| Study programme competencies |
| Code | Study programme competences |
| A4 | Elaborate advisory reports on specific situations of companies and markets |
| 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. |
| 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 |
| A12 | Communicate fluently in their environment and work by teams |
| 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 |
| 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 learn the basic concepts and relationships of Microeconomics. | A4 A6 A7 A8 A10 A11 A12 |
C1 C4 C5 C6 C7 C8 |
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| To identify opportunities and to benefit from them, to assign resources, to assess results, etc. To respect the basic human rights and the ideal of equality of opportunity. | B9 B10 |
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| To understand basic microeconomic concepts by means of different reference textbooks. To develop enough knowledge to be able to get by to elaborate arguments to solve different economic problems. To develop the ability to interact with other skilled workers. To be able to communicate ideas, problems, solutions, etc. to both specialized and non-specialized audience. To obtain and develop the needed skills to be able to enroll in postgraduate programs. | B1 B2 B3 B4 B5 |
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| Contents |
| Topic | Sub-topic |
| PART 1: INTRODUCTION | Economics. Preliminaries The Basics of Supply and Demand |
| PART 2: CONSUMER THEORY | Consumer Behaviour Individual and Market Demand |
| PART 3: THE THEORY OF THE FIRM | Production The Cost of Production |
| PART 4: MARKET STRUCTURE | Profit Maximization and Competitive Supply The Analysis of Competitive Markets Market Power: Monopoly |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Objective test | C6 C7 | 2 | 18 | 20 |
| Guest lecture / keynote speech | A7 A8 A10 A11 B1 B2 B3 B4 B5 B9 B10 C8 | 17 | 34 | 51 |
| Case study | A4 A6 | 10 | 10 | 20 |
| Directed discussion | C1 C4 C5 | 10 | 14 | 24 |
| Seminar | A12 | 4 | 0 | 4 |
| Problem solving | A6 | 5 | 15 | 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 |
| Objective test | Written test that may combine multiple choice questions, sorting, short-answer and / or discrimination |
| 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 |
| 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. |
| Directed discussion | Theoretical and practical issues to resolve in ineteractive sessions |
| 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. |
| Problem solving | Practical issues to solve in interactive sessions |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Problem solving | A6 | The handing over of the solution to the exercises proposed by the teachers will be assesed. | 10 |
| Objective test | C6 C7 | At some point of the term written tests will be set, and they will be part of the final mark. In order to pass the subject, it is compulsory to obtain, at least, 3,5 of a maximum level of 7 points. | 70 |
| Case study | A4 A6 | The handing over of the solution to the exercises proposed by the teachers will be assesed. | 10 |
| Directed discussion | C1 C4 C5 | The handing over of the solution to the exercises proposed by the teachers will be assesed. | 10 |
| Assessment comments | |||
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In order to pass the subject the student must obtain, at least, 5 points of a maximum of 10. Additionally, it is also necessary to obtain at least 3,5 points (of a maximum of 7) in the written exams. The student will get the "No Presentado" final mark in the case in which she/he does not take part in at least 20% of the assessments activities. All the issues that we will cover throughout the term are described in the syllabus. The sources of information are detailed in the suggested references. Those who have to make use of the second opportunity to pass the subject will be evaluated exactly as those who have passed the subject in the first opportunity. Those who have to make use of the "early opportunity" must get at least 5, out of 10, to pass the subject. The same criterion would be applied to the part time students and to those who have "dispensa académica de exención de asistencia" according to UDC's regulation. |
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| Sources of information |
| Basic |
García, P.; Ribó, A.; Sánchez-Losada, F.; Serrano, M.;Stoyavana, A.; Vialalta, L. (2015). 100 Problemas de microeconomía que te harán pensar. Madrid. Paraninfo
Antelo, Manel (2015). Curso Práctico de Microeconomía Intermedia. Universidade de Santiago de Compostela
Blanco Sánchez, Juan Manuel (2008). Economía. Teoría y práctica. Madrid. Mc Graw-Hill
Varian, H.R. (2010). Intermediate Microeconomics. Norton
Pindyck, R.S. y Rubinfeld, D.L. (2009). Microeconomía. Madrid. Pearson
Krugman, P; Wells, R. (2013). Microeconomía. Barcelona. Reverte
Carrasco, A. et. al. (2013). Microeconomía: ejercicios y cuestiones. Madrid. Mc Graw-Hill
Krugman, P and Wells, R (2013). Microeconomics.
Pindyck R S and Rubinfeld, D L (2013). Microeconomics. Pearson
Barreiro, J., Couñago, C. y García, A. (2004). Prácticas de Microeconomía para un curso de Introducción. A Coruña. Universidade da Coruña
García, A y Barreiro, J. (2010). Principios de Microeconomía: manual para las clases prácticas. A Coruña. Repografía Noroeste, S.L. |
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Bilbiografía Complementaria: Case, K.E. y Fair, R.C. (2008) Principios de Microeconomía. 8ª Edición. Pearson. Frank, R.H. (2005) Microeconomía y Conducta. 5ª Edición. McGraw-Hill. Krugman, P. y Wells, R. (2006) Introducción a la Economía. Microeconomía. Edición Original. Editorial Reverté. Krugman, P. and Wells, R. (2012) Microeconomics. Worth publishes. |
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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 |
| Subjects that continue the syllabus |
| Other comments | |
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Students are encouraged to attend the lectures and to show an important level of participation in them. We strongly recomend the use of the references mentioned in sources of information. Additionally, students should try to solve all the exercises set during the lectures. |