| Competences |
| Type A | Code | Competences Specific |
| A1 | 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 |
| 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 |
Assess the situation of an economy, and understand how it works and what effects economic policies have. Understand macroeconomic aggregates and their implications for the economy. 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 |
| C3 |
Locate and access information effectively and efficiently. | |
| C4 |
Produce well-structured, clear and rich written texts |
| Contents |
| Topic | Sub-topic |
| Part 1. Analysis of the financial side of the economy | Main contents (not necessarily explained in this order): -monetary aggregates -money creation process -money multiplier -central bank monetary tools -European Central Bank -interest rate determination in the liquidity market -financial assets and securities -financial arbitrage -real interest rate and Fisher equation -exchange rate determination in the currency market -spatial and triangular arbitrage -the impossible trinity -real exchange rate -purchasing power parity exchange rate -commercial arbitrage |
| Part 2. Analysis of the real side of the economy | Main contents (not necessarily explained in this order): -main variables describing the real sector: GDP, inflation rate, and unemployment rate -the savings identity -the business cycle -the government budget -limitations of macroeconomic policy -the aggregate supply and aggregate demand model -the expenditure multiplier effect -effects of fiscal policy -effects of monetary policy -the quantity equation |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
20 | 20 | 40 | ||||||
| Problem solving, exercises |
|
20 | 30 | 50 | ||||||
| Problem solving, classroom exercises |
|
20 | 36 | 56 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Mixed 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, by the student. |
| Problem solving, classroom exercises | Formulation, analysis, resolution and debate of a problem or exercise related to the topic of the subject. |
| Personal tuition | Use of student services hours to resolve issues and answer specific questions. |
| Personalized attention |
| Description |
| Students will be informed of the teacher's office hours the first day classes will be held. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Problem solving, exercises |
|
FIRST OFFICIAL EVALUATION PERIOD Activities of continued assessment, including multiple choice exams, direct questions in class on the topics covered in the course, explanations on the blackboard by students concerning the problem sets, and written exams (a mid-term exam). A necessary condition to pass the course in this period is not to miss classes amounting to more than 4 hours. |
x% (x és un valor entre 40 i 44 determinat pel professor corresponent) |
|||||
| Mixed tests |
|
FIRST OFFICIAL EVALUATION PERIOD END-OF-TERM EXAM that covers all the contents of the course to be taken in the last session of the course. The exam will include multiple choice questions, open problems for analysis using some model presented in class, questions in which different concepts are explained or related, and numerical exercises. Having more than 15 serious spelling mistakes will imply obtaining a zero mark. During the exam, it is strictly forbidden to use pencil to write the answers, to talk to another classmate, to disclose the answers to another classmate, to try to know a classmate's answers, and to use or hold any communication device or calculator. |
(60-x)% | |||||
| Others | FIRST OFFICIAL EVALUATION PERIOD FINAL EXAM TO BE TAKEN DURING THE OFFICIAL EXAM PERIOD. This exam is very similar to the end-of-term exam and subject to the same rules. TO PASS THIS EXAM (to get al least 5 over 10 points) IS A NECESSARY CONDITION TO PASS THE COURSE. Failing the final exam implies that the final mark will be the minimum between 4.5 and the result of applying the corresponding weights (30%-30%-40%) to the exams and activities carried out. Participating in at least one evaluation activity in this first evaluation period implies having a zero mark in every other unattended evaluation activity of the first evaluation period. |
40% |
| Other comments and second exam session | |||
|
On the date of the second official examination period there will be an exam that will account for 100% of the overall mark. |
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| Sources of information |
| Basic |
Paul Krugman, Robin Wells, Fonaments d'Economia, Reverté, 2013
Michael Parkin, Economía, Pearson, 2009
Gregory Mankiw, Principios de Economía, Thomson, 2007 |
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Any textbook entitled "Principles of Macroeconomics", "Introduction to Macroeconomics", or, simply, "Macroeconomics" (as long as the level of the book is not above the intermediate level) is a good substitute for the textbooks selected above. It is also a good substitute the Macroeconomics part of textbooks entitled "Principles of Economics", "Introduction to Economics", or, simply, "Economics". |
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| Complementary | |||||||||
| Recommendations |
| Other comments | |
| The subject must be studied on a day-to-day basis (avoiding concentrating the efforts on a few days before the exams). The best way to test if you are doing a good work is to solve the problems and exercises in the problem sets. |
(*)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.