|Communication Grammar V (Political Economy)||1111GRC5|
|3||Undergraduate||Communication Sciences||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|To integrate methods, concepts, theories and knowledge concerning political economy and economic policy, with an emphasis on the Eurozone crisis and reform;|
(ii) To develop interactive skills allowing students to participate in debates on contemporary political-economic events;
(iii) To select methods of information management that guide students in selected readings on the Eurozone crisis and reform;
(iv) To improve oral and written communication skills;
(vi) To develop critical analysis of the Eurozone crisis and reform.
|Chapter I – Foundations of economics and public finance|
Chapter II – Foundations of European monetary integration
Chapter III – The origins and the evolution of the Eurozone crisis
Chapter IV – Analysis and discussion of papers (academic and press) about the Eurozone crisis.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Chapter I – With the presentation of the basics of economics and public finance students should be informed about the theoretical foundations that allow a proper understanding of the political-economics of the Eurozone crisis and reform.|
Chapter II – With the presentation of the theoretical foundations of European monetary integration students should be aware of the specific context in which the Eurozone crisis operates.
Chapter III – With the description of events that gave rise to the Eurozone crisis (financial crisis, economic crisis, sovereign debt crisis) students should be aware of the particular aspects that influenced the current Eurozone crisis.
Chapter IV – With the presentation and discussion in the classroom of papers (academic and press) on the Eurozone crisis and reform, as well as the challenges stemming from the Covid-19 pandemics, students’ active participation on researching issues related with past and/or current events on the Eurozone crisis is promoted.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology includes lecturing, research, readings and discussion of European integration contemporary issues, as well as critical reflection. Assessment is continuous and based on two written essays presented in the classroom, with the following coefficients: first paper: 30%; second paper: oral presentation: 30%; written paper: 40%.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical exposition of the contents the scientific area; discussions in the classroom; integration of methods, concepts, theories and knowledge in the scientific area; developing interactive competences in the classroom; demonstration of oral and written communication skills of expert assessment contents; selection of methods of information management.|
|(1) Alexandre, F., Aguiar-Conraria, L. e Bação, P. (2016), Crise a Castigo (...), Fundação Francisco Manuel dos Santos.|
(2) Gonçalves, José Renato (2019), O Euro: Balanço e Perspetivas, Coimbra: Almedina.
(3) De Grauwe, P. (2020), Economics of Monetary Union, 13.ª edição, Oxford University Press.
(4) Matthijs, M. e Blythe, M. (eds.) (2015), The Future of the Euro, Oxford University Press.
(5) Mody, A. (2018), Euro Tragedy: A Drama in Nine Acts, Oxford University Press.
(6) Mendonça Pinto, A. (2019), O Euro: Desafios e Reformas, Univ. Católica Editora.
(7) Pisany-Ferry, J. (2014), The Euro Crisis and its Aftermath, Oxford University Press.
(8) Randall Henning, C. (2017), Tangled Governance: International Regime Complexity, the Troika, and the Euro Crisis, Oxford University Press.
|Lecturer (* Responsible):|
|Eduardo Paz Barroso (firstname.lastname@example.org)|
Renato Essenfelder (email@example.com)