| Study programme competencies |
| Code | Study programme competences |
| A1 | Manage an enterprise or small organization, understanding their competitive and institutional position and identifying their strengths and weaknesses |
| A2 | Integrate in any functional area of micro-firms or SMEs and perform fluently any management task commissioned |
| A3 | Evaluate and foreseeing, from relevant data, the development of a company. |
| A4 | Elaborate advisory reports on specific situations of companies and markets |
| A5 | Write projects about specific functional areas (e.g. management, marketing, financial) of the company |
| 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. |
| A9 | Use frequently the information and communication technology (ICT) throughout their professional activity. |
| 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 |
| 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 | ||
| To acquire basic knowledge about economic organization, contracts and efficiency | A8 A9 A10 A11 |
B1 B5 B6 B8 B9 B10 |
C1 C4 C5 C6 C7 C8 |
| Transaction cost economics | A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 |
B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 |
C1 C4 C6 C7 C8 |
| Agency theory | A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 |
B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 |
C1 C4 C6 C7 C8 |
| Contents |
| Topic | Sub-topic |
| MODULE I. INTRODUCTION | II.1. Introduction to orgnaizational economics II.2. Contracts and efficiency The specific contents of each module will be adapted to the singularities of each degree. |
| MODULE II. GOVERNANCE | II.1. Theoretical fundaments: transaction cost economics II.2. Applications: vertical integration The specific contents of each module will be adapted to the singularities of each degree. |
| MODULE III. INCENTIVES | III.1. Theoretical fundaments: agency theory III.2. Applications: pay for performance and corporate governance The specific contents of each module will be adapted to the singularities of each degree. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A5 A7 A10 A11 B3 B5 B8 | 5 | 5 | 10 |
| Workbook | A8 A11 C8 | 7 | 0 | 7 |
| Multiple-choice questions | A8 A11 B1 B2 | 1 | 64 | 65 |
| Aprendizaxe servizo | A9 B1 B3 B4 B7 B9 B10 C1 C4 C5 C6 C7 C8 | 8 | 12 | 20 |
| Supervised projects | A1 A2 A3 A4 A6 A9 B1 B2 B3 B4 B5 B6 B7 C1 C5 C6 C7 C8 | 8 | 12 | 20 |
| Guest lecture / keynote speech | A7 A9 A11 B4 C6 C8 | 17 | 0 | 17 |
| Personalized attention | 11 | 0 | 11 | |
| (*)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 | Research skills development involving use of audiovisual and/or bibliographical documents (documentary or film extracts, news items, advertising images, photographs, articles, legal texts, etc.) relating to specific topic of study, with targeted analysis activities. Used as introduction to topic, as focus for case study, to explain abstract processes and present complex situations, or as strategy for synthesising content (theoretical and practical). |
| Workbook | Compilation of printed texts and written documents, collected and edited as tool to consolidate knowledge of course content. |
| Multiple-choice questions | Objective test in which student is required to select one option from list of possible answers to direct question or incomplete statement provided. |
| Aprendizaxe servizo | Methodology that combines service to the community with learning in a single project, in which students are trained by working on the real needs of their environment in order to improve it. |
| Supervised projects | Supervised learning process aimed at helping students to work independently in a range of contexts (academic and professional). Focused primarily on learning ‘how to do things’ and on encouraging students to become responsible for their own learning. |
| Guest lecture / keynote speech | Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. Presentations of this type are variously referred to as ‘expository method’, ‘guest lectures’ or ‘keynote speeches’. (The term ‘keynote’ refers only to a type of speech delivered on special occasions, for which the lecture sets the tone or establishes the underlying theme; it is characterised by its distinctive content, structure and purpose, and relies almost exclusively on the spoken word to communicate its ideas). |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Multiple-choice questions | A8 A11 B1 B2 | Multple-choice questions with penalties for incorrect answers. | 60 |
| Supervised projects | A1 A2 A3 A4 A6 A9 B1 B2 B3 B4 B5 B6 B7 C1 C5 C6 C7 C8 | Activity to be carried out in a group. In the presentation of the subject, the teaching staff will explain the activities to be carried out. The qualification of this activity will be 20% and in the event that the service-learning activity could not be carried out, its weighting will be 40%. | 20 |
| Aprendizaxe servizo | A9 B1 B3 B4 B7 B9 B10 C1 C4 C5 C6 C7 C8 | Activity to be carried out in a group. Students enrolled in the subject will be offered the possibility of participating in a service-learning activity with a partner entity. | 20 |
| Assessment comments | |||
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A) GRADINGS OF "NOT PRESENTED" AND "SUSPENSE" DUE TO DISCIPLINARY SANCTIONS 1. "Not presented" grading: Corresponds to the student, when she only participates in evaluation activities weighted less than 20% on the final qualification, regardless of the achieved qualification. 2. "Suspense" grading in the call in which the offense is committed and regarding the matter in which it was committed (article 11, section 4 b), of the UDC Student Disciplinary Regulations): the student will be graded with "suspense"(numerical note 0) in the corresponding call for the academic year, whether the offense is committed in the first opportunity or in the second. To do this, her rating will be modified in the first opportunity report, if necessary. B) GRADING OPPORTUNITIES: 1. First opportunity: The evaluation of the first opportunity will be based on a multiple choice test (60%) and the oral presentation (40%). In the case of multiple-choice test, the date of realization will be the official day settled for the first opportunity. The oral presentation projects will be during the lecturing period, according to the dates settled by the teachers of the subject. To pass the course it will be necessary to get a minimum of 5 points out of 10 in the overall calculation of the assessment, however it is a sine qua non condition to get 5 points out of 10 in the multipe-choice test. If this minimum is not reached in the test, the subject cannot be passed and the grade will be that of the exam. 2. Second opportunity: As for the second opportunity, the conditions of the evaluation are the same as for the 1st opportunity taking into account the following: 1) those students who failed in the 1st opportunity, the grades obtained in the oral presentation work will be taken into account; 2) students who did not attend the 1st opportunity and did not do the oral presentation, will be able to do it. In that case, the student will contact the teacher well in advance to indicate his/her desire to do the work, which must be delivered and presented before the date of the official date for the 2nd opportunity. To pass the subject, as in the 1st opportunity, it will be necessary to obtain a minimum of 5 points out of 10 in the global computation, but it is also a sine qua non condition to obtain a minimum of 5 points out of 10 in the multiple choice test. If this minimum is not reached in the multiple choice test, the subject will be failed, and the grade will be the one obtained in the test. 3. Advance call: Students who take the exam in the advance call, the evaluation will consist in the realization of a test exam and to pass the subject the students must reach a minimum of 5 points out of 10. C) OTHER EVALUATION OBSERVATIONS 1. Evaluation conditions: It is forbidden to access the exam room with any device that allows communication with the outside and/or storage of information. 2.. Identification of the student: The student must bring and show his/her ID card or passport the day of the exam in accordance with current regulations. 3. Students with recognition of part-time dedication and academic exemption of waiver attendance: the evaluation will be done with the same contents and criteria as full-time students. At the beginning of the course, these students will address to the teachers of the subject to agree on a schedule of actions in order to enable the realization of the evaluation activities. |
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| Sources of information |
| Basic |
Duma, S. y Schreuder, H. (1991). Economic approaches to organizations. Prentice Hall
Milgrom, P. y Roberts, J. (1992). Economics, Organizations and Management. Prentice Hall
Williamson, O.E. (1985). The Economic Institutions of Capitalism, New York:Free Press.. Macmillan |
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| Complementary | |
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Dranove, M. Shanley y S. Schaefer (2003), Economics of Strategy. Third Edition. John Wiley & Sons, Inc. Brickley, J.A., Smith, C.W., Zimmerman, J.L. (2005), Economía Empresarial y Arquitectura de la organización. Ed. McGraw Hill Salas (1996), Economía de la empresa. Decisiones y organización. Ariel Economía. 2ª Edición. Williamson, O.E. (1975), Markets and Hierarchies: Analysis and Antitrust implications. Free Press, New York, NY. Traducido como Williamson, O.E. (1991): Mercados y Jerarquías: Su Análisis y sus Implicaciones Antitrust, México: Fondo de Cultura Económica |
| Recommendations | ||
| Subjects that it is recommended to have taken before | ||
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| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
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1.The delivery of the documentary works carried out in this subject: a) It will be requested in virtual format(email, etc) and /or any kind of computer compatible devise b).It will be done through Moodle, in digital format without the need to printthem 2.The importance of ethical principles related to sustainability values in personal and professional behavior must be taken into account. 3. As stated in the various regulations for university teaching, the gender perspective must be incorporated in this subject (non-sexist language will be used, bibliography by authors of both sexes will be used, students will be encouraged to participate in class... ). Work will be done to identify and modify prejudices and sexist attitudes and influence the environment to modify them and promote values of respect and equality. Situations of discrimination based on gender should be detected and actions and measures will be proposed to correct them. 4. The full integration of students who, for physical, sensory, psychological or socio-cultural reasons, experience difficulties in having a suitable, equal and profitable access to university life will be facilitated. |