Syllabus 9960001101 - FUNDAMENTOS DE MACROECONOMÍA
FUNDAMENTALS OF MACROECONOMICS
This course will endow the student with the appropriate tools to understand and analyze the situation and evolution of an economy.
Semester. A trimester planning is being developed to be implemented in the future
This course studies the economy as a whole, focusing on the relationships between the government, the households and the firms. It examines the decisions of the government and the central bank and their effects on consumers and producers. The course explains the economic theory of production, distribution and exchange of goods and services. Economic principles are applied to understand and solve economic problems.
At the end of the course, the student should be able to search for, analyze and interpret relevant data concerning the socio-economic situation of a country. The student will be able to transmit the information, ideas, problems and potential solutions both to experts and to a general audience.
Demonstrate appropriate knowledge related to their area of study, starting from the level of general secondary education, as well as having some understanding of relevant advances and current thinking in the field;
Be able to apply their knowledge in their profession, in a professional manner, and have the necessary skills to develop nuanced arguments and problem-solving;
Be able to gather and analyze data relevant to their professional field, as well as make sound ethical and social judgments based on that analysis;
Be able to communicate information, ideas, problems and solutions to both a specialized and non-specialized public;
Develop the necessary skills and knowledge to be able to continue studies in more advanced areas in the future.
Analytical and summary skills
Information management skills
Working in international environments
Applying economic theory to the analysis of real situations
Being able to find relevant economic data.
Being able to interpret economic data.
Using mathematical analysis, graphic analysis and Game Theory for economic problem-solving.
TOPIC 1. ECONOMIC ACTIVITY. BASIC VARIABLES AND INDICATORS
TOPIC 2. MACROECONOMIC VARIABLES
TOPIC 3. PRICES AND INFLATION
TOPIC 4. EMPLOYMENT AND THE LABOUR MARKET
TOPIC 5. MONETARY AND FINANCIAL SECTOR
TOPIC 6. FOREIGN SECTOR
TOPIC 7. PUBLIC SECTOR AND THE GOVERNMENT ACTIVITY
Teachers will apply several active and collaborative methodologies, aimed at guiding the student in his/her process of knowledge and competence acquisition through different formative activities.
These activities will vary and be adapted to the issues dealt with in the units. The student will be involved in the learning process through simulation and real problem solving activities, concept maps, presentations, exercises, research projects, participation in debates and workshops or external visits, among other proposals.
Teachers will explain in detail their contents and individual or collective character in the corresponding learning guide.
The assessment of Knowledge and competences will be continuous and formative.
In the ordinary exam period, the assessment system will have the following characteristics:
- The mark obtained by the student in tests or exams will not represent more than the 50% of the final mark.
- The activities developed in the classroom will complete the assessment (to reach the 100%), and will be carried out either at an individual or group level, according to the character of the proposed formative activities.
Tests will represent the same percentage in both the ordinary and extraordinary exam periods, always under 50% in the final mark.
Spanish and English
Together with the theoretical development of contents by teachers, the faculty supports the implementation of active methodologies in the classroom, promoting the students participation as well as their involvement in the acquisition of knowledge and competences.
The methodologies used could be included in one of these three main categories: Case Method, Problem Based Learning and Project Based Learning.
This is a bidirectional model, focused on the student and with the teacher playing a supporting role during the process.
Also, the use of Information and Communication Technologies, by teachers and students, is considered nowadays as an essential tool in the suggested learning process.