| Study programme competencies |
| Code | Study programme competences |
| A1 | Manage an enterprise or small organization, understanding their competitive and institutional position and identifying their strengths and weaknesses |
| A2 | Integrate in any functional area of micro-firms or SMEs and perform fluently any management task commissioned |
| A3 | Evaluate and foreseeing, from relevant data, the development of a company. |
| A4 | Elaborate advisory reports on specific situations of companies and markets |
| A5 | Write projects about specific functional areas (e.g. management, marketing, financial) of the company |
| 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. |
| A9 | Use frequently the information and communication technology (ICT) throughout their professional activity. |
| 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 |
| B6 | CG1-Perform duties of management, advice and evaluation in business organizations |
| B7 | CG2-Know how to use the concepts and techniques used in the various functional areas of the company and understand the relationships between them and with the overall objectives of the organization |
| B8 | CG3- Know how to make decisions, and, in general, assume leadership roles. |
| 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 |
| C2 | To be fluent in the oral expression and written comprehension of a foreign language. |
| C3 | Use basic tools of information and communications technology (ICT) necessary for the exercise of their profession and for learning throughout their lives. |
| 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 | ||
| Understand the groundings of investment project analysis | A1 A2 A3 A4 A5 A6 A7 A8 A9 A11 A12 |
B1 B2 B3 B4 B5 B6 B7 B8 B9 |
C1 C2 C3 C4 C5 C6 C7 C8 |
| Deepen the understanding of financial logic | A1 A4 A5 A6 A8 A9 |
B1 B5 B7 B9 |
C6 C10 |
| Know how to evaluate a non-financial investment | A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 |
B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 |
C1 C2 C3 C4 C5 C6 C7 C8 |
| Use the appropriate computer software to achieve more efficiency in the necessary calculations in the previous sections. | A1 A2 A3 A6 A8 A9 A10 |
B2 B6 B7 |
C2 C3 |
| Contents |
| Topic | Sub-topic |
| Evaluating investment projects. The value. | Introduction to investment analysis. Fundamentals and phases of the evaluation model. The cash flows (direct method) The cash flows (indirect method). The Net Present Value The Internal Rate of Return Other criteria: Payback, Annuity and Profitability index |
| Risk in individual projects | Risk and Uncertainty. Sensitivity analysis. Introduction to simulation. Decision trees. |
| Advanced investment analysis tools | Investment in equipment. Investment decisions under capital rationing. Multicriteria decision making. AHP |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 B2 B6 B7 B9 C3 C4 C5 C6 C7 C8 | 17 | 34 | 51 |
| Case study | A12 A11 A10 A9 A8 A7 A6 A5 A4 A3 A2 A1 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 C1 C2 C3 C4 C5 C6 C7 C8 | 25 | 50 | 75 |
| ICT practicals | A1 A2 A6 A8 A9 A10 A11 B3 B4 B6 C3 | 4 | 8 | 12 |
| Mixed objective/subjective test | A1 A2 A3 A4 A5 A6 A7 A8 A11 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 C1 C2 C4 C6 C7 C8 | 2 | 9 | 11 |
| 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 | Presentation of the general aspects of the subject. |
| Case study | The core of the course will be the analysis of realistic investment projectss. Additional exercises will deal with specific models and techniques. |
| ICT practicals | Development and application of analytical models using spreadsheet and / or specific software |
| Mixed objective/subjective test | Written examination of theoretical-practical content |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Case study | A12 A11 A10 A9 A8 A7 A6 A5 A4 A3 A2 A1 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 C1 C2 C3 C4 C5 C6 C7 C8 | The capacity to frame, solve and analize models for investment project evaluation will be valued. | 30 |
| Mixed objective/subjective test | A1 A2 A3 A4 A5 A6 A7 A8 A11 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 C1 C2 C4 C6 C7 C8 | With an essentially practical focus, pretends to measure the general quality of the learning, the skills and competencies developed by the students. | 70 |
| ICT practicals | A1 A2 A6 A8 A9 A10 A11 B3 B4 B6 C3 | ICTs have in this subject an instrumental role. Accordingly, while these skills will not be assessed directly, some evaluated problem solving might make use of IT tools. | 0 |
| Assessment comments | |||
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1. Evaluation conditions: It is forbidden to access the exam room with any device that allows communication with the outside and/or storage of information. 2. Identification of the student: The student must prove his/her identity in accordance with the current regulations. B) TYPES OF QUALIFICATION: 1. No-show grade: Corresponds to the student, when he/she only participates in evaluation activities that have a weighting of less than 20% on the final grade, regardless of the grade achieved. 2. Students with recognition of part-time dedication and academic dispensation of exemption from attendance: students with recognition of part-time dedication will be evaluated following the conditions expressed for full-time students (see section c and d). C) EVALUATION OPPORTUNITIES: 1. First opportunity: the evaluation criteria previously indicated in this section will be applied. 2. Second opportunity: the evaluation criteria previously indicated in this section will be applied. 3. Early-call Opportunity: There are specific conditions for the early call opportunity (art. 19 Normas de Avaliación, Revisión e Reclamacións das Cualificacións dos Estudos de Grao e Mestrado Universitario). In this case, evaluation is carried out by a specific mixed exam, comprehensive of all contents and skills of the subject. This exam accounts for 100% of final mark. D) OTHER EVALUATION OBSERVATIONS: Continuous evaluation: The continuous evaluation activities will be generally assessed when tasks are performed according to their schedule for the corresponding group. The final continuous evaluation grade will be figured out only including the three best marks out of the four quizzes/tests the student has got during the ordinary teaching period. Each quiz/test is worth one point. Additionally, taking part in complementary scheduled activities (talks, seminars and so on) can add up to 0.5 points to the sum of the grades received in the final exam and Continuous evaluation. The maximum grade students can achieve is ten points. |
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| Sources of information |
| Basic |
Fernández Castro, A.S. e Iglesias Antelo, S. (2000). Métodos Cuantitativos de Selección de Inversiones. Casos prácticos. . Santiago: Tórculo Edicións
BREALEY, R.A.; MYERS, S.C y ALLEN, F. (2010). PRINCIPIOS DE FINANZAS CORPORATIVAS, 9ª ed.. MacGraw-Hill
(). Principles of Corporate Finance. |
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Other editions of the the handbook of Brealey & Myers, or of other books of them, also provide support for most of the concepts discussed. |
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| Complementary |
Suárez, A. (2005 ). Decisiones óptimas de inversión y financiación en la empresa. . Madrid: Pirámide
Piñeiro, C.; de Llano, P (2006). Dirección Financiera: modelos avanzados de decisión con Excel. . Madrid: Delta
Boedo Vilabella, Lucía (2010). Evaluación de un proyecto de inversión en entornos de certeza, riesgo e incertidumbre. . Editorial Reprografía del Noroeste, A Coruña
Berk, J.; DeMarzo, P. (2017). Finanzas Corporativas / Corporate Finance. Pearson
Pindado García, J. (2012). Finanzas Empresariales.. Madrid: Paraninfo
Doldán, F. (2003). Métodos cuantitativos de selección de inversiones. . Santiago: Tórculo |
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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 | ||
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| Other comments | |
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1. The delivery of the documentary works that are made in this subject: a. It will be requested in virtual format and/or computer support b. It will realise through Moodle, in digital format without needing to print them 2. The importance of the ethical principles related to the values of sustainability in the personal and professional behaviours must be taken into account. 3. Work will be done to identify and modify prejudices and sexist attitudes and the environment will be influenced in order to modify them and promote values of respect and equality. 4. The full integration of students who for physical, sensory, psychic or sociocultural reasons experience difficulties to an adequate, egalitarian and profitable access to university life, will be facilitated. 5. Additional remarks: In a hybrid teaching method, in-person and online sessions will be blended according to the guidelines issued by the UDC. Using electronic devices (laptops, tablets, mobile phones and so on) will be permitted only for academic purposes. |