Courses detail

Students have shown to have and understand knowledge in an area of study based on general secondary education, and often find themselves at a level which, although supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
Students know how to apply their knowledge to their work or vocation in a professional manner and have the abilities that tend to be demonstrated through the development and defense of arguments and the resolution of problems within their field of study
Students have the ability to gather and interpret relevant data (normally within their field of study) to make judgements that include reflection on issues of a social, scientific or ethical nature
Students can transmit information, ideas, problems and solutions to both specialist and non-specialist audiences
Students have developed those learning skills needed to undertake higher studies with a high degree of autonomy

(Organising-planning) Capacity for organising and planning. This consists in acquiring skills in observing, evaluating and making proposals to establish guidelines for organising and planning future action according to previously established criteria.
(Problem-solving) Capacity for analysis, synthesis and problem-solving - understood as the identification, analysis and definition of the significant elements constituting a problem or aspect to be improved so as to solve it with judgement and in an effective manner.
(Communicating) Oral and written communication in English. This involves the ability of students to transmit whatever they wish effectively in English. They should be able to elaborate and write reports in English and acquire the qualities to achieve appropriate oral expression and presentation.
(Using software). Capacity to use computer tools. Students should acquire skills in the handling of software needed as a means to carrying out and completing the tasks required in each subject and in everyday working life.
(Self-assessment) Capacity for criticism and self-criticism. With this competence students will evaluate the degree of goodness of the tasks, behaviour and decisions both in their environment and in themselves.
(Cooperating) Capacity for teamwork. Students should know how to integrate and collaborate actively with other persons in the pursuit of common goals far beyond individual achievements, thinking globally of the good of the organisation to which they belong.
(Motivating excellence) Motivation for quality. Capacity of students to perform work and the tasks involved with their thoughts oriented towards doing things with the maximum quality by minimising errors, with the conviction of the great advantages this will bring for organisations.
(Internationalising) Working in an international context. This competence involves understanding and adapting to the social and business culture of different countries, which is of great interest to any internationally-minded company or organisation
(Deciding ethically) Ethical commitment at work. Competence alluding to seeking one's own moral good and/or that of the community.

(Interpreting) Capacity to interpret the role of agents and institutions involved in economic and social activity. Students should be able to understand the importance of agents and institutions through their participation in diverse social and economic sectors from both a national and an international perspective.
(Using economic software). Capacity for economic data treatment. Students should be capable of obtaining, managing and summarising relevant economic data and information in order to understand the surrounding environment.
(Negotiating) Management of conflicts and negotiation. Ability consisting in foreseeing, managing and solving conflicts that can arise in the world of work, and in using the appropriate techniques to mediate and influence decisions to be taken in dealing with persons and groups.
(Assigning resources) Capacity to efficiently assign resources, generate wealth and distribute income. Students should establish economic strategies allowing efficient assignment of resources, generation of wealth and an appropriate distribution of income.
(Formulating economic models) Capacity to formulate economic models allowing interpretation of the operation of a market economy. Students should be capable of formulating theoretical models in order to determine the level of production, level of employment, general level of prices, and equilibrium prices in different market structures.
(Interpreting public sector intervention) Capacity to interpret the different forms of public intervention in a market economy. Students will be able to determine the different formulas of public intervention, and the different functions of a modern public sector in the setting of the Welfare State.
(Understanding the process of economic internationalisation) Capacity to obtain theoretical and practical knowledge on the process of internationalisation of the economy. Students should be capable of understanding the process of international economic development, international commerce and the international financial system.
(Diagnosing the economic situation) Capacity to diagnose and assess the Spanish and European economic situation. Students will also be able to assess the evolution of the different sectors of production.
(Interpreting regional development) Capacity to interpret the process of regional economic development, and also to determine the influence on this process of territorial decentralisation, investment in basic infrastructures and the economics of natural resources.