| Study programme competencies |
| Code | Study programme competences |
| 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 | ||
| Learn the basic concepts and relationships of the Microeconomic Theory. | B1 B2 B3 B4 B9 |
C1 C2 C3 C4 C5 |
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| 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. | A1 A2 A3 A5 A8 A9 A10 A11 A12 A13 |
B1 B3 B4 B5 B6 B7 B8 |
C2 C3 |
| Understand the basic microeconomic concepts by means of different reference textbooks. Elaborate arguments to solve different economic problems. Develop the ability to interact with other skilled workers. Communicate ideas, problems, solutions, etc. to both specialized and non-specialized audience. Obtain and develop the skills to enroll in postgraduate programs. | A1 A2 A3 A4 A6 A7 A11 |
C1 C3 C5 C6 C7 C8 |
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| Contents |
| Topic | Sub-topic |
| PART 1: INTRODUCTION | Economics. Preliminaries Basics of Supply and Demand |
| PART 2: CONSUMER THEORY | Consumer Behaviour Individual and Market Demand |
| PART 3: THE THEORY OF THE FIRM | Production Cost of Production |
| PART 4: THE MARKET STRUCTURE | Profit Maximisation and Competitive Supply Analysis of the Competitive Markets Introduction to non-competitive markets |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A1 A2 A3 A4 A7 A8 A11 B1 B4 B7 B8 C4 C6 C8 | 17 | 34 | 51 |
| Problem solving | A5 A9 A12 B2 | 5 | 15 | 20 |
| Case study | A6 A10 B3 C3 | 10 | 10 | 20 |
| Seminar | B5 B6 C1 C2 | 4 | 0 | 4 |
| Directed discussion | A13 B9 | 10 | 14 | 24 |
| Mixed objective/subjective test | C5 C7 | 2 | 18 | 20 |
| 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 |
| Guest lecture / keynote speech | Lectures with media support, that may be completed with the introduction of questions to students to boost interactive learning and improve the knowledge transmition |
| Problem solving | Practical issues to solve in interactive sessions |
| Case study | The student is faced to a particular problem (the case) that describes a real or supposed professional situation and he (she) must be able to analyze and solve it. |
| Seminar | Group Mentoring: The whole group is divided in two subgroups (the half of the students in each one -about 15 students each-) and there will be four mentoring group hours for each subgroup along the course. |
| Directed discussion | Theoretical and practical issues to resolve in ineteractive sessions |
| Mixed objective/subjective test | Written test that may combine multiple choice questions, sorting, short-answer and / or discrimination |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Problem solving | A5 A9 A12 B2 | Assessment of the answers provided by the students to the different problems sets proposed by the professor. | 10 |
| Case study | A6 A10 B3 C3 | Assessment of the solutions provided by the students to the different case studies proposed by the professor. | 10 |
| Mixed objective/subjective test | C5 C7 | Assessment of the answers to an objective test that will consist of different types of questions about the topics covered throughout the whole course. | 70 |
| Directed discussion | A13 B9 | Assessment of the arguments provided by the students to the different scenarios related to the Microeconomic Theory proposed by the professor. | 10 |
| 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. In order to pass the subject any student must obtain, at least, 5 points of a maximum of 10. 2. The different continuous assessment activities will take place during the course, and they weight 30% of the final mark. This being clarified, those who obtain, at least, 5 points (of a maximum of 10) in the objective tests will not need to sit the official exam. 3. In the official exams the students will have the chance to retake this continuous assessment mark. As a result of this, in any of these exams it will be possible to obtain the 100% of the qualification. 4. Any student who does not take part in at least 20% of the assessments activities will get the “No Presentado” final mark, regardless of the mark obtained in these activities. 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: 1. First official opportunity: the students will have the chance to obtain the 100% of the final qualification by means of an objective test that will consist of different types of questions about the topics covered throughout the whole course. 2. Second official opportunity: the students will have the chance to obtain the 100% of the final qualification by means of an objective test that will consist of different types of questions about the topics covered throughout the whole course. 3. The “early opportunity” will consist of a sole exam that will weight 100% of the final mark. Therefore, to pass the subject any student must obtain, at least, 5 points of a maximum of 10 in this exam. |
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| Sources of information |
| Basic |
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Varian, H.R. (2010). Intermediate Microeconomics.. Norton
Celia Couñago Garrido (2009). Apuntes sobre Principios de Microeconomía. Reprografía noroeste,S.L.
Antelo M. (2015). Curso Práctico de Microeconomía Intermedia. Universidade de Santiago de Compostela
Delgado Alvarez, M. Henandez Romám, A. (2003). Ejercicios de Microeconomía. Cuestiones y problemas. Desclée de Brouwer
Paul Krugman, Robin Wells (2006). Introducción a la Economía. Microeconomía. Reverté
Goolsbee A., Levitt A, y Syverston C (2015). Microeconomía. Reverte
Pindyck, R.S. y Rubindeld,D.I. (2009). Microeconomía. Prentice Hall
Robert H. Frank (2005). Microeconomía y Conducta. McGraw-Hill
Krugman, P and Wells, R (2013). Microeconomics. . Worth publishes
Pindyck R S and Rubinfeld, D L (2013). Microeconomics.. Pearson
Barreiro Viñán, Couñago Garrido, García Lorenzo. (2004). Prácticas de Microeconomía para un curso de Introducción. Reprografia noroeste, S.L.
Karl,E. Case, Ray C. Fair (2008). Principios de Microeconomía. Prentice Hall |
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| Complementary | |
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| Recommendations | ||
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | ||
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| 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 released. When handing any assessment the student should: -not use plastics. -print two-faced. -use recycled paper. -avoid unnecessary printouts. Everybody is kindly asked to facilitate the full integration of those with special needs. |