| Study programme competencies |
| Code | Study programme competences |
| A4 | Elaborate advisory reports on specific situations of companies and markets |
| A6 | Identify the relevant sources of economic information and to interpret the content. |
| A7 | Understand economic institutions as a result and application of theoretical or formal representations which explain the evolution of the economy. |
| A8 | Derive, based on from basic information, relevant data unrecognizable by non-professionals. |
| A10 | Read and communicate in a professional environment at a basic level in more than one language, particularly in English |
| A11 | To analyze the problems of the firm based on management technical tools and professional criteria |
| A12 | Communicate fluently in their environment and work by teams |
| B1 | CB1-The students must demonstrate knowledge and understanding in a field of study that part of the basis of general secondary education, although it is supported by advanced textbooks, and also includes some aspects that imply knowledge of the forefront of their field of study |
| B2 | CB2 - The students can apply their knowledge to their work or vocation in a professional way and have competences typically demostrated by means of the elaboration and defense of arguments and solving problems within their area of work |
| B3 | CB3- The students have the ability to gather and interpret relevant data (usually within their field of study) to issue evaluations that include reflection on relevant social, scientific or ethical |
| B4 | CB4-Communicate information, ideas, problems and solutions to an audience both skilled and unskilled |
| B5 | CB5-Develop skills needed to undertake further studies learning with a high degree of autonomy |
| B6 | CG1-Perform duties of management, advice and evaluation in business organizations |
| B7 | CG2-Know how to use the concepts and techniques used in the various functional areas of the company and understand the relationships between them and with the overall objectives of the organization |
| B8 | CG3- Know how to make decisions, and, in general, assume leadership roles. |
| B9 | CG4-Learn to identify and anticipate opportunities, allocate resources, organize information, select and motivate people, make decisions under conditions of - uncertainty, achieve the proposed objectives and evaluate results |
| B10 | CG5-Respect the fundamental and equal rights for men and women, promoting respect of human rights and the principles of equal opportunities, non-discrimination and universal accessibility for people with disabilities. |
| C1 | Express correctly, both orally and in writing, in the official languages of the autonomous region |
| C4 | To be trained for the exercise of citizenship open, educated, critical, committed, democratic, capable of analyzing reality and diagnose problems, formulate and implement knowledge-based solutions oriented to the common good |
| C5 | Understand the importance of entrepreneurial culture and know the means and resources available to entrepreneurs |
| C6 | Assess critically the knowledge, technology and information available to solve the problems and take valuable decisions |
| C7 | Assume as professionals and citizens the importance of learning throughout life. |
| C8 | Assess the importance of research, innovation and technological development in the economic and cultural progress of society. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Learn the basic concepts and relationships of the Microeconomic Theory. | A6 A7 A10 A11 A12 |
B1 B2 B3 B4 B5 B9 |
C1 C4 C8 |
| Identify economic opportunities in order to benefit from them; assign scarce resources; assess final outcomes; etc. Respect the basic human rights and the ideal of equality of opportunity. | A4 A8 |
B6 B7 B8 B9 |
C5 C6 |
| Develop the students' critical awareness and the value of effort. | B2 B4 B10 |
C4 C6 C7 C8 |
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| Learn how to work in groups. | A10 A12 |
B6 B8 B9 B10 |
C1 C7 |
| Contents |
| Topic | Sub-topic |
| INTRODUCTION | 0. Introduction |
| PART I: MARKET POWER | 1. Market Power: Monopoly 2. The social costs of monopoly power. Price regulation 3. Monopsony and factor markets 4. Price discrimination |
| PART II: GAME THEORY AND ITS APPLICATIONS | 5. Theoretical framework and definitions. The Nash equilibrium 6. Oligopolies: Non-cooperative games 7. Cooperative and repeated games |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Problem solving | A7 A8 A11 B1 B9 C6 | 10 | 20 | 30 |
| Directed discussion | A12 B2 B4 B10 C1 C4 C6 | 8 | 16 | 24 |
| Case study | A4 A11 B2 B6 B8 B9 C5 | 7 | 10.5 | 17.5 |
| Objective test | A6 A8 A11 B3 B5 C1 | 4 | 32 | 36 |
| Seminar | A6 A10 A12 C1 C4 C6 C7 C8 | 4 | 0 | 4 |
| Workbook | A10 C1 C4 C5 C6 C7 C8 | 0 | 5 | 5 |
| Guest lecture / keynote speech | A6 A7 A8 A11 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 C6 C7 | 17 | 8.5 | 25.5 |
| Personalized attention | 8 | 0 | 8 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Problem solving | Practical issues to be solved during the interactive sessions. |
| Directed discussion | Theoretical and practical issues to be solved during the ineteractive sessions. |
| Case study | Students must face particular problems (the case) that describe real or supposed professional situations. Students must be able to analyse and solve such problems. |
| Objective test | Written test that may combine multiple choice questions, sorting, short answers, etc. |
| Seminar | Students are divided into two subgroups. Seminars will consist of four hours for each subgroup during the course. |
| Workbook | Reading of academic papers. |
| Guest lecture / keynote speech | Lectures with media support that may be completed with the introduction of questions to students to encourage interactive learning. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Problem solving | A7 A8 A11 B1 B9 C6 | The handing over of the solution to the exercises proposed by the teachers will be assesed. Written tests, face-to-fae or online, may be proposed, and they would be part of the Continuous Assessment activities. | 10 |
| Directed discussion | A12 B2 B4 B10 C1 C4 C6 | The handing over of the solution to the exercises proposed by the teachers will be assesed. Written tests, face-to-fae or online, may be proposed, and they would be part of the Continuous Assessment activities. | 10 |
| Case study | A4 A11 B2 B6 B8 B9 C5 | The handing over of the solution to the exercises proposed by the teachers will be assesed. Written tests, face-to-fae or online, may be proposed, and they would be part of the Continuous Assessment activities. | 10 |
| Objective test | A6 A8 A11 B3 B5 C1 | In addition to the January and July written tests, midterm exams will be set. These exams will count for the final mark of the course. | 70 |
| Assessment comments | |||
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ASSESSMENT REGULATION: 1. Unless something different is formally mentioned by the professors of the course, it is completely forbidden to attend the assessment activities with any device that allows the student either to communicate with people outside the room, or to store pieces of information. During the exams the mobiles must be switched off at all times. 2. Every student must prove her/his identity in accordance with the current regulation. ASSESSMENT: 1. Attendance is compulsory for all the assessment activities of the course. 2. In order to pass the subject any student must obtain a Final Mark (FM) of, at least, 5 points out of a maximum of 10. 3. The Final Exams (FE) will be graded over 10 points, being compulsory to get, at least, 5 points to pass the subject. The Final Mark will be given by the formula FM=CA+FE(10-CA)/10, where CA stands for the different Continuous Assessment activities that will take place during the course. This activities weight 30% of the Final Mark, and hence they will be graded over 3 points. 4. Any student who does not take part in at least 20% of the Continuous Assessment activities will get the "No Presentado" final mark. 5. The part time students and to those who have the "dispensa académica de exención de asistencia" according to the UDC’s regulation will have the chance to complete the continuous assessment, after adapting these activities to their specific situation. ASSESSMENT OPPORTUNITIES: The same assessment criterion will be applied to the two official opportunities, an to the "early opportunity" as well. OTHER EVALUATION OBSERVATIONS: Detection of fraud: whether plagiarism or any other action, will result in a final grade of 0 points. Fail grade in the call in which the offense is committed and with respect to the subject in which it was committed: the student will be qualified with “fail” (in Spanish, “suspenso") (numerical grade 0) in the corresponding call of the academic year, whether the commission of the offense occurs on the first opportunity or on the second. To do this, the grade will be modified in the first opportunity record, if necessary. RECOMMENDATIONS: Students are encouraged to attend the lectures and to show an important level of participation. We strongly recommend the use of the textbooks listed in the "sources of information" section. Additionally, students must try to solve the problem sets when they are published. |
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| Sources of information |
| Basic |
Gibbons, R. (). A Primer in Game Theory. Prentice Hall
Antelo, Manuel (2014). Economía de la Información. McGraw-Hill
Vega Redondo, F (2000). Economía y Juegos. Antoni Bosch
Vega-Redondo, F (). Economics and the Theory of Games. Cambridge
Varian, H R (2010). Intermediate Microeconomics. Norton
Goolsbee, Austan; Levitt, Steven; Suverson, Chad (2015). Microeconomía. Reverte
Pindyck, R S and Rubinfeld, D L (2018). Microeconomía. Pearson
Varian, H R (2011). Microeconomía intermedia. Antoni Bosch
Frank, Robert H. (2009). Microeconomía Intermedia. Análisis y comportamiento económico. McGraw-Hill
Carrasco A. y otros (2013). Microeconomía. Ejercicios y cuestiones. McGraw-Hill
Pindyck, R S and Rubinfeld (2013). Microeconomics. Pearson
Krugman, P and Wells, R (2013). Microeconomics.
Gibbons, Robert (1993). Un primer curso de teoría de juegos. Antoni Bosch |
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| Complementary |
Gracia, Esperanza; Pérez, Rafaela (). Cuestiones Tipo Test de Microeconomía Intermedia. Prentice Hall
Fernández de Castro, J.; Duch Brown, N. (). Economía Industrial. McGraw-Hill
Estrin, Saul; Laidelr, David (). Micreoeconomía. Prentice Hall
Datz, Nichael, L.; Rosen, Harvey L. (). Microeconomía. Adison.Wesley Iberoamericana
Fernández de Castro, J.; Tugores, J. (1997). Microeconomía. McGraw-Hill
Nicholson, Walter (). Microeconomía Intermedia y Aplicaciones. Thomson
Congregado, E. y otros (). Microeconomía. Cuestiones y problemas resueltos. Prentice Hall
Tugores, J.; Fernández de Castro, J. (). Microeconomía: Cuestiones y Problemas. McGraw-Hill
Nicholson, Walter (). Teoría Microeconómica. McGraw-Hill
Nicholson, Walter (). Teoría Microeconómica. Principios Básicos y Ampliaciones. Thomson |
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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 |
| Other comments | |
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Students are encouraged to attend the lectures and to show an important level of participation. We strongly recommend the use of the textbooks listed in the "sources of information" section. Additionally, students must try to solve the problem sets when they are published. Additionally: 1. The delivery of the documentary works that are done in this subject:
2. The importance of the ethical principles related to the values of sustainability in personal and professional behaviors must be taken into account. 3. Students will work to identify and modify prejudices and sexist attitudes, and they will influence the environment to modify them and promote values of respect and equality. 4. The full integration of students that, for physical, sensory, psychological or socio-cultural reasons experience difficulties to adequate, equal and profitable access to university life will be facilitated. |