In
accordance with current rules, students must place their student card on the
desk for proctors to view.
|
Sources of information |
Basic
|
GRUBER, J. (2012). Public Finance and Public Policy. Worth Publishers
Morán, J, C. (2014). Claves para el diseño de la política económica en la actualidad. Madrid: Piramide
Benassy-Quere, A. (2010). Economic policy theory and practice. New York:Oxford
STIGLITZ, J.and ROSENGARD J. K. (2015). Economics of the Public Sector. Norton and Company
Cuadrado, J.R.;Mancha. T. Villena, J. E.;Casares, J.;González, M. (1995). Introducción a la Política Económica. Madrid:Mc Graw Hill
Arias, X. C. (1996). La formación de la política económica. Madrid: Civitas
Mankiw, N. G. (2016). Macroeconomics.. Nueva York: Worth Publishers.
Fernández Díaz, A.; Parejo Gámir, J. A.; Rodríguez Sáiz; L. (2011). Política Económica. Madrid:Mc Graw Hill
Cuadrado, J.R.;Mancha. T. Villena, J. E.;Casares, J.;González, M.; Marín, J.Mª.; Peinado, Mª.L. (2019). Política Económica. Madrid:Mc Graw Hill
Aranda, E.;Pérez, S.;Sánchez, A (2018). Política Económica y Entorno Empresarial. Madrid:Pearson
Ochando, C. (2015). Políticas económicas coyunturales. Objetivos e instrumentos. Valencia: Tirant Lo Blanch
Mankiw, N. G. (1998). Principles of Economics. Orlando: The Dryde
ROSEN, H. S and GULLIS J. and JONES P (1992). Public Finance and Public Choice. McGraw-Hill
Acocella, N. (1998). The foundations of economic policy: Values and techniques. Cambridge: Cambridge University Press |
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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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