ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Foundations of Economic Analysis
Areas: Foundations of Economic Analysis
Center Faculty of Economics and Business Studies
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The purpose of the course is to introduce the student to the concepts and methods of economic analysis. The student will learn to apply economic reasoning to the analysis of resource allocation problems at the level of individual economic agents, markets and the economy as a whole. In line with its general purpose, the course pursues the following objectives. First, that the student acquires a broad perspective of the different issues that economics addresses. Second, that the student learns the basic concepts, models and results of the different areas of economics. Finally, that the student becomes familiar with the tools and methods of economic analysis and with their application to the analysis of consumer and firm behaviour and to the study of market economies through the use of simple models.
Definition of economics.
Basic concepts: scarcity, opportunity cost, rational choice, equilibirum, efficiency.
Demand and supply.
Markets and public intervention.
Macroeconomic variables and concepts.
The determinats of national income.
Macroeconomic policies.
Basic bibliography:
Begg, D., Fischer, S. y Dornbusch, R. (2006), Economía, 8a. edición, McGraw-Hill.
Krugman, P., Wells, R. y Olney, M. (2015), Fundamentos de Economía. 3ª edición, Ed. Reverté.
Samuelson, Paul y Nordhaus, William. (2010), Economía. 19a. edición, McGraw-Hill
Further Reading:
Graue, Ana. (2009). Fundamentos de Economía. Pearson.
Lipsey, Richard y Chrystal, Alec. (1999), Introducción a la Economía Positiva. 13a. edición, McGraw-Hill.
Mankiew, N. G. (2008), Principios de Economía. 4a. edición, Thompson Paraninfo.
Mochón, Francisco y Castejón Rafael. (2005), Economía, Teoría y Política. 5a. edición, McGraw-Hill
Phelps, Edmund S. (1993). Economía política : un texto introductorio, Antoni Bosch, Barcelona
Tugores J. y otros (1993) Introducción a la Economía. Problemas y Cuestiones. 2ª edición. Vincens Vives.
Stiglitz, Joseph. y Walsh, Carl. (2009), Microeconomía. Barcelona, 4ª edición. Editorial. Ariel
Stiglitz, Joseph y Walsh, Carl. (2004), Macroeconomía. Barcelona, 3ª edición. Editorial. Ariel
Zabaleta,A. y Castejón, R. (2009). Introducción a la Economía. 2ª edición. Prentice-Hall.
DEGREE COMPETENCES TO WHICH THE SUBJECT CONTRIBUTES:
• Possess the basic analytical knowledge to study economics and acquire the learning skills necessary to continue studying.
• Know and understand analytically at a basic level the concept of scarcity and the allocation of resources, the price system, as well as the role that both markets and governments play in the economy.
• Identify and anticipate relevant economic problems in relation to the allocation of resources in general, both in the private and in the public spheres.
• Know how to communicate information, ideas, problems and proposed solutions to economic issues to both a specialized and non-specialized audience, using both verbal and written language and the means and techniques of representing relationships and presenting data that are used in economics.
• Ability to analyse and describe any aspect of economic reality.
• Capacity for analysis and synthesis.
• Intellectual stimulation.
SPECIFIC COMPETENCES OF THE SUBJECT:
• Familiarity with the economic method.
• Knowledge of the basic concepts of economic analysis: rationality, markets and government.
• Application of economic analysis to current problems.
• Ability to identify the fundamental principles of economic analysis that characterize real economic problems.
• Ability to reduce real economic problems to simplified representations (models) based on the basic concepts of economic analysis.
• Use of basic tools for the analysis of formal models: Use of mathematics, logical reasoning and graphic representation in the analysis of economic problems.
• Understanding of theories of consumption and production, competitive equilibrium, non-competitive markets, economic efficiency and welfare theory.
• Definition and measurement of economic variables such as production, employment and inflation.
The large group blackboard classes will lectures be aimed to introduce an explain theoretical contents and to teach the student how theory and techniques are applied to answer questions and exercises and to solve problems. These sessions will be devoted to model and explain economic issues in a simplified way using the concepts of market equilibrium and rational economic. With the help of basic mathematical tools and logical deduction, we will explain how to carry out economic analysis using these models as tools to helps us to understand economic phenomena. The large group blackboard classes are also intended to show the student the way in which an economic analyst works. The student will have to put into practice the skills acquired in small group classes and in autonomous work.
The small group blackboard classes will be used to train the student on how toapply theory and models to answer questions and exercises and to solve problems, with the help of case studies and examples. These sessions will also be used to evaluate the knowledge and skills acquired by the student, to discuss critically and to solve doubts raised by the students on the concepts, methods and techniques introduced in large group expository classes. Assessment tests will be regularly applied in these sessions.
The student will receive guidance on the issues discussed in the classes and on work or exercises carried out during the course at demand through individual tutorials on the days and times designated for this purpose.
CONTINGENCY PLAN:
In anticipation of a possible outbreak of CoVid 19 contagion that would require to adapt the teaching activity, the USC guidelines “DIRECTRICES PARA O DESENVOLVEMENTO DUNHA DOCENCIA PRESENCIAL SEGURA CURSO 2020-2021” contemplate three possible scenarios. The teaching methodology will be adapted to these scenarios as follows:
Scenario 1: Classroom teaching.
The expository and interactive classes will be taught in the classrooms. Computer media and virtual platforms available in the USC (Moodle, Teams, Skype, or any other that may be enabled by the USC during the course) will be used. These means shall be used to complement and be able to follow up the teaching activity taking place in the classroom.
Tutorials will be given at the times established for them either face to face or in at distance in a virtual fashion making use of the available platforms. Email and phone interaction may also be used for this purpose.
Scenario 2: Combination of classroom and virtual distance teaching.
The expository and interactive classes will be given combining classroom teaching and virtual distance teaching by means of the platforms available at the USC (Moodle, Teams, Skype or any other that the may be enabled by the USC during the course). These means shall be used to be able to follow up in a synchronous and asynchronous manner classroom teaching activity and to partially replace it. If it is necessary, in this scenario classroom attendance rotation systems may be implemented, by adapting activities to make it feasible to participate in them either being in the classroom or attending to the classes remotely.
Tutorials will be given at the times established for them preferably through virtual interaction making use of the available platforms and via email or phone interaction.
In any case, the measures adopted in this scenario will be subject to the guidelines established by the Office of the Dean and by the Chancellor of the University for this scenario and to the sanitary measures established at that time. The more restrictive the scenario, the greater will be the use of telematic means to carry out the teaching activity.
Scenario 3: Virtual distance teaching.
The expository and interactive classes will be taught exclusively remotely through the virtual distance teaching and interaction platforms available at the USC (Moodle, Teams, Skype or any other that the USC may enable during the course).
Tutorials will be given at the times established exclusively through virtual interaction making use of the available platforms, of email and by phone.
The assesment system will take into account all the activities that must be carried out throughout the quarter considering different aspects of the acquisition of the competences to which the subject contributes as well as other aspects such as clarity and expository capacity, creativity and initiative for the active participation. The student will be evaluated throughout the course and at the end of it a final exam will be applied.
Continuous evaluation throughout the course will be carried out mainly during the small group interactive classes and will contemplate different means and forms of evaluation: questions and exercises, resolution of test-type and short-answer questionnaires. The tests will be both partial and cumulative and may include both tests that must be done without any external help and tests that can be done using books and class notes. The notes obtained in continuous evaluation will represent at least 30% of the final note and it will be feasible to pass the subject with the marks of the continuous evaluation. On the other hand, the final exam will represent a maximum of 70% of the course grade for students who fail continuous assessment and for students who do not take continuous assessment (in the latter case, continuous assessment will count as zero for the weighting of the final grade for the course).
Students who are granted a class attendance waiver, following Instruction No. 1/2017 of the General Secretariat on the waiver of class attendance in certain circumstances, will be evaluated with a specific final exam that will mean 100% of the grade of the course.
CONTINGENCY PLAN:
In anticipation of a possible outbreak of CoVid 19 contagion that would require to adapt the teaching activity, the USC guidelines “DIRECTRICES PARA O DESENVOLVEMENTO DUNHA DOCENCIA PRESENCIAL SEGURA CURSO 2020-2021” contemplate three possible scenarios.
The weight of the different elements of evaluation will be the same in all the scenarios, however the nature of the tests will be adapted to each scenario both in terms of the means used to evaluate (telematic or paper tests), and of the type of test (tests without any external help and open book tests). Non-classroom tests by telematic means will be predominantly of an open book type, classroom tests may be of either type. The final exam will have the same structure in terms of parts, number of questions and parts that compose it, however these will be adapted to the type of exam. The exam will be of an open book type if it is applied at distance and telamatically and it may be of either type if it is carried out by the student attending physically to the university.
Scenario 1: Classroom teaching.
For the evaluation activities, platforms for teaching and virtual interaction available at the USC will be used (Moodle, Teams, Skype or any other plataform that may be enabled by the USC during the course). Telematic tests will be complemented with tests or exercises which may be delivered on paper. The final exam will be carried out by the student attending physically to the university.
Scenario 2: Combination of classroom and virtual distance teaching.
For the evaluation activities, platforms for teaching and virtual interaction available at the USC will be used (Moodle, Teams, Skype or any other plataform that may be enabled by the USC during the course). Telematic tests will be complemented with tests or exercises which may be delivered on paper. The final exam may or may not require that the students attend physically to the university.
In any case, the measures adopted in this scenario will be subject to the guidelines established by the Office of the Dean and by the Chancellor of the University for this scenario and to the sanitary measures established at that time. The more restrictive the scenario, the greater the use of telematic means in the evaluation process.
Scenario 3: Virtual distance teaching.
For evaluation activities, only the computer media and platforms for teaching and virtual interaction available in the USC) will be used and will be supplemented by tests or exercise developments that may be delivered on paper or as a scanned document (Moodle, Teams,Skype or any other that may enable USC during the course). The final examination will be applied at distance making use of telematics means.
For cases of fraudulent conduct when resolving exercises or tests, what is included in the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" shall apply.
In addition to the 50 hours of classroom work, the student must dedicate 100 hours of personal work, which includes autonomous study (individual or in group), readings, exercises and work, case analysis, and preparation of oral presentations.
Required knowledge and skills: algebra and calculus at College level. Skills in deductive and inductive reasoning.
The detailed teaching guide of the course (in which the evaluation system is described in detail), the teaching guides for each topic, the exercise bulletins and the rest of the support material will be provided through the virtual classroom of the course.
In the final grade of the course, only those students who do not appear in any of the evaluable academic activities in accordance with the provisions of the teaching guide will be considered as "not presented". The “not presented” and everything related to the exhaustion of calls is governed by the provisions of DOG Number 136 of July 17, 2012.
The large group blackboard classes will lectures be aimed to introduce an explain theoretical contents and to teach the student how theory and techniques are applied to answer questions and exercises and to solve problems. These sessions will be devoted to model and explain economic issues in a simplified way using the concepts of market equilibrium and rational economic. With the help of basic mathematical tools and logical deduction, we will explain how to carry out economic analysis using these models as tools to helps us to understand economic phenomena. The large group blackboard classes are also intended to show the student the way in which an economic analyst works. The student will have to put into practice the skills acquired in small group classes and in autonomous work.
The small group blackboard classes will be used to train the student on how toapply theory and models to answer questions and exercises and to solve problems, with the help of case studies and examples. These sessions will also be used to evaluate the knowledge and skills acquired by the student, to discuss critically and to solve doubts raised by the students on the concepts, methods and techniques introduced in large group expository classes. Assessment tests will be regularly applied in these sessions.
The student will receive guidance on the issues discussed in the classes and on work or exercises carried out during the course at demand through individual tutorials on the days and times designated for this purpose.
CONTINGENCY PLAN:
In anticipation of a possible outbreak of CoVid 19 contagion that would require to adapt the teaching activity, the USC guidelines “DIRECTRICES PARA O DESENVOLVEMENTO DUNHA DOCENCIA PRESENCIAL SEGURA CURSO 2020-2021” contemplate three possible scenarios. The teaching methodology will be adapted to these scenarios as follows:
Scenario 1: Classroom teaching.
The expository and interactive classes will be taught in the classrooms. Computer media and virtual platforms available in the USC (Moodle, Teams, Skype, or any other that may be enabled by the USC during the course) will be used. These means shall be used to complement and be able to follow up the teaching activity taking place in the classroom.
Tutorials will be given at the times established for them either face to face or in at distance in a virtual fashion making use of the available platforms. Email and phone interaction may also be used for this purpose.
Scenario 2: Combination of classroom and virtual distance teaching.
The expository and interactive classes will be given combining classroom teaching and virtual distance teaching by means of the platforms available at the USC (Moodle, Teams, Skype or any other that the may be enabled by the USC during the course). These means shall be used to be able to follow up in a synchronous and asynchronous manner classroom teaching activity and to partially replace it. If it is necessary, in this scenario classroom attendance rotation systems may be implemented, by adapting activities to make it feasible to participate in them either being in the classroom or attending to the classes remotely.
Tutorials will be given at the times established for them preferably through virtual interaction making use of the available platforms and via email or phone interaction.
In any case, the measures adopted in this scenario will be subject to the guidelines established by the Office of the Dean and by the Chancellor of the University for this scenario and to the sanitary measures established at that time. The more restrictive the scenario, the greater will be the use of telematic means to carry out the teaching activity.
Scenario 3: Virtual distance teaching.
The expository and interactive classes will be taught exclusively remotely through the virtual distance teaching and interaction platforms available at the USC (Moodle, Teams, Skype or any other that the USC may enable during the course).
Tutorials will be given at the times established exclusively through virtual interaction making use of the available platforms, of email and by phone.
Assessment system
In anticipation of a possible outbreak of CoVid 19 contagion that would require to adapt the teaching activity, the USC guidelines “DIRECTRICES PARA O DESENVOLVEMENTO DUNHA DOCENCIA PRESENCIAL SEGURA CURSO 2020-2021” contemplate three possible scenarios. The weight of the different elements of evaluation will be the same in all the scenarios, however the nature of the tests will be adapted to each scenario both in terms of the means used to evaluate (telematic or paper tests), and of the type of test (tests without any external help and open book tests). Non-classroom tests by telematic means will be predominantly of an open book type, classroom tests may be of either type. The final exam will have the same structure in terms of parts, number of questions and parts that compose it, however these will be adapted to the type of exam. The exam will be of an open book type if it is applied at distance and telamatically and it may be of either type if it is carried out by the student attending physically to the university.
Scenario 1: Classroom teaching.
For the evaluation activities, platforms for teaching and virtual interaction available at the USC will be used (Moodle, Teams, Skype or any other plataform that may be enabled by the USC during the course). Telematic tests will be complemented with tests or exercises which may be delivered on paper. The final exam will be carried out by the student attending physically to the university.
Scenario 2: Combination of classroom and virtual distance teaching.
For the evaluation activities, platforms for teaching and virtual interaction available at the USC will be used (Moodle, Teams, Skype or any other plataform that may be enabled by the USC during the course). Telematic tests will be complemented with tests or exercises which may be delivered on paper. The final exam may or may not require that the students attend physically to the university.
In any case, the measures adopted in this scenario will be subject to the guidelines established by the Office of the Dean and by the Chancellor of the University for this scenario and to the sanitary measures established at that time. The more restrictive the scenario, the greater the use of telematic means in the evaluation process.
Scenario 3: Virtual distance teaching.
For evaluation activities, only the computer media and platforms for teaching and virtual interaction available in the USC) will be used and will be supplemented by tests or exercise developments that may be delivered on paper or as a scanned document (Moodle, Teams,Skype or any other that may enable USC during the course). The final examination will be applied at distance making use of telematics means.
For cases of fraudulent conduct when resolving exercises or tests, what is included in the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" shall apply.
María José Barcia Domínguez
- Department
- Foundations of Economic Analysis
- Area
- Foundations of Economic Analysis
- Phone
- 881811542
- sesi.barcia [at] usc.es
- Category
- Professor: Temporary professor appointed due to Vacancy - T3
Luis Enrique Arjona Bejar
Coordinador/a- Department
- Foundations of Economic Analysis
- Area
- Foundations of Economic Analysis
- Phone
- 881811682
- l.arjona [at] usc.es
- Category
- Professor: University Lecturer
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| Tuesday | |||
| 09:30-11:00 | Grupo /CLE_01 | Spanish | Classroom A |
| Wednesday | |||
| 18:45-20:15 | Grupo /CLE_03 | Galician | Classroom A |
| Thursday | |||
| 11:00-12:30 | Grupo /CLE_02 | Spanish | Classroom A |
| 17:15-18:45 | Grupo /CLE_03 | Galician | Classroom A |
| Friday | |||
| 10:45-12:15 | Grupo /CLE_02 | Spanish | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03a | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_05 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_04 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01b | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLE_01 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLE_02 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_06 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLE_03 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_02 | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01a | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03b | Classroom 07 |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03a | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_05 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_04 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01b | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLE_02 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_06 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03b | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLE_03 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_02 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLE_01 | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01a | Classroom A |
| 01.11.2021 17:15-20:15 | Grupo /CLE_03 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_02 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLE_01 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01a | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03a | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_05 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_04 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01b | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLE_02 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_06 | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03b | Classroom B |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_04 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01b | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLE_01 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLE_02 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_06 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLE_03 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_02 | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_01a | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03b | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_03a | Classroom C |
| 01.11.2021 17:15-20:15 | Grupo /CLIS_05 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLE_03 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_02 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01a | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03b | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03a | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_05 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_04 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01b | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLE_01 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLE_02 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_06 | Classroom A |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_04 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01b | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLE_02 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_06 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLE_01 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLE_03 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_02 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01a | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03b | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03a | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_05 | Classroom B |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03b | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01a | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLE_01 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_03a | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_05 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_04 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_01b | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLE_02 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_06 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLE_03 | Classroom C |
| 06.22.2021 13:30-16:30 | Grupo /CLIS_02 | Classroom C |