MACROECONOMIC MODELS, THEORIES AND POLICY - 2022/3
Module code: MAN0006
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
The focus will be on the macroeconomic environment and the theoretical and conceptual frameworks which underpin it. The module will begin with the introduction of key macroeconomic topics, i.e., economic growth and business cycles, unemployment, inflation and open economy. The focus will then move onto the study of macroeconomic models analysing these topics. The role of fiscal and monetary policy in shaping economic outcomes will also be discussed. The methodological approach will emphasise the use of mathematical tools in the analysis of the theoretical models.
Surrey Business School
NURMIKKO-METSOLA Sanna (Economics)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 3
JACs code: N120
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 60
Independent Learning Hours: 57
Lecture Hours: 22
Seminar Hours: 11
Prerequisites / Co-requisites
Indicative content includes:
- Contemporary macroeconomic issues and topics
- Core macroeconomic theories and models
- Government economic policy
- Mathematical skills development
|Assessment type||Unit of assessment||Weighting|
|School-timetabled exam/test||Class test||20|
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of core macroeconomic models and analytical skills. Thus, the summative assessment for this module consists of: • A class test • An examination Formative assessment and Feedback: Formative assessment consists of weekly online self tests that provide instant, built-in feedback. Students will also receive feedback during the lectures and seminars through direct questioning and discussions. After the class test, the test questions, solutions, and main feedback will be discussed in class. All this feedback will help students to judge their own performance and prepare for the final exam. In addition, students will be encouraged to attend office hours to receive further individual feedback.
- Develop an up-to-date knowledge and understanding of the mainstream macroeconomic models and theories
- Build knowledge of how economies function and how government policies may shape economic outcomes
- Develop analytical skills to solve and analyse macroeconomic models
- Develop the ability to analyse and discuss the impact of various shocks on economic outcomes
|001||Understand and engage in discussions and debates on the macroeconomic environment and current economic trends||CK|
|002||Have a comprehensive knowledge of how economies function and how economic outcomes may be influenced by government policies||CK|
|003||Be able to mathematically solve and graphically illustrate core macroeconomic models||CKPT|
|004||Be able to build, develop and enhance personal examination technique||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to introduce students to the macroeconomic environment and the theoretical and conceptual frameworks which underpin it. Developing mathematical skills, students will be able to solve and analyse macroeconomic models in order to draw conclusions about economic outcomes. In addition to this, students will be encouraged to engage in discussions and debates on the current macroeconomic environment and current economic trends. Emphasis will be placed on developing analytical skills for interpretation and analysis of macroeconomic theories and models in order to prepare students for the demands of FHEQ level 4. The learning and teaching methods will include lectures (2 hours per week) and tutorials (1 hour per week). Lectures will introduce students to core macroeconomic models and theories. An emphasis will be placed on developing analytical skills to solve macroeconomic models using mathematical tools and graphical illustrations. The purpose of the tutorials is to reinforce the knowledge of theories and mathematical skills by providing opportunities to problem solving where these skills and knowledge can be applied.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: MAN0006
Programmes this module appears in
|Mathematics with Foundation Year BSc (Hons)||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Mathematics with Statistics with Foundation Year BSc (Hons)||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Financial Mathematics with Foundation Year BSc (Hons)||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.