| Competences |
| Type A | Code | Competences Specific |
| A1 | Students understand the basic micro-and macroeconomic principles involved in business management. | |
| Type B | Code | Competences Transversal |
| B4 | Autonomy, responsibility and initiative | |
| Type C | Code | Competences Nuclear |
| C1 | Have an intermediate mastery of a foreign language, preferably English | |
| C3 | Be able to manage information and knowledge | |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Students can assess the situation of an economy, and understand how it works and what effects economic policies have. Students understand macroeconomic aggregates and their implications for the economy. Students can explain the macroeconomic effects of fiscal and monetary policies. | |
| Type B | Code | Learning outcomes |
| B4 |
Do the work planned in accordance with the quality criteria provided. Decide how to manage and organize work and time. Decide how to do a particular job so that it is of the highest quality possible. Decide what needs to be done for a particular job/project and do it according to schedule. | |
| Type C | Code | Learning outcomes |
| C1 |
Understand routine information and articles. Recollir en apunts part de la informació que s'imparteix en una classe | |
| C3 |
Locate and access information effectively and efficiently. | |
| C4 |
Produce well-structured, clear and rich written texts |
| Contents |
| Topic | Sub-topic |
| Chapter 1. Empirical evidence | • Economic cycles • Economic growth • Inflation and deflation |
| Chapter 2. Measuring an economy | • The circular flow diagram • GDP (real and nominal) • Unemployment • CPI |
| Chapter 3. Aggregate supply and demand | • Short-run and long-run aggregate supply • Aggregate demand (AD): components and slope • Equilibrium |
| Chapter 4. The market for goods | • Components of AD and explanatory variables • Fiscal policy: public deficit, multiplier, crowding-out effect |
| Chapter 5. The financial market | • Money • Monetary market, monetary multiplier • Monetary policy: instruments, objectives |
| Chapter 6. Open economy | • Capital flows and balance of payments • Exchange rate • Exchange rate policy |
| Chapter 7. Case studies | • Hyperinflation and deflation • Exchange rate crises • The euro area |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Lecture |
|
35 | 35 | 70 | ||||||
| Problem solving, exercises |
|
10 | 20 | 30 | ||||||
| Case study |
|
10 | 20 | 30 | ||||||
| Personal tuition |
|
0.5 | 0 | 0.5 | ||||||
| Extended-answer tests |
|
2 | 0 | 2 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Activities designed to make contact with students, collect information from them and introduce the subject. |
| Lecture | Description of the contents of the subject, raising questions and proposing real life situations to be studied with the analysis presented. |
| Problem solving, exercises | Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| Case study | Students study a particular situation and must propose a reasoned solution, answer a series of questions or carry out a global analysis. |
| Personalized attention |
| Description |
| Office hours to be communicated the first day classes will be held |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Extended-answer tests |
|
There will be one or two exams during the lective period that will account for a 20% of the overall mark, and another exam on the date of the first official examination session that will account for 60% of the overall mark. | 50% 50% |
|||||
| Others | Economics Symposium Students may choose to attend lectures on a specific topic delivered by specialists and next answer an online multiple choice test available in Moodle. Alternatively, students may be write a short essay in which they answer questions on four previously selected newspaper articles. |
0% |
| Other comments and second exam session | |||
|
On the date of the second official examination session there will be an exam that will account for 100% of the overall mark. |
|||
| Sources of information |
| Basic |
Paul Krugman and Robin Welss, Macroeconomics, Worth Publishers, 2006
Michael Parkin, Economics, Pearson, 2009
Gergory Mankiw, Principles of Economics, Thomson, 2007
Bernanke i Frank , Principios de Economía, McGrawhill , 2007 |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.