| Study programme competencies |
| Code | Study programme competences |
| A2 | CE2 - Conocimiento riguroso de los modelos micro y macroeconómicos y su aplicación precisa a situaciones concretas. |
| A5 | CE5 - Capacidad para defender argumentos económicos con claridad y precisión tanto en el entorno habitual de trabajo, como en reuniones científicas nacionales e internacionales. |
| A6 | CE6 - Plantear con suficiente precisión y rigor un proyecto de investigación en economía. |
| A9 | CE9 - Elaborar informes económicos coyunturales y estudios orientados a analizar y predecir el comportamiento de corto plazo de la economía y sus efectos sobre sectores y mercados específicos. |
| B6 | CG1 - Aplicar los conocimientos de economía a la identificación, previsión y solución de los problemas económicos en general, y en particular los relativos al nivel de especialización, en entornos nuevos o poco conocidos. |
| B7 | CG2 - Capacidad de concebir, diseñar y poner en práctica un proceso sustancial de investigación en el campo de la economía en general, y en particular en sus áreas de especialización, con rigor académico. |
| B8 | CG3 - Capacidad para realizar un análisis crítico, evaluación y síntesis de ideas nuevas y complejas. |
| C2 | CT2 - Capacidad para comunicarse por oral e por escrito en lengua gallega. |
| C6 | CT6 - Capacidad de gestión de la información. |
| C7 | CT7 - Capacidad para comunicarse por oral y por escrito en lengua inglesa. |
| C8 | CT8 - Capacidad para trabajar en un contexto internacional. |
| C9 | CT9 - Destrezas para investigar. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Know the main dynamic macroeconomic models. | AC2 AC5 AC6 AC9 |
BC6 BC7 BC8 |
CC2 CC6 CC8 CC9 |
| Solve, calibrate and simulate dynamic macroeconomic models. | AC2 AC6 AC9 |
BC6 BC7 BC8 |
CC2 CC6 CC7 CC8 CC9 |
| Having a proactive attitude, the ability to work in a group, the acquisition of responsibilities, as well as the ability to argue and express oneself coherently both in the elaboration of a written text and in the public presentation of the results of a specific study. | AC5 AC6 |
BC8 |
CC2 CC6 CC7 CC8 CC9 |
| Contents |
| Topic | Sub-topic |
| 1. The Ramsey-Cass-Koopmans model | - Hypothesis of the model - Behavior of households and firms - Dynamics of the economy |
| 2. Overlapping generations models | - Hypothesis of the model - Behavior of households - Dynamics of the economy - Dynamic inefficiency |
| 3. Endogenous growth models | - AK model - Romer model |
| 5. Dynamic Stochastic General Equilibrum (DSGE) models |
- DSGE models with perfect competition - DSGE models with frictions - Transmision of real, fiscal and monetary shocks |
| 4. Applications: calibration and simulation | - Calibration - Simulation |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A2 A5 A6 A9 B1 B5 B7 C6 C7 C8 C9 | 10.5 | 9.5 | 20 |
| ICT practicals | A2 A5 A6 A9 B6 B7 B8 C7 C8 C9 | 3 | 12 | 15 |
| Supervised projects | A2 A5 A6 A9 B6 B7 C2 C2 C6 C7 C8 | 0 | 20 | 20 |
| Introductory activities | A2 A6 B7 B8 C6 | 0 | 1 | 1 |
| Problem solving | A2 A9 B6 B8 | 7.5 | 9 | 16.5 |
| Events academic / information | A2 A5 A9 B6 B7 C9 | 1.5 | 0 | 1.5 |
| Personalized attention | 1 | 0 | 1 | |
| (*)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 | Estará centrada na exposición dos contidos de carácter mais teórico. |
| ICT practicals | Consistirán na exposición e realización dos contidos prácticos dos diferentes temas utilizando software específico. |
| Supervised projects | Cada alumno debe realizar un traballo aplicando as técnicas aprendidas no curso. |
| Introductory activities | Presentación da materia e exposición do necesario para cursala. |
| Problem solving | Solución de problemas da materia. |
| Events academic / information | Asistencia OBRIGATORIA a conferencias/seminarios programados para a materia. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A2 A5 A6 A9 B6 B7 C2 C2 C6 C7 C8 | The student has to write a paper on the subject and defend it on a public session. | 100 |
| Assessment comments | |||
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The 1st and 2nd opportunity and the anticipated opportunity will be evaluated in the same way, as well as the students with partial dedication. |
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| Sources of information |
| Basic |
Barro, Robert y Sala-i-Marti, Xavier (2004). Economic Growth. MIT Press
Acemoglu, Daron (2009). Introduction to Modern Economic Growth. MIT Press
Blanchard, Olivier y Stanley Fischer (1989). Lectures on Macroeconomics. MIT Press
Romer, David (2006). Macroeconomía avanzada. McGraw-Hill |
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| Complementary |
Jones, Charles I. y Dietrich Vollrath (2013). Introduction to economic growth. W. W. Norton
Jones, Charles I. (2017). Macroeconomics. W. W. Norton |
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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 |
| Subjects that continue the syllabus |
| Other comments | |
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1.- The delivery of the documentary works carried out in this matter: 1.1. It will be requested in virtual format and / or computer support 1.2. It will be done through Moodle, in digital format without the need to print them 1.3. If done on paper: - Plastics will not be used. - Double-sided prints will be made. - Recycled paper will be used. - Draft printing will be avoided. 2.- A sustainable use of resources and the prevention of negative impacts on the natural environment must be made 3.- The importance of ethical principles related to the values ??of sustainability in personal and professional behavior must be taken into account 4.- As it is included in the different regulations of application for university teaching, the gender perspective must be incorporated in this matter (non-sexist language will be used, bibliography of authors of both sexes will be used, intervention in class of students will be encouraged and students ...) 5.- Work to identify and modify prejudices and sexist attitude, and influence the environment to modify them and promote values ??of respect and equality 6. Situations of discrimination based on gender must be detected and actions and measures will be proposed to correct them. 7. The full integration of students who for physical, sensorial, psychic or sociocultural reasons, experience difficulties to an ideal, equal and beneficial access to university life will be facilitated. |