The evaluation criteria are the following ones:

1. Students who did not show up:

Students will not be graded when they only participate in assessment activities that have a weighting of less than 20% of the final grade, regardless of the grade achieved.

2. Second opportunity and advanced opportunity:

a) Second opportunity: The conditions for evaluating the second opportunity (article 18, section 5, of the Normas de Avaliación, Revisión e Reclamacións das Calificacións dos Estudos de Grado e Mestrado) dictate that the second opportunity must guarantee the possibility of passing the subject by the student, so it is convenient to modify the percentages of qualification with respect to the first opportunity. Therefore, the case study would assume 30% of the qualification and the mixed test the remaining 70%. In the second opportunity, the student will keep the grades achieved in the continuous evaluation (with a percentage of 30%) but not the one achieved by the mixed test.

b) Advanced Opportunity: The conditions for evaluating the advanced opportunity (article 19 of the Normas de Avaliación, Revisión e Reclamacións das Calificacións dos Estudos de Grado e Mestrado) will be specific to this opportunity. This will be evaluated through a test that will represent 100% of the final grade.

3. Students with recognition of part-time dedication and academic exemption from attendance exemption: In the first and second opportunity, the evaluation criteria will be governed according to the performance of a mixed test with a weight of 100% over the final grade. It will consist of a test in which theoretical and practical questions will be included in which the students will have to demonstrate that they have achieved the competences and the learning results of the subject.

4. On final evaluation conditions: It is prohibited to access the exam room with any device that allows communication with the outside and / or storage of information.

5. Student identification: The student must prove her personality in accordance with current regulations.

Other evaluation observations. On minimums in the evaluation criteria: A minimum grade is not required in the part of the continuous evaluation. For the mixed test it is necessary to obtain 50% of the possible grade to be able to pass the subject. This requirement applies to both the first and second opportunities. For the whole activities (the two parts), the student must obtain a minimum score of 5 points to pass the course, but as long as the mixed test reaches a minimum of 50% of the test score.

Learning outcomes	Study programme competences
To know how to analyze the degree of competitive rivalry of the sectors and their implications for the management of the value chain	A1 A2 A6 A10 A12	B1 B2 B6	C2 C3 C5 C8
To know how to work in a team and collaboratively	A4 A7	B3 B4 B5 B10	C3 C6
To convey the values and effort and work and encourage personal initiative	A11 A13	B5 B6 B7 B8 B9	C1 C2 C3 C4 C5 C6 C7 C8
To know how to identity and analyze the main competitive forces of the different sectors based on relevant economic information sources	A3 A5 A7 A8 A9	B4	C3

Topic	Sub-topic
CHAPTER 1: INTRODUCTION TO THE GAME THEORY	Optimal decision and rational choice: the mathematical model of conditioned optimization Interdependence between decision-makers: cooperative and non-cooperative games Games and human conflict: strictly competitive and mutually beneficial games
CHAPTER 2: NASH-COURNOT EQUILIBRIUM FOR NON-COOPERATIVE GAMES	Best response matches: graphic representation in two-person games with two strategies. Discussion of significant examples Nash equilibrium in finite games: Nash theorem Backward induction and credible threats. Nash equilibrium refinements. Perfect equilibrium in subgames Equilibria in games with incomplete information. Bayesian equilibria
CHAPTER 3: REPEATED GAMES. THEOREMS AND PARADOX	Repeated games: Basic concepts and examples. Paradoxes in single equilibrium games with a finite and certain horizon: Prisoners' Dilemma and Warehouse Chain Games with an infinite or uncertain horizon: Trigger and Retaliation Strategies. Multiple equilibria and Folk Theorem
CHAPTER 4: INCENTIVES, COLLECTIVE SYSTEMS AND COMPETENCE	The tragedy of commons: overexploitation of resources Incentives and effort offer in collectivist systems Property rights and contracts: competition as a game with efficient cooperative results
CHAPTER 5: STRATEGIC INTERDEPENDENCE AND COMPETITION MODELS	Competition in quantities: Cournot models. Perfect competition as a limit to quantity competition among a large number of companies Price competition: Bertrand models Competition in quantities and prices
CHAPTER 6: GAMES IN STAGES. LEADERSHIP AND STRATEGIC ADVANTAGES FOR ENTRY.	Stackelberg Leadership and Models Reinterpretation in terms of capacity: credible commitments and strategic advantages of established companies Barriers and deterrence of entry The Limit Price Strategy
CHAPTER 7: CARTELS AND COLLUSION IN OLIGOPOLIES	Promises and threats. Credible reward and punishment strategies. Collusion in Bertrand models: prices and medium-term incentives. Monopoly prices and perfect Pareto equilibria Collusion in Cournot Models: Monopoly Amounts and Perfect Pareto Equilibria Information and collusion mechanisms between oligopolists: discussion of the stability of cartels and the possibilities of antitrust policy
CHAPTER 8: MONOPOLY AND ECONOMIC EFFICIENCY. PRICE DISCRIMINATION AND REGULATION	Third degree discrimination. The inverse rule of elasticity Second degree discrimination First degree discrimination. The consumer surplus and the competitive solution. Monopoly regulation. Flexible regulation in the EU
CHAPTER 9: PRODUCT DIFFERENTIATION	Horizontal differentiation Vertical differentiation
CHAPTER 10: VERTICAL RELATIONS. NETWORKS AND PLATAFORMS	Double marginalization Vertical control Relation exclusivity Networks and platforms
CHAPTER 11: INTELLECTUAL PROPERTY	Copyrights Patents Trademarks Intellectual property: international character

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Collaborative learning	A3 A4 A5 A7 A11 A12 A13 B4 B5 C2 C4 C7 C8	12	10	22
Guest lecture / keynote speech	A1 A2 A4 A8 B1 B6 B7 B8 B9 C3 C5 C6	26	52	78
Case study	A6 A9 A10 B2 B3 C1	5	30	35
Aprendizaxe servizo	A1 A2 A3 A13 B2 B3 B4 B5 B6 B7 B8 C1 C4 C8	5	0	5
Mixed objective/subjective test	A2 A6 A12 B4 B10	5	0	5

Personalized attention		5	0	5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Collaborative learning	Guided teaching-learning procedures (overseen in person and/or using ICT methods) based on organisation of class into small groups in which students work together to solve tasks assigned by teacher, with aim of optimising their learning experience and that of other members of group
Guest lecture / keynote speech	Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning
Case study	Teaching-learning method in which students are presented with a specific set of real-life circumstances and a problem (‘case’) which they must attempt to understand, assess and solve as a group through a process of discussion. Students should be able to analyse a series of facts relating to a particular area of knowledge or activity, and arrive at a rational conclusion via a process of discussion within small work groups In particular, the group work will be carried out (individual or in group) activities in relation to one of the themes of the program. The steps to follow are: subject selection, documentation, general evaluation, periodic sessions with the teacher for follow-up, preparation of the presentation and presentation in the classroom.
Aprendizaxe servizo	Methodology that combines community service with learning in a single project, in which the student body is trained working on real needs of their environment in order to improve it. In this subject, students can develop activities within the project: "Economy with science and conscience: promoting sustainable development"
Mixed objective/subjective test	Mixed test consisting of essay-type and objective test questions. Essay section consists of open (extended answer) questions; objective test may contain multiple-choice, ordering and sequencing, short answer, binary, completion and/or multiple-matching questions.

Methodologies	Competencies	Description	Qualification
Case study	A6 A9 A10 B2 B3 C1	It is part of the continuous assessment developed through collaborative learning achieved in classrooms and resulting in the completion of a series of case studies throughout the course. Alternatively, this continuous evaluation can be evaluated by performing a MOOC or a service-learning project.	60
Mixed objective/subjective test	A2 A6 A12 B4 B10	Final exam: Mixed test consisting of essay-type and objective test questions. Essay section consists of open (extended answer) questions; objective test may contain multiple-choice, ordering and sequencing, short answer, binary, completion and/or multiple-matching questions. Students must obtain a minimum of 2 points out of 4.	40

Assessment comments
The evaluation criteria are the following ones: 1. Students who did not show up: Students will not be graded when they only participate in assessment activities that have a weighting of less than 20% of the final grade, regardless of the grade achieved. 2. Second opportunity and advanced opportunity: a) Second opportunity: The conditions for evaluating the second opportunity (article 18, section 5, of the Normas de Avaliación, Revisión e Reclamacións das Calificacións dos Estudos de Grado e Mestrado) dictate that the second opportunity must guarantee the possibility of passing the subject by the student, so it is convenient to modify the percentages of qualification with respect to the first opportunity. Therefore, the case study would assume 30% of the qualification and the mixed test the remaining 70%. In the second opportunity, the student will keep the grades achieved in the continuous evaluation (with a percentage of 30%) but not the one achieved by the mixed test. b) Advanced Opportunity: The conditions for evaluating the advanced opportunity (article 19 of the Normas de Avaliación, Revisión e Reclamacións das Calificacións dos Estudos de Grado e Mestrado) will be specific to this opportunity. This will be evaluated through a test that will represent 100% of the final grade. 3. Students with recognition of part-time dedication and academic exemption from attendance exemption: In the first and second opportunity, the evaluation criteria will be governed according to the performance of a mixed test with a weight of 100% over the final grade. It will consist of a test in which theoretical and practical questions will be included in which the students will have to demonstrate that they have achieved the competences and the learning results of the subject. 4. On final evaluation conditions: It is prohibited to access the exam room with any device that allows communication with the outside and / or storage of information. 5. Student identification: The student must prove her personality in accordance with current regulations. Other evaluation observations. On minimums in the evaluation criteria: A minimum grade is not required in the part of the continuous evaluation. For the mixed test it is necessary to obtain 50% of the possible grade to be able to pass the subject. This requirement applies to both the first and second opportunities. For the whole activities (the two parts), the student must obtain a minimum score of 5 points to pass the course, but as long as the mixed test reaches a minimum of 50% of the test score.

Basic	FAIÑA MEDIN, J.A. ( 2003). A Teoría de Xogos: O nobel de Economía e moito máis.... A Coruña, UDC MARTIN, S. (2001). Advanced Industrial Organization. Blackwell Publishers; 2º Edición FERNANDEZ DE CASTRO, J. e DUCH BROWN, N., (2003). Economía Industrial: Un enfoque estratégico. Madrid, McGraw-Hill PEPALL, L., RICHARDS, D.J. and NORMAN, G (2002). Industrial Organization: Contemporary Theory and Practice. Ohio, South-Western, Thomson Learning TIROLE, J., (1990). Teoría de la Organización Industrial. Ariel, Barcelona,

Complementary	PHLIPS, L., (1995). Competition Policy: A Game-Theoretic Perspective. Cambridge University Press Motta. M., (2004). Competition Policy: Theory and Practice. Cambridge University Press