| Competences |
| Type A | Code | Competences Specific |
| A1.4 | Apply advanced methods of theoretical and empirical analysis to company decision-taking. | |
| Type B | Code | Competences Transversal |
| B2.1 | Lead and define multidisciplinary teams that can respond to technical changes and management needs in national and international contexts and in poorly defined situations. | |
| B2.2 | Provide purpose and direction. Influence and guide others in order to improve performance and achieve objectives. | |
| B3.1 | Work in multidisciplinary teams and in complex contexts. | |
| B3.2 | Develop abilities to manage their professional career. | |
| B4.1 | Be able to learn autonomously in order to maintain and improve the personal competencies relating to continuous improvement acquired during the course. | |
| B5.2 | Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.4 |
Apply strategic analysis tools to decision taking in complex situations in technological and industrial companies. | |
| Type B | Code | Learning outcomes |
| B2.1 |
Understand tools leaderships in uncertain environments. | |
| B2.2 |
Develop strategies for influence others in multidisciplinary contexts. | |
| B3.1 |
Take responsibility for the overall result of teamwork and not merely for the part that was done personally. Organise teamwork in complex and multidisciplinary contexts. | |
| B3.2 |
Resolve disputes that arise during teamwork in a constructive. | |
| B4.1 |
Develop the ability to think strategically using technical knowledge and decision-taking tools. | |
| B5.2 |
Use critical thinking to design business strategies in a technological framework and in complex contexts. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Games of skill | |
| Games of chance |
|
| Sequential decision making |
|
| Simultaneous decision making | |
| Two-person mixed motive games | |
| Continuous strategies |
|
| Mixed strategies | |
| Repeated games | |
| Multi-person games |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| videoconferencing |
|
13 | 0 | 13 | ||||||
| Presentations / oral communications |
|
2 | 15 | 17 | ||||||
| Assignments |
|
4 | 12 | 16 | ||||||
| Problem solving, exercises |
|
0 | 5 | 5 | ||||||
| Reading written documents and graphs |
|
0 | 15 | 15 | ||||||
| Personal attention |
|
1.5 | 2 | 3.5 | ||||||
| Mixed tests |
|
2 | 2 | 4 | ||||||
| Validation tests |
|
0.5 | 0 | 0.5 | ||||||
| (*) 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 | Introduction to the course and evaluation system |
| videoconferencing | Presentation of subject content, presentation of activities, problem solving and queries using videoconferencing. This activity requires students and lecturers to be present at the same time and the amount of interaction depends on the objectives. It may be recorded so that it can be made available to students in the virtual classroom. |
| Presentations / oral communications | Presentations by students |
| Assignments | Students do exercises based on the material and bibliography provided by the lecturers. |
| Problem solving, exercises | Students analyse and solve problems or practical exercises related to the subject. |
| Reading written documents and graphs | Students read and work on documents published in a variety of formats. The documents can be selected or produced by the lecturers so that students can develop the more theoretical competencies and acquire the knowledge they need for practical activities. |
| Personal attention | Personal tuition of students by the professor on problem sets, and general contents of the course |
| Personalized attention |
| Description |
|
In consultation hours students can ask questions about the contents of the course. Consultations can made at the office of the professor at the established schedule or by appointment. This academic course, the consultation will be online. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Presentations / oral communications |
|
Students have to deliver a case study. previous written presentation | 10% | ||||
| Assignments |
|
Students do exercises based on the material and bibliography provided by the lecturers. | 20% | ||||
| Problem solving, exercises |
|
Students analyse and solve problems or practical exercises related to the subject. | 20% | ||||
| Mixed tests |
|
These tests combine extended answers, objective short answers and multiple choice. | 50% | ||||
| Validation tests |
|
Activities to confirm the student's identity and validate that she/he is the author of certain evaluation tests carried out throughout the course. | |||||
| Others |
| Other comments and second exam session | |||
|
For the second call (segunda convocatoria) students have to pass an exam (60%) and must deliver a case study (40%). If the case study has been delivered previously, the note can be preserved. |
|||
| Sources of information |
| Basic |
Dixit, Skeath, Reiley, Games of strategy, 3er, Norton
Bierman, Fernandez, Game theory with economic applications, 2nd, Addison-Wesley |
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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.