| 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. |
| 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 | ||
| To Understand the functioning of different markets: The market for money, the labor market, the goods market. | A1 A2 A7 |
B3 |
|
| To know the determination of equilibrium income in a closed without public sector economy. | A2 A3 |
B1 B5 |
C1 |
| To know the role of the external sector and the role of the public sector and determine the balance in an open and public sector economic model. | A1 A2 A4 |
B2 B6 |
|
| To know the formulation and the effects of the economic policies of demand: fiscal and monetary. Knowing supply policies. | A3 A5 A6 A8 A9 A10 A11 |
B4 B8 |
C4 C5 |
| To know the role of banks and central banks in funding the economic system. | A2 A3 A12 |
B7 |
C6 C7 |
| To Know introductory theory of business cycles. | A8 A9 A13 |
B9 |
C8 |
| Contents |
| Topic | Sub-topic |
| 1. The macroeconomic approach | THE MACROECONOMIC APPROACH 1. Introduction 2. The aggregate production 3. The other key macroeconomic variables |
| 2. The market of goods and services. The IS curve | The market of goods and services. The IS curve 1. Introduction 2. Components of GDP 3. The demand for goods 4. Investment demand and the interest rate 5. Equilibrium in the goods market and the IS curve |
| 3. The Assets market. The LM curve | The Assets market. The LM curve 1. Introduction 2. The demand for money 3. Money supply 4. The balance in the money market and the LM curve 5. Monetary policy and open market operations |
| 4. THE MODEL IS-LM |
THE MODEL IS-LM 1. Introduction 2. The goods market and the IS relation 3. Financial markets and the LM Relation 4. The IS-LM 5. Combination of economic policies 6. Introduction of dynamics |
| 5. THE LABOR MARKET | THE LABOR MARKET 1. Introduction 2. Overview of the labor market 3. Changes in unemployment 3. The determination of wages 4. The pricing 5. The natural rate of unemployment |
| 6. DEMAND AND AGGREGATE SUPPLY MACROECONOMIC | DEMAND AND AGGREGATE SUPPLY MACROECONOMIC 1. Introduction 2. Aggregate supply: concept, graphic collection and slope 3. Aggregate demand: concept, graphic collection and slope 4. Production of balance short and medium term 5. The effects of a monetary expansion 6. A reduction of the public deficit 7. Conclusions |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A2 A4 A5 A7 A8 A9 B2 B1 B5 B6 B7 B8 B9 C1 C3 C4 C5 C7 | 17 | 34 | 51 |
| Problem solving | A3 A4 A10 B3 B4 C6 C8 | 25 | 25 | 50 |
| Mixed objective/subjective test | A1 A6 A11 A12 A13 | 5 | 29 | 34 |
| Personalized attention | 15 | 0 | 15 | |
| (*)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 | The classroom teacher explains each of the themes of the program content. Use the waxed and technologies available. Students solve any doubts that it faces. At the end of each master class it opens a time of clarification, comments, etc. |
| Problem solving | Appropriate bibliography for each topic is recommended. As progress is made in resolving cases agenda in the methodology called troubleshooting is proposed. |
| Mixed objective/subjective test | The test is conducted in the official announcements of June and July. It is scored from 0 to 7 points, the student must obtain in this test at least 3 points to overcome this objective test. This test will consist of a battery of tests with multiple choice, being one of the correct answers. It may also include the issues of program development and / or test problems. In the case of test failures score subtracted. |
| Personalized attention |
|
|
| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Guest lecture / keynote speech | A2 A4 A5 A7 A8 A9 B2 B1 B5 B6 B7 B8 B9 C1 C3 C4 C5 C7 | Attendance at the keynote session will be evaluated according to the same interventions that show the degree of knowledge that the student acquires the matter explained. Attendance therefore only contribute to the note obtained depending on the answers to questions raised by the teacher or comments on the subject made by the student when, according to the professor, showing those answers, and those comments, an adequate command of the contents explained. This section exercises on the contents that may be carried out throughout the semester are included. | 15 |
| Problem solving | A3 A4 A10 B3 B4 C6 C8 | The resolution of the cases raised in the classroom and discussed in the presence of other students, using the blackboard, projector, etc. The work led by the teacher, they were presented and defended by the students in the classroom are included in this section. The maximum rating that can be given to the student by solving problems and activities section maxistral session is 3 points. Tests carried out during the term may also contain problems. The test scores to be proposed during the semester will not be releasing nature of the subject, but the score (maximum 3 points) will join the final exam. | 15 |
| Mixed objective/subjective test | A1 A6 A11 A12 A13 | The test will be in the June and July extraordinary. The score is between 0 and 7 points. To pass the test will need to get at least 3 points on it. The course will be overcome in the opportunity June or July if the sum of the ratings of maxistral session, troubleshooting and objective test is 5 points or more. Such review may consist of a battery of tests with multiple answers, being only one correct. Faults are penalized. The review may also contain development issues or solving proposed problems. | 70 |
| Assessment comments | |||
|
Students who obtain the highest rating can obtain the qualification of Distinction |
|||
| Sources of information |
| Basic |
(). .
PATEIRO RODRÍGUEZ, C. (1994). CONTESTACIÓN AL PROGRAMA DE MACROECONOMÍA. TÓRCULO
BAJO, O. Y M.A. MONÉS (1994). CURSO DE MACROECONOMÍA. A. BOSCH
MOCHÓN MORCILLO, F. Y VICTOR ALBERTO BEKER (2008). ECONOMIA. PRINCIPIOS Y APLICACIONES. MC GRAW HILL
RODRIGUEZ, J., F. MOCHÓN Y OTROS (1993). ELEMENTOS Y CUESTIONES DE T. ECONÓMICA. UNED
MOCHÓN MORCILLO, F. (2008). INTRODUCCIÓN A LA MACROECONOMÍA (3ª). MADRID. MCGRAW HILL
MOCHÓN MORCILLO, F. (2008). INTRODUCCIÓN A LA MACROECONOMÍA EJERCICICIOS 3ª EDICIÓN. MADRID. EDERSA
MOCHÓN MORCILLO, F. Y DE JUAN DÍAZ, R. (2010). INTRODUCCIÓN A LA MACROECONOMÍA. EJERCICIOS. EDICIONES ACADÉMICAS
ESCRIBA, F. J. Y OTROS (1995). INTRODUCCIÓN PRÁCTICA A LA ECONOMÍA. MC GRAW HILL
DORBNBUSCH, R. Y S. FISCHER (varias ediciones). MACROECONOMÍA. MCGRAW-HILL
BLANCHAR OLIVIER (2000). MACROECONOMÍA 2º edc.. PRENTICE HALL
MOCHÓN MORCILLO, F. Y DE JUAN DÍAZ, R. (2006). PRINCIPIOS DE MACROECONOMÍA. EJERCICIOS. EDICIONES ACADÉMICAS
PATEIRO RODRÍGUEZ C. (2011). PROBLEMAS Y TEST DE PRINCIPIOS DE MACROECONOMÍA . EN TRÁMITE |
|
|
|
| Complementary | |
|
|
| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
|
The keynote sessions and problem solving: The student is recommended to assist the highest possible number of sessions. Continuous monitoring of the course are advised, clarifying any doubts that may arise in mentoring and in the classroom itself. |