S1. Introduction;
S2. The Simple Linear Regression Model;
S3. The Multiple Linear Regression Model;
S4. Inference and Prediction;
S5. Asymptotics;
S6. Specification Analysis;
S7. Regression Analysis with Qualitative Explanatory Variables;
S8. Heteroskedasticity;
S9. Data Problems.

The preferred assessment modality will be 'Assessment throughout the semester'. This assessment regime consists of: i) two practical problem sets carried out by groups of two students; ii) two individual written tests. Each assignment has a weight of 15% in the final grade, while the weight of each test is 35%. To be approved, the student must meet the following criteria: i) weighted average equal to or greater than 9.5/20; ii) grade in all assessment elements equal to or greater than 7.5/20.
Alternatively, the student can opt for the 'Assessment by exam' modality, which consists of taking an individual written test accounting for 100% of the grade.

Mandatory

Wooldridge, J.M. (2019), "Introductory Econometrics: A Modern Approach", 7th Ed., Cengage Learning.

Optional

Baltagi, B.H. (2021), Econometrics, 6th Ed., Springer.
Gujarati, D.N., D.C. Porter, S. Gunasekar (2017), "Basic Econometrics", 5th Ed., McGraw-Hill.
Hill, R.C., W.E. Griffiths, G.C. Lim (2018), "Principles of Econometrics", 5th Ed., John Wiley & Sons.
Stock, J.H., M.W. Watson (2020), "Introduction to Econometrics", 4ª Ed., Pearson.

. Law and society. Law and the economy. Law, the state and the market.
. Economic law as a branch of law. Interdisciplinarity in the study of economic law. The sources of economic law.
. The economic constitution. The economic constitution in Portugal. The Europeanization of the economic constitution.
. Evolution of the economic functions of the state. Public enterprises. Nationalizations, privatizations. The state as a shareholder: the 'golden shares'. Public-private partnerships. Public regulation of the economy. Competition policy and law in the European Union and in Portugal. The regulation of 'emerging markets'.
. New challenges for regulation: environmental and public health protection; information market and society.

Assessment throughout the semester is that occurring regularly, during the curricular period with individual/group work (oral and written) and final exam. The first will consist of an oral presentation in class, of the plan and general outline of the work on the topic previously chosen by the student/s, followed by the elaboration of a written text with no more than 20 pages.
The various elements of assessment will be weighted as follows for the purpose of the final classification: Work - 40%; Participation in classes, including oral presentation - 10%; Exam - 50%;

Mandatory

SANTOS, António Carlos, Maria Eduarda GONÇALVES e Maria Manuel L. MARQUES (2014), Direito Económico, Coimbra: Almedina (7ª edição).

Optional

J. N. Calvão da Silva, Mercado e Estado. Serviços de Interesse Económico Geral, Coimbra, Almedina, 2008.
E. P. Ferreira, L. Morais, G. Anastácio (coord.), Regulação em Portugal. Novos Tempos, Novo Modelo?, Coimbra, Almedina, 2009.

M. M. Leitão Marques, A Goucha Soares, Concorrência. Estudos. Coimbra, Almedina, 2006.

1. Economic Sociology: the economic phenomena as an object of study
1.1. The relation between economy and society: the economic as a total social fact.
1.2. Historical trajectory and theoretical demarcations: from Economic Sociology to New Economic Sociology.
1.3 Objets of study of the Economic Sociology.
2. The social structuring of the economy.
2.1. Economy and politics.
2.2. Economy and institutions.
2.3. Economy and networks of social relations.
3. The sociology of markets
3.1 Market, economy and economic field.
3.2 The social construction of markets.
3.3. Sociology of financial markets.
4. Economic Sociology in Portugal.
4.1. Economic sociology in Portugal.
4.2. Main approaches, methodologies and conceptual guidelines.

The assessment is based on assessment along the semester, which consists of the following elements:
i) Group work, with participation in classes and in a set of laboratories throughout the semester (20%).
ii) Group work on a specific economic activity/"market" (35%).
iii) Individual essay (45%).

Mandatory

Bourdieu, P. 2006 [2000]. As Estruturas Sociais da Economia. Porto: Campo das Letras.
Fligstein, N. 2001. The Architecture of Markets. An Economic Sociology of a Twenty-First-Century Capitalist Societies. Princeton: Princeton University Press.
Hass, J. K. 2007. Economic Sociology: an Introduction. London: Routledge.
Hodgson, G. M. 1994. Economia e Instituições. Oeiras: Celta.
Knorr Cetina, K. e Preda, A., orgs. 2005. Sociology of Financial Markets. Oxford: Oxford University Press.
Peixoto, P. e Marques, R., org. 2003a. A Nova Sociologia Económica. Oeiras: Celta.
Peixoto, P. e Marques, R. 2003b. A Sociologia Económica em Portugal, Sociologia, Problemas e Práticas, 42: 201-216.
Smelser, N. J. e Swedberg, R. eds. 2005. The Handbook of Economic Sociology. Princeton: Princeton University Press.
Trigilia, C. 2002. Economic Sociology. Oxford: Blackwell.

Optional

Autores clássicos
Sociologia Económica Geral
Durkheim, É. (1984) [1893]. A Divisão do Trabalho Social. Lisboa: Presença. Marx, K. (1974) [1867]. O Capital: Crítica da Economia Política. S.l.: Delfos. Mauss, M. (2001) [1925]. Ensaio Sobre a Dádiva. Lisboa: Edições 70. Parsons, T. e Smelser, N. J. (1956). Economy and Society: A Study in the Integration of Economic and Social Theory. Nova Iorque: The Free Press. Polanyi, K. (2012) [1944]. A Grande Transformação: As Origens Políticas e Económicas do Nosso Tempo. Lisboa: Edições 70. Polanyi, K. (2021) [1944]. Economia e Sociedade. Textos seleccionados. Lisboa: BookBuilders. Schumpeter, J. (1983) [1934]. The Theory of Economic Development: An Inquiry Into Profits, Capital, Credit, Interest, And the Business Cycle. New Brunswick: Transaction Publishers. Simmel, G. ed. por Frisby, D. (2004) [1907]. The Philosophy of Money. Londres e Nova Iorque: Routledge. Smith, A. (1993) [1776]. An Enquiry into the Nature and Causes of the Wealth of Nations. Oxford: Oxford University. Swedberg, R. (1998). Max Weber and the Idea of Economic Sociology. Princeton: Princeton University Press. Veblen, T. (1898). Why Is Economics Not an Evolutionary Science. The Quarterly Journal of Economics, 12. http://socserv.mcmaster.ca/econ/ugcm/3ll3/veblen/econevol.txt Weber, M. (1978) [1922]. Economy and Society. Berkeley: UC Press.
Callon, M., (Org.). (1998). The Laws of the Markets. Oxford: Blackwell. Granovetter, M. e Swedberg, R., (Orgs.). (2001). The Sociology of Economic Life. Boulder: Westview, 2.ª edição. Swedberg, R. (2003). Principles of Economic Sociology. Princeton: Princeton University Press.
A economia enquanto ciência
Fourcade, M. (2005). Theories of Markets and Theories of Societies, American Behavioral Scientist, 50(8): 1015-1034. Hirschman, A. O. (1977). The Passions and the Interests: Political Arguments for Capitalism Before its Triumph. Princeton: Princeton University Press. Louçã, F., Mortágua, M., & Caldas, J. C. (2021). Manual de economia política. Lisboa: Bertrand Editora. Mirowski, P. (2004). The Effortless Economy of Science? Durham e Londres: Duke University Press.
Vida económica em Portugal
Freire, J. (2008). Economia e Sociedade. Contributos Para Uma Sociologia da Vida Económica em Portugal na Viragem do Século. Lisboa: Oeiras. Pinto, J. M. (2013). A sociologia perante a crise: quatro ideias para um debate. RES, 19: 141-152. Reis, J. (2007). Ensaios de Economia Impura. Coimbra: Almedina. Santos, B. de S. (1985). Estado e sociedade na semiperiferia do sistema mundial: o caso português. Análise Social, 87, 88, 89: 869-901. Veloso, L. e Carmo, R. M., (Orgs). (2012). A Constituição Social da Economia. Lisboa: Mundos Sociais.
Redes
Chavdarova, T., Slavova, P e Stoeva, S., (Eds). (2010). Markets as Networks. Sofia: St. Kliment Ohridski University Press. Granovetter, M. (1985). Economic Action and Social Structure: The Problem of Embeddedness, American Journal of Sociology, 91(3): 481-510.
Capitalismo e globalização
Amable, B. (2005). Les Cinq Capitalismes: Diversité Des Systèmes Economiques et Sociaux dans la Mondialisation. Paris: Seuil. Mazzucato, M. (2018). O valor de tudo: fazer e tirar na economia global. Lisboa: Círculo de Leitores. Boltanski, L. E Chiapello, È. (1999). Le Nouvel Esprit du Capitalism. Paris: Gallimard.
Campo económico, convenções e significados sociais
Beckert, J. (2016). Imagined Futures: Fictional Expectations and Capitalist Dynamics. Harvard: Harvard University Press. Bourdieu, P. (1997). Le Champ Économique, Actes de la Recherche en Sciences Sociales, 119(1): 48-66. Bourdieu, P. (2017). Anthropologie économique. Cours au Collège de France 1992-1993. Paris: Seuil. Zelizer, V. (1997). The Social Meaning of Money: Pin Money, Paychecks, Pay Relief and Other Currencies. Princeton: Princeton University Press.
Mercados
Fligstein, N. e Dauter, L. (2007). The Sociology of the Markets, Annual Review of Sociology, 33: 105-128. François, P. (2008). Sociologie des marchés. Paris: Armand Colin. Callon, M. e Muniesa, F. (2003). Les marchés économiques comme dispositifs collectifs de calcul. Journal Réseaux, 21(122): 189-233.
Mercados financeiros e financeirização
Carruthers, B. e Ariovich, L. (2010). Money and Credit: A Sociological Approach. Cambridge: Polity Press. Epstein, G. A. (Ed.) (2005). Financialization and the World Economy. Cheltenham Glos: Edward Elger Publishing. Knorr-Cetina, K. e Preda, A. (2012). The Oxford Handbook of the Sociology of Finance. Oxford: Oxford University Press. MacKenzie, D. A. (2006). An Engine, Not a Camera, How Financial Models Shape Markets. Cambridge: The MIT Press. Rodrigues, J., Santos, Ana C. e Teles, N. (2016). A Financeirização do Capitalismo em Portugal. Lisboa: Actual Editora. Terlica, S. e Coelho, B. (2010). Mercados Financeiros. Instituições Ocultas e Dinâmicas Invisíveis. Em A. Dornelas, L. Oliveira, L. Veloso e M.D. Guerreiro (Eds.). Portugal Invisível, (pp. 7-51), Lisboa: Mundos Sociais.

1. Traditional theories of trade
2. Modern Theories of Trade
3. Empirical Analysis of Trade
4. Trade Policy
5. International Mobility of Persons
6. FDI and multinational companies
7. Economic geography
8. Structural trends in the world economy
9. Key challenges facing the world economy
10. Economic analysis of countries

Evaluation of this learning-teaching unit consists of: (1) during the learning-teaching term, or (2) final valuation, in two examinations.

Periodic assessment (1):
- Group assignment (50%);
- Test (50%) - minimum grade in this test: 7,5 val.

Final assessment(2) - Exam (100%).

Mandatory

[1] Krugman, P., Obstfeld, M. e Melitz, M. (2018), International Economics, 11ª edição, Pearson.
[2] Anderson, W. (2012), Economic Geography, Routledge.
[3] Rodrigue, J. (2016), The Geography of Transport Systems, 4ª edição, Routledge.
[4] Textos de apoio a disponibilizar pela equipa docente
[5] Artigos e documentos de trabalho publicados em revistas internacionais ou em séries de working papers
[6] Relatórios de Instituições Internacionais (ex: World Trade Report, World Investment Report,...)

Optional

-

1: Concepts (labour and employment) and the measure of work
2: Unemployment: theories and applications
- The neoclassical model of the labour market: labour supply, labour demand and market (des)equilibrium
- The Keynesian model: Employment and growth
- Synthesis: causes of and solutions for unemployment
3: Human capital theory
4: Work and employment in an institutionalist perspective
- Institutions and the labour market
- Industrial relations and industrial democracy
- Internal labour markets and labour market segmentation
5: The challenges of the digital and ecological transitions
- Technological evolution, work, employment and inequalities
- Ecological transition and work

Assessment during the semester:
[Two individual Exams]*60%[Group work and debate]*40%
The sum of the two exams must be at least 8.
The group work will be about a theme chosen among several provided themes; it will be presented and discussed in class with a group that did a work on the same theme, but from a different point of view. The quality of the argument and conter-arguments will significantly influence the grade.
The students in continuous evaluation have to attend at least 80% of the classes.

Assessment by exam:
Final Mark = [1.st Period Exam]*100%

Mandatory

Lopes, H. e Cerejeira, J. (coord.) (2025, seconda edição): Economia do Trabalho - Mercados e Instituições, Lisboa: Almedina
Banco de Portugal (2023). Boletim Económico. Tema em destaque: A distribuição dos salários em Portugal no período 2006–2020. Banco de Portugal.
Green F., Healy, N. (2022): How inequality fuels climate change: The climate case for a Green New Deal, One Earth, 5: 635-649.

Optional

Autor, D. (2025). AI could actually help rebuild the middle class, Noemia, https://www.noemamag.com/how-ai-could-help-rebuild-the-middle-class/
Autor, D. (2022): The labor market impact of technological change, NBER Discussion Paper 2022-08, MIT – National Bureau of Economic Research.
Blanchard, O and Portugal, P. (2017): Boom, slump, sudden stop, recovery and policy options. Portugal and the euro, GEE Papers nº 72, Ministério da Economia.
Boyer, G and Smith, R. (2001): The development of the neoclassical tradition in labor economics, Industrial and Labor Relations Review, 45 (2), pp. 199-223.
Buch-Hansen, H. and Carstensen, M. (2021). Paradigms and the political economy of ecopolitical projects: Green growth and degrowth compared, Competition and Change, 25(3-4): 308-327.
Chancel, L., Bothe, P., Voituriez, T. (2023). Climate Inequality Report 2023, World Inequality Lab Study 2023/1. https://wid.world/wp-content/uploads/2023/01/CBV2023-ClimateInequalityReport-2.pdf
Duarte Santos, F. (2021). Alterações Climáticas. Fundação Francisco Manuel dos Santos.
European Commission (2022): Labour market and wage developments in Europe – Annual review 2022, Publications Office of the European Union.
European Commission (2022): Employment and social developments in Europe Report – Young Europeans and Challenges ahead; Publications Office of the European Union.
ILO (2021): The role of digital labour platforms in transforming the world of work, Genebra: International Labor Organization.
IPBES. 2019. Global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. E. S. Brondizio, J. Settele, S. Díaz, and H. T. Ngo (editors). IPBES secretariat, Bonn, Germany. https://doi.org/10.5281/zenodo.3831673
Laurent, E., Pochet, P. (2015): Towards a social-ecological transition. Solidarity in the age of environmental challenge. European Trade Union Institute, https://www.etui.org/sites/default/files/Guide_socio-ecological_EN_PRINT_web.pdf
Lopes, H. (2023): The centrality of work — A foundation for political economy, Review of Political Economy, 35(2): 494–509.
Lopes, H., Calapez, T. (2023): Job polarisation – Capturing the effects of work organisation, Economic and Labor Relations Review, 32(4): 594-613.
Lucassen, J. (2022): The Story of Work – A New History of Mankind, New Haven: Yale University Press.
Ministério do Trabalho, Solidariedade e Segurança Social (2016): Livro Verde sobre as Relações laborais 2016, Lisboa: MTSS.
OECD (2023): OECD Skills Outlook - Skills for a Resilient Green and Digital Transition, OECD
OIT (2018): Trabalho digno em Portugal 2008-2018, Bureau International du Travail: Geneve.
Teles, N. Caldas, J.; Martins, D. (2020): Financialisation, labour and structural change: the case of Portuguese internal devaluation. in Santos A. and Teles, N., Financialisation in the European periphery, London: Routledge pp. 127-160.
Van Vuuren, D.P., Doelman, J.C., Schmidt Tagomori, I. et al. (2025). Exploring pathways for world development within planetary boundaries. Nature 641, 910–916 https://doi.org/10.1038/s41586-025-08928-w

1. Welcome to Julia & Pluto notebook
2. Introduction to Macroeconomics
3. Measuring Macroeconomic Data
4. The IS Curve
5. Monetary Policy & Aggregate Demand
6. The Central Bank Balance Sheet & Monetary Policy Tools
7. Aggregate Supply and the Phillips Curve
8. The Aggregate Demand & Supply Model
9. Macroeconomic Policy: Aggregate Demand & Supply Analysis
10. Extreme cases: Deflation vs Rampant Inflation
11. Fiscal Policy & the Government Budget
12 . Rounding off topics & controversies

Option A:
1. Attendance at at least 75% of classes
2. Mid-term test (covering the topics up to week 6): 50%
3. Final test (covering all topics, but with more emphasis on the material from weeks 6 to 12): 50%
4. The grade in any of these tests cannot be less than 8 points out of a possible 20
5. The tests are computer-based (not paper-based). For this purpose, students must register in a UC database to receive the test by email.

Option B:
1. Final exam: 100% weight in the final grade.
2. Covers all the material taught throughout the semester.
3. The exam will be computer-based (not paper-based). For this purpose, students must register in a UC database to receive the test by email.

Mandatory

Frederic Mishkin, Macroeconomics: Policy and Practice, 2nd Edition, 2014, Pearson, Addison-Wesley,

Optional

Stephen G. Cecchetti and Kermit L. Schoenholtz, Money, Banking, and Financial Markets, Fifth Edition, 2017, McGraw-Hill,

1. Economic growth facts
2. The Solow growth model
3. Technology in the Solow growth model
4. Convergence and growth accounting
5. Revisions of the IS-LM model
6. Financial Markets and Expectations
7. Expectations, Consumption, and Investment
8. Expectations, Output, and Policy
9. Openness in Goods and Financial Markets
10. The Goods Market in an Open Economy
11. Output, the Interest Rate and the Exchange Rate
12. Exchange Rate Regimes
13. Financial Crises

There are two types of assessment.

The first type consists of assessment throughout the semester, in which the following instruments will be used: intermediate exam (30%) and knowledge assessment exam (70%). This assessment type requires meeting a minimum attendance criterion of 60%. There is no minimum grade requirement for maintenance in assessment throughout the semester.

The second type consists of assessment by exam, in this case the assessment exam has a weight of 100%.

Mandatory

Macroeconomics: A European Perspective, 4th edition , by Blanchard, Amighini & Giavazzi, Pearson

Optional

1. Consumer theory
1.1. Axioms of revealed preferences
1.2. Slutsky equation
1.3. Consumer surplus, compensating and equivalent variation
1.4. Consumer choice with an endowment
2. Intertemporal choice
2.1. Consumer?s intertemporal choice
2.2. Asset markets
3. Decision under uncertainty
4. General equilibrium theory
4.1. General equilibrium in a pure exchange economy
4.2. General equilibrium with production
4.3. Welfare theory
5. Market failures
5.1. Externalities
5.2. Public Goods
5.3. Asymmetric Information

Assessment throughout the semester includes the following elements:
- one intermediate exam (40%)
- one written exam at the end of the term (60%).
In order to pass the course, the mark of each of the written exams cannot be below 7.5 pts.
Assessment throughout the semester requires a minimum attendance of 2/3 of all classes.
The final evaluation is carried out through a single final exam (100%).

Mandatory

Varian, Hal R.; Melitz, Mark J. (2024), Intermediate Microeconomics: A Modern Approach, 10th edition, New York: W.W. Norton & Company.
Edição alternativa em Português: Varian, Hal R. (2010), Microeconomia intermédia, 8a edição, Verlag Dashöfer.

Optional

Poderá haver leituras adicionais recomendadas para partes específicas da matéria

S1. THE PROCESS OF MONEY CREATION

S2. SOURCES OF FINANCING AVAILABLE IN THE ECONOMY

S3. MONETARY POLICY INSTRUMENTS AND THE DETERMINATION OF SHORT TERM INTEREST RATES

S4. THE DETERMINATION OF LONG TERM INTERES RATES

S5. FOREIGN MONEY IN THE NATIONAL ECONOMY

S6. FOREIGN EXCHANGE MARKETS AND THE DETERMINATION OF THE EXCHANGE RATE

S7. THE CREATION OF THE EUROZONE

S8. THE MONETARY POLICY OF THE EUROPEAN CENTRAL BANK.

Student must choose one of the following assessment methods:

Method A:
Final grade = [Intermediate Test]*50%+[Second Test]*50%

No minimum grade required in any of the tests.

Method B:
Final Grade = [Final Exam]* 100%


NOTES: the Intermediate Test has four questions. The Final Exam has eight questions. The Second Test corresponds to the last four questions of the Final Exam.

Minimum attendancy rate required in this course: 80% of the lectures.

Mandatory

Leão, E., Leão, P. e Lagoa, S., Política Monetária e Mercados Financeiros, 2023, 4ª Edição, Edições Sílabo,
Mishkin, F. (2018). The Economics of Money, Banking and Financial Markets, Global Edition. 12th ed., Pearson.
European Central Bank. (2011). The Monetary Policy of the ECB. 3rd Edition, ECB.

Optional

Adrian, T. and Shin, H. (2009). "Money, Liquidity and Monetary Policy", American Economic Review: Papers & Proceedings, 99:2, pg. 600-605
Bofinger, P. (2001). Monetary Policy: Goals, Institutions, Strategies and Instruments. Oxford University Press.
Hubbard, R. and O'Brien, A. (2017). Money, Banking and the Financial System. 3rd ed. Pearson.
Miller, R. and Vanhoose, D. (2006). Money, Banking and Financial Markets. 3rd edition, South Western.
Leão, E. e Barradas, R. Mercados Financeiros - Razão e Emoção, 2023, 1ª Edição, Edições Sílabo.
Relatórios do Banco de Portugal.
Relatórios do Banco Central Europeu.

I. Theoretical Justifications for Government Intervention:
1.Market versus Government. 2. Fundamental Theorems of Welfare. 3. Regulation, Market Failures and Redistribution. 5. Government Failures.

II. Main Dimensions of Government Intervention in the Economy:
1. Welfare State 2. Labour Market. 3. Pensions. 4. Poverty. 5. Health. 6. Education. 7. Current Debates.

III. Public Finances:
1. Government Revenues. 2. Government Expenditures. 3. Public Deficit and Public Debt. 4. Dynamic Evolution of the Ratio (Public Debt / Nominal GDP). 5. Measures Adopted by the Portuguese Government since 1991 to Decrease the Public Deficit. 6. Dynamic Sustainability of the Public Debt. 7. Measures which might be Adopted to Reduce the Public Deficit. 8. The European Union Fiscal Treaty. 9. Ricardian Equivalence. 10. The inflation Tax. 11. The User-Payer Principle Applied to Public Accounts. 12. The Electoral Cycles Theory.

Assessment Throughout the Semestre:
Intermediate Test: 40%
Second Test: 40%
Group Work (Presentation and Discussion): 20%
Approval requires an average equal to ou higher than 9,5 points
Approval requires a minimum attendance rate of 80% of the lectures

Assessment Through Exam:
Exam (First Season) or Exam (Second Season): 100%
Approval requires an average equal to ou higher than 9,5 points

Mandatory

Stiglitz, J. E. (2000). "Economics of the Public Sector". 3rd Edition. W.W. Norton & Co.: New York/London.

Trigo Pereira, Paulo; Afonso, António; Arcanjo, Manuela e Gomes dos Santos, José Carlos (2012). "Economia e Finanças Públicas". 4ª Edição. Escolar Editora.

Pinto Barbosa, A. (1998). "Economia Pública". McGraw Hill.

Silva Lopes, J. (2002). "A Economia Portuguesa desde 1960". 6ª Edição. Gradiva.

Leão, E.; Leão, P. e Lagoa, S. (2011). "Política Monetária e Mercados Financeiros". 3ª Edição. Edições Sílabo.

Leão, E.; Barradas, R. (2023). "Mercados Financeiros - Emoção e Razão". Edições Sílabo.

Louçã, Francisco; e Castro Caldas, José (2009). "Economia(s)". Edições Afrontamento.

Barr, Nicholas (2012). "Economics of the Welfare State". 5th edition. Oxford University Press.

Relatórios do Banco de Portugal (Capítulos sobre Finanças Públicas).

Optional

Arrow, Kenneth J. (1963). Uncertainty and the Welfare Economics of Medical Care. The American Economic Review. 53 (5): 941-973.

Coase, Ronald H. (1960). The Problem of Social Cost. Journal of Law and Economics. 1-23.

Chang, Ha Joon (2002). Breaking the Mould: An Institutionalist Political Economy Alternative to the Neo Liberal Theory of the Market and the State. Cambridge Journal of Economics. 26: 539-559.

Esping-Andersen, G. (1990). The Three Worlds of Welfare Capitalism. Cambridge, Polity Press.

Hardin, Garret (1968). The Tragedy of the Commons, Science. 162: 1243-1248.

Reinhart, C. M.; e Rogoff, K. S. (2011). From Financial Crash to Debt Crisis. American Economic Review. 101(5): 1676-1706.

S1: Descriptive Statistics (univariate and bivariate)
S2: Revisions of Probability theory.
S3: Random variables (functions of random variables and their parameters).
S4: Main theoretical distributions for discrete and continuous random variables.
S5: Sampling distributions. Sampling distributions for the most important statistics.
S6: Parameter estimation: point estimation and interval estimation for the mean, the proportion, the variance and the means' difference.
S7: Introduction to hypothesis testing: Parametric hypothesis tests for the mean and the comparison of means.

The approval in the course can be achieved by assessment throughout the semester or a final exam.

Assessment throughout the semester: 3 tests (with equal weight each).
- The final grade corresponds to the average of the grades of the 3 tests. Approval with a minimum final grade of 10.
- The minimum grade in each test is 7.5.
- Minimum attendance in 2/3 of classes.

Final Exam: Written exam (weight:100%). Approval with a grade of 10.

After the Test or Exam, the students can be asked to take an oral exam. An oral may be required in case the classification is equal to or higher than 18 values and if the student does not perform the oral, the final classification will be 16 values.

The use of cell phones, smartwatches, or any other electronic equipment is not permitted in written tests. Illegal use of such equipment will be sanctioned in accordance with the Student Disciplinary Regulations.

Mandatory

Anderson , D., Sweeney, J., Williams, T., Camm, J., Cochran, J.J., Freeman, J. & Shoesmith, E. (2024) Statistics for Business and Economics, 6ª ed. CENGAGE learning EMEA.
Reis, E., P. Melo, R. Andrade & T. Calapez (2021) Estatística Aplicada, Vol. 1, 7.ª ed., Lisboa: Edições Sílabo.
Reis, E., P. Melo, R. Andrade & T. Calapez (2019) Estatística Aplicada, Vol. 2, 6.ª ed., Lisboa: Edições Sílabo.
Triola, M. F. (2023). Essentials of Statistics, 7ª ed., New York: Pearson.

Optional

Hogg, R. V., Tanis, E.A. & Zimmerman, D.L. (2018). Probability and Statistical Inference, 10th ed., NJ: Pearson.
Marôco, J. (2024). Fundamentos de estatística : com aplicações às ciências da vida, sociais e humanas. Pêro Pinheiro: Report Number.
Navarro, D.J. & Foxcroft, D.R. (2022). Learning statistics with jamovi: a tutorial for psychology students and other beginners. (Version 0.75). DOI: 10.24384/hgc3-7p15
Reis, E., P. Melo, R. Andrade & T. Calapez (2024) Exercícios de Estatística Aplicada, Vol. 1, 4.ª ed., Lisboa: Edições Sílabo.
Reis, E., P. Melo, R. Andrade & T. Calapez (2021) Exercícios de Estatística Aplicada, Vol. 2, 3.ª ed., Lisboa: Edições Sílabo.

PC1. Organizational psychology
1.1. The concepts of organization, structure, work and activity
1.2. Theoretical Approaches (economics, humanist, systemic, political, and cultural)

PC2. Elements of the organizational structure and functioning
2.1. Structuring activities and responsibilities within organizations: structural configurations
2.2. Structure differentiation factors: culture, power, technology, activity, production

PC3. Work psychology
3.1. The emergency of work psychology
3.2. Theoretical principles and basic concepts

PC4. Basic processes in organizations and methodological approaches
4.1. Job analysis, competencies analysis and activity analysis
4.2. The ergonomic intervention

The assessment throughout the semester
comprehends 2 components: 1) work group assignment (50%) and 2) individual written test (50%). The group assignment grade is the average of the oral presentation (50%) and written report (50%). The assessment throughout the semester implies an attendance rate not below 2/3 of the classes. To obtain a passing grade the student must achieve a minimum of 8 points in both components and a total average of 10 points minimum.

The final evaluation comprehends a single instrument: an individual written exam (100%). The passing grade is achieved with a minimum of 10 points.

Mandatory

Caetano, A., Neves, J. & Ferreira, J.M.C. (2020). Psicossociologia das Organizações: fundamentos e aplicações Lisboa: Sílabo Editora.

Mintzberg, H. (2023). Understanding organizations... Finally!: Structuring in sevens. Berret- Koehler Pubs.

Salvendy, G. & Karwowski, W. (2021). Handbook of Human Factors and Ergonomics, Wiley.

Optional

É identificada bibliografia complementar para cada conteúdo programático no plano de aulas disponibilizado no início das aulas. / A specific set of complementary references will be identified in the class plan made available at the beginning of the classes.

1. Competitiveness: conceptual and theoretical framework
1.1 The concept of competitiveness
1.2 Theoretical bases for competitiveness policies
2. Competitiveness indicators
3. Diagnosing the competitiveness of the Portuguese economy
3.1 Portuguese performance based on key indicators
3.2 Main constraints to improving competitiveness
3.3 Actors, instruments and episodes in competitiveness policies
4. Case studies of competitiveness policies in Portugal

Assessment throughout the semester:
- Intermediate mini-test: 20%
- Group work (preparation and presentation of a case study): 40%
- Final test: 40%
Assessment throughout the semester requires a minimum mark of 7.0 in the individual assessment component.

Assessment by final exam:
- 1st and 2nd period exams: 100%
The SmartPhone may be used as an assessment tool in multiple response tests.

Mandatory

Mamede, R.P. (2015). O que fazer com este país: Do pessimismo da razão ao optimismo da vontade, Barcarena: Marcador.
Reis, J. (2018). A economia portuguesa: Formas de economia política numa periferia persistente, Coimbra: Edições Almedina.
Rodrik, D. (2008). ‘Normalizing industrial policy’, Commission on Growth and Development Working Paper No. 3, Washington, DC: Banco Mundial.

Optional

Amador, J. e Stehrer, R (2014). ‘As exportações portuguesas nas cadeias de valor globais’, Banco de Portugal - Boletim Económico, 75-90.
Felipe, J. e Kumar, U. (2014). ‘Unit labor costs in the eurozone: the competitiveness debate again’, Review of Keynesian Economics, 2(4): 490-507.
Kozul-Wright, R. e Fortunato, P. (2020). ‘Managing trade through production integration: industrial policy in an interdependent world’, in Oqubay, A. et al (orgs.) The Oxford Handbook of Industrial Policy, Oxford: Oxford University Press, pp. 237-265.
Krugman, P. (1994). ‘Competitiveness: a dangerous obsession?’, Foreign Affairs, 73(2): 28-44.
Mamede, R.P. (2017). ‘O papel do Estado no desenvolvimento das capacidades produtivas’, in Rodrigues, J. et al (orgs.) Economia com todos, Lisboa: Relógio d’Água Editores, pp. 71-88.
Mamede, R.P. e Feio, P.A. (2012). ‘Condições de eficácia e legitimidade da intervenção do Estado. O caso da política industrial em Portugal’, in Veloso, L. e Carmo, R.M. (orgs.) A constituição social da economia, Lisboa: Mundos Sociais, pp. 155-196.
Mazzucato, M. e Rodrik, D. (2023). ‘Industrial policy with conditionalities: a taxonomy and sample cases’, IIPP Working Paper 2023/07, London: UCL IIPP.

1. Visions and Dimensions of the Concept of Development
2. Long-Term Development
3. Global Transformations and the Economics of Development
4. The Washington Consensus and the Asian Miracle
5. Institutions and Development
6. Recent transformations and trends in international development
7. Contemporary challegenges and historical legacies in international development

The evaluation will be periodic and will be based on the following evaluation instruments:
1) First written test(35%)
2) Group presentation (30%)
3) Second written test (35%)
It is mandatory to participate in all three of these elements.

Final Assessment: Written exam (100%)

2nd season : Written exam (100%)

Mandatory

Cypher, J. M. (2020). The process of economic development. Routledge.
Chang, H.J. (2005). Kicking away the ladder: Development strategy in historical perspective, London: Anthem Press.
Horner, R. and Hulme, D. (2019). ‘From international to global development: new geographies of 21st century development’, Development & Change, 50(2): 347-378.
Khan, M.H. (2017). ‘Introduction: Political settlements and the analysis of institutions’ (online).
Piketty, T. (2022). Uma breve história da igualdade, Lisboa: Temas e Debates.
Sen, A. (1999). Development as freedom, Oxford: Oxford University Press

Optional

ACOSTA, A. (2014) El Buen Vivir, ma?s alla? del desarrollo. In G. D. Ramos (Org.), Buena Vida, Buen Vivir: Imaginarios alternativos para el bien comu?n de la humanidad, pp. 2-60. UNAM/ Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades: Cidade do México
AA.VV (1968). La Carta de Argel. El Trimestre Economico vol. 35, 138 (2), pp. 343-364.
AA.VV (2009). La agonia de un mito: Como reformular el ?desarrollo? ? América Latina en. Movimiento, 445 (número temático).
Acosta, A. (2010). El Buen Vivir en el camino del post-desarrollo: Una lectura desde la Constitución de Montecristi. Fundación Friedrich Ebert, (Online), Policy Paper (9), pp.1- 43. Disponível em: http://library.fes.de/pdf-files/bueros/quito/07671.pdf [Acedido a 28 de Março de 2018, às 21:23]
Acosta, A. (2014). El Buen Vivir, más allá del desarrollo. In G. D. Ramos (Org.), BUENA VIDA, BUEN VIVIR: Imaginarios alternativos para el bien común de la humanidad (pp. 2-60). México, UNAM: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, (Online). Disponível em: http://computo.ceiich.unam.mx/webceiich/docs/libro/BuenaVida%20BuenVivir.pdf [Acedido a 28 de Março de 2018, às 21:45]
Alvares, C. (1994). Science, Development and Violence: the revolt against modernity. Oxford and New Delhi: Oxford University Press.
Amaro, R. R. (1990). Desenvolvimento e Injustiça Estrutural. Communio, 5, Setembro- Outubro, pp. 449-459.
Amaro, R. R. (2003). Desenvolvimento - um conceito ultrapassado ou em renovação? Da teoria à prática e da prática à teoria. Caderno de Estudos Africanos, 4, pp.40-60.
Amaro, R. R. (2009). Desenvolvimento Local. In A. D. Cattani et al. (Coord.), Dicionário internacional da outra economia (pp. 108-113). Coimbra: Almedina & CES.
Amaro, R. R. (2016). A Sustentabilidade das organizações de Economia Solidária - proposta de conceptualização e de avaliação. Revista de Economia Solidária, 1, pp. 11-29.
Amin, S. (1973). Le développement inégal. Essai sur les formations sociales du capitalisme périphérique. Paris: Éditions de Minuit.
Amin, S. (1976). L?impérialisme et le développement inégal. Paris: Éditions de Minuit.
Amin, S. (1986). La déconnexion: pour sortir du système mondial. Paris: Éditions La Découverte.
Arndt, H. W. (1987). Economic Development: The History of an Idea. Chicago: The University of Chicago Press.
Arrighi, G. (2002). The long twentieth century: Money, Power and the Origins of Out Times. London and New York: Verso Books.
Bahro, R. (1984). From red to green. London: Verso Books.
Barsky, R. B. and Kilian, L. (2002). Do We Really Know that Oil Caused The Great Stagflation ? A Monetary Alternative. In NBER Macroeconomic Annual 2001 (pp. 137-197), vol. 16. Cambridge: MIT Press.
Boff, L. (2009). ¿ Vivir mejor o el ?Buen Vivir? ? Agencia Latinoamericana de Información, (Online). Disponível em: http://www.alainet.org/es/active/29839 [Acedido a 26 de Março de 2018, às 19:45].
Brenner, Y. S. (2013). Theories of Economic Development and Growth. New York: Praeger.
Carmo, H. (1999). Desenvolvimento Comunitário. Lisboa: Universidade Aberta.
Clarkson, S. (1978). The Soviet Theory of Development: India and the Third World In marxist-leninist scholarship. Toronto: University of Toronto Press.
Cypher, J. M. & Dietz, J. L. (1997). The Process of Economic Development. London:
Routledge.
Dávalos, P. (2014). Reflexiones sobre el Sumak Kawsay (el Buen Vivir) y las teorías del desarrollo. In A. Hidalgo-Capitán et al.(Orgs.), Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay (143-151). Huelva y Cuenca: FIUCUHU.
Diagne, M. (1999). Comment dit-on Développement en Wolof. Ethiopiques, 62 (1er. semestre), pp. 1-10.
Dos Santos, T. (1978). Imperialismo y Dependencia. México: Ed. Era.
Dos Santos, T. (2000). A Teoria da Dependência: Balanço e Perspectivas. Rio de Janeiro: Editora Civilização Brasileira.
Escobar, A. (1995). Encountering Development: The Making and Unmaking of the Third World. Princeton: Princeton University Press.
Escobar, A. (1998). Power and Visibility: development and the intervention and management of the Third World. Cultural Anthropology, vol. 3, 4, pp. 428-443.
Esteva, G. (1992), Development. In W. Sachs (Org.), The Development Dictionary: A Guide to Knowledge as Power (pp. 6-25). London and New York: Zed Books.
Esteva, G. (2009). Más allá del desarrollo: la buena vida. América Latina en Movimiento, 445, pp. 1-5.
Faletto, E. e Cardoso, F. H. (1970). Dependência e Desenvolvimento na América Latina - ensaio de interpretação sociológica. Rio de Janeiro: Zahar.
Feldman, G. A. (1964). On the Theory of Growth Rates of National Income. In N. Spulber, Foundations of Soviet Strategy for Economic Growth. Bloomington: Indiana University Press.
Fragoso, A. (2005a). Desenvolvimento Participativo: Uma sugestão de reformulação conceptual. Revista Portuguesa de Educação, 18 (1), pp.34-44.
Fragoso, A. (2005b). Contributos para o debate teórico sobre o desenvolvimento local: um ensaio baseado em experiências investigativas. Revista Lusófona de Educação, 5, pp.63-83.
Frank, A. G. (1966). The Development of Underdevelopment. New York: Monthly Review Press.
Friedmann, J. (1996). Empowerment, Uma Política de Desenvolvimento Alternativo, Oeiras:
Editora Celta.
Gonçalves, T. et al. (2014). Gross National Happiness - Um novo contributo ao conceito de Desenvolvimento. Economia Solidária, 6, pp. 180-225.
González, F. J. A. (2011), El Buen Vivir, Un Paradigma anticapitalista. Papel presented On Visiting Academic University of Cambridge - Winter 2011, pp. 1-34.
Gudynas, E. (2011), Buen Vivir: Today?s tomorrow. Development, 54 (4), pp. 441-447.
Ha-Joon, C. (2002), Kicking Away the Ladder: Development Strategy in Historical Perspective. London: Anthem.
Ha-Joon, C. (2009), Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism. New York: Bloomsbury Press.
Harvey, D. (2005). A Brief History of Neoliberalism. Oxford and New York: Oxford University Press.
Hidalgo-Capitán, A. L. et al. (2014a). El pensamiento indigenista ecuatoriano sobre Sumak Kawsay. In A. L. Hidalgo-Capitán et al. (Orgs.), Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay (23-73). Huelva y Cuenca: FIUCUHU.
Hidalgo-Capitán, A. L. (2014b). Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay. Huelva y Cuenca: FIUCUHU, (Online).
Keyes, C. (2002). The Mental Health Continuum: From Languishing to Flourishing in Life. Journal of Health and Social Behavior, 43 (2), pp. 207-222.
Latouche, S. (1999). La ´double imposture ´ du développement durable. Geographica Helvetica, Jg. 54/ Heft 2, pp. 90-96.
Latouche, S. (2009). Sobrevivir al desarrollo - De la descolonización del imaginario económico a la construcción de una sociedad alternativa. Barcelona: Icaria (2.ª edición).
Latouche, S. (2011). Vers une société d?abondance frugale: contresens et controverses sur la décroissance. Paris: Éditions de Minuit.
Lewis, W. A. (1955). The Theory of Economic Growth. London: Allen e Unwin.
Mahalanobis, P. (1953). Some observations on the Process of Growth of National Income. Sankhy?: The Indian Journal of Statistics, vol. 12, 4, pp. 307-312.
Marcelino, A. (2016). O Desenvolvimento Local e o Buen Vivir como alternativas para um ?outro? desenvolvimento. Tese de Mestrado em Estudos de Desenvolvimento. Lisboa: ISCTE-IUL.
Meadows, D.H. et al. (Orgs.) (1972). The Limits to Growth. New York: Universe Books.
Meier, G. M. & Seers, D. (Eds.) (1984). Pioneers in Development. New York: Oxford University
Press.
Murteira, M. (1990). Lições de Economia Polftica de Desenvolvimento. Lisboa: Editorial
Presença.
Myrdal, G. (1957). Economic Theory and Under-Developed Regions. London: Duckworth.
Myrdal, G. (1968). Asian Drama. New York: Random House.
Nurkse, R. (1953). Problems of Capital Fonnation in Underdeveloped Countries. Oxford:
Blackwell.
PauloVI (1989). Carta Encíclica ?Populorum Progressio?. Lisboa: Edições Paulistas.
Perroux, F. (1962). L?Économie des Jeunes Nations. Paris: Presses Universitaires de France.
Perroux, F. (1963). A Ideia de Progresso perante a Ciência Económica do nosso tempo. Análise Social, vol. I, 2, pp. 173-182.
Perroux, F. (1964). L'Économie du XXe siècle. Paris: Presses Universitaires de France (2.a ed.).
Perroux, F. (1987). Ensaio sobre a Filosofia do novo desenvolvimento. Lisboa: Fundação
Calouste Gulbenkian, 1987.
Pieterse, J. N. (1998). My Paradigm or Yours? Alternative Development, Post-Development, Reflexive Development. Development and Change, Vol. 29, 343-373.
Pieterse, J. N. (2000). After post-development. Third World Quarterly, 21 (2), pp.175-191.
Priesner, S. (1999). Gross National Happiness - Bhutan's Vision of Development and its
Challenges. Gross National Happiness: Discussion Papers (Online), 4, pp.24-52. Disponível em: http://archiv.ub.uni-heidelberg.de/savifadok/320 [Acedido em 26 de Março de 2018, às 18:53]
Rahnema, M. (1997a). Introduction. In M. Rahnema & V. Bawtree (Eds.), The Post-Development Reader (pp. ix-xix). London: Zed Books.
Rahnema, M. (1997b). Towards Post-Development: Searching for Signposts, a New
Language and New Paradigms. In M. Rahnema & V. Bawtree (Eds.), The Post- Development Reader (pp. 377-403). London: Zed Books.
Rahnema, M. & Bawtree, V. (Eds.) (1997). The Post-Development Reader. London: Zed
Books.
Ramos, G.D. (Org.) (2014). BUENA VIDA, BUEN VIVIR: Imaginarios alternativos para el bien común de la humanidad. México, UNAM: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, (Online). Disponível em: http://computo.ceiich.unam.mx/webceiich/docs/libro/BuenaVida%20BuenVivir.pdf [Acedido a 28 de Março de 2018, às 21:45].
Rimalov, R. (1962). Economic Cooperation between the USSR and Underveloped Countries. Moscow: Foreign Languages Publishing House.
Rist, G. et al. (1992). Le Nord perdu: Repères pour l?après-développement. Lausanne: Éditions d?en bas.
Rist, G. (2008). The History of Development: From Western Origins to Global Faith. London and New York: Zed Books.
Rodhain, F. et Llena, C. (2006). Le mythe du développement durable. Préventique Sécurité, 85, pp. 41-47.
Rostow, W. W. (1960). The stages of economic growth: A non-communist manifesto. Cambridge: Cambridge University Press.
Sachs, W. (Org.) (1992). The Development Dictionary: A Guide to Knowledge as Power. London and New York: Zed Books.
Santos, B. S. (1995). Toward a New Common Sense: Law, Science and Politics in the Paradigmatic Transition. New York: Routledge.
Santos, B. S. (2010). Para além do pensamento abissal: das linhas globais a uma ecologia dos saberes. In B. S. Santos e M. P. Meneses (Orgs.), Epistemologias do Sul (Cap. 1, pp. 23-71). Coimbra: Edições Almedina/CES (2.ª edição).
Santos, B. S. (2014). Epistemologies of the South - Justice against Epistemicide. New York: Routledge.
Santos, B. S. e Meneses, M. P. (Orgs.) (2010). Epistemologias do Sul. Coimbra: Edições Almedina/CES (2.ª edição).
Sarr, F. (2016a). Afrotopia. Paris: Ed. Philippe Rey.
Sarr, F. (2016b). Développement: Toute une terminologie à revoir. Brennpunkt, 296, pp. 7-9.
Silva, M. M. (1963). Fases de um Processo de Desenvolvimento Comunitário. Análise Social, vol. I (4), pp. 538-558.
Silva, M. M. (1964). Oportunidade do Desenvolvimento Comunitário em Portugal, Análise Social, vol. II (7-8), pp. 498-510.
So, A. Y. (1990). Social Change and Development: Modernization, Dependency and World-
Systems Theory. London: Sage Publications.
Tortosa, J. M. (2009), Sumak Kawsay, Suma Qamaña, Buen Vivir, Fundación Carolina,
(Online). Disponível em: http://www.plataformabuenvivir.com/wp- content/uploads/2012/07/TortosaSumakKawsayBuenVivir09.pdf [Acedido em 26 de Março de 2018, às 13:46].
Tyagunenko, V. L. et al. (1973). Industrialisation of Developing Countries. Moscow: Progress Publishers.
Unceta, K. (2014). Desarrollo, Postcrecimiento y Buen Vivir: Debates e interrogantes. Quito: Abya Yala.
Ura, K. (2008). Felicidade Interna Bruta, (sine loco), (Online). Disponível em: http://www.visaofuturo.org.br/pdfs2/Felicidade%20Interna%20Bruta%20- %20Dasho%20Karma%20Ura.pdf [Acedido em 26 de Março de 2018, às 14:34].
Wallerstein, I. (1974). The Modern World-System, Vol. I: Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century. New York and London: Academic Press.
Wallerstein, I. (1980). The Modern World-System, Vol. II: Mercantilism and the Consolidation of the European World-Economy, 1600-1750. New York: Academic Press.
Wallerstein, I. (1989). The Modern World-System, Vol. III: The Second Great Expansion of the Capitalist World-Economy, 1730-1840?s. San Diego: Academic Press.
Wallerstein, I. et al. (1982). Dynamics of Global Crisis. London: Macmillan.
W.C.E.D.- World Commission on Environment and Development (the Brundtland
Commission) )1987). O Nosso Futuro Comum. Lisboa: Meribérica.
White, S. (2009a). Analysing wellbeing: A framework for development practice. WeD Working Paper 09/44.
White, S. (2009b). Bringing Wellbeing into Development Practice. WeD Working Paper 09/50.
Ziai, A. (2014). Post-Development concepts? Buen Vivir, Ubuntu and Degrowth, comunicação apresentada no Fourth International Conference on Degrowth for Ecological Sustainability and Social Equity, Leipzig, (Online). Disponível em: https://co- munity.net/conference2014/science/content/post-development-concepts-buen-vivir- ubuntu-and-degrowth [Acedido em 23 de Março de 2018, às 21:56).
AA.VV (1968). La Carta de Argel. El Trimestre Economico vol. 35, 138 (2), pp. 343-364.
AA.VV (2009). La agonia de un mito: Como reformular el ?desarrollo? ? América Latina en. Movimiento, 445 (número temático).
Acosta, A. (2010). El Buen Vivir en el camino del post-desarrollo: Una lectura desde la Constitución de Montecristi. Fundación Friedrich Ebert, (Online), Policy Paper (9), pp.1- 43. Disponível em: http://library.fes.de/pdf-files/bueros/quito/07671.pdf [Acedido a 28 de Março de 2018, às 21:23]
Acosta, A. (2014). El Buen Vivir, más allá del desarrollo. In G. D. Ramos (Org.), BUENA VIDA, BUEN VIVIR: Imaginarios alternativos para el bien común de la humanidad (pp. 2-60). México, UNAM: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, (Online). Disponível em: http://computo.ceiich.unam.mx/webceiich/docs/libro/BuenaVida%20BuenVivir.pdf [Acedido a 28 de Março de 2018, às 21:45]
Alvares, C. (1994). Science, Development and Violence: the revolt against modernity. Oxford and New Delhi: Oxford University Press.
Amaro, R. R. (1990). Desenvolvimento e Injustiça Estrutural. Communio, 5, Setembro- Outubro, pp. 449-459.
Amaro, R. R. (2003). Desenvolvimento - um conceito ultrapassado ou em renovação? Da teoria à prática e da prática à teoria. Caderno de Estudos Africanos, 4, pp.40-60.
Amaro, R. R. (2009). Desenvolvimento Local. In A. D. Cattani et al. (Coord.), Dicionário internacional da outra economia (pp. 108-113). Coimbra: Almedina & CES.
Amaro, R. R. (2016). A Sustentabilidade das organizações de Economia Solidária - proposta de conceptualização e de avaliação. Revista de Economia Solidária, 1, pp. 11-29.
Amin, S. (1973). Le développement inégal. Essai sur les formations sociales du capitalisme périphérique. Paris: Éditions de Minuit.
Amin, S. (1976). L?impérialisme et le développement inégal. Paris: Éditions de Minuit.
Amin, S. (1986). La déconnexion: pour sortir du système mondial. Paris: Éditions La Découverte.
Arndt, H. W. (1987). Economic Development: The History of an Idea. Chicago: The University of Chicago Press.
Arrighi, G. (2002). The long twentieth century: Money, Power and the Origins of Out Times. London and New York: Verso Books.
Bahro, R. (1984). From red to green. London: Verso Books.
Barsky, R. B. and Kilian, L. (2002). Do We Really Know that Oil Caused The Great Stagflation ? A Monetary Alternative. In NBER Macroeconomic Annual 2001 (pp. 137-197), vol. 16. Cambridge: MIT Press.
Boff, L. (2009). ¿ Vivir mejor o el ?Buen Vivir? ? Agencia Latinoamericana de Información, (Online). Disponível em: http://www.alainet.org/es/active/29839 [Acedido a 26 de Março de 2018, às 19:45].
Brenner, Y. S. (2013). Theories of Economic Development and Growth. New York: Praeger.
Carmo, H. (1999). Desenvolvimento Comunitário. Lisboa: Universidade Aberta.
Clarkson, S. (1978). The Soviet Theory of Development: India and the Third World In marxist-leninist scholarship. Toronto: University of Toronto Press.
Cypher, J. M. & Dietz, J. L. (1997). The Process of Economic Development. London:
Routledge.
Dávalos, P. (2014). Reflexiones sobre el Sumak Kawsay (el Buen Vivir) y las teorías del desarrollo. In A. Hidalgo-Capitán et al.(Orgs.), Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay (143-151). Huelva y Cuenca: FIUCUHU.
Diagne, M. (1999). Comment dit-on Développement en Wolof. Ethiopiques, 62 (1er. semestre), pp. 1-10.
Dos Santos, T. (1978). Imperialismo y Dependencia. México: Ed. Era.
Dos Santos, T. (2000). A Teoria da Dependência: Balanço e Perspectivas. Rio de Janeiro: Editora Civilização Brasileira.
Escobar, A. (1995). Encountering Development: The Making and Unmaking of the Third World. Princeton: Princeton University Press.
Escobar, A. (1998). Power and Visibility: development and the intervention and management of the Third World. Cultural Anthropology, vol. 3, 4, pp. 428-443.
Esteva, G. (1992), Development. In W. Sachs (Org.), The Development Dictionary: A Guide to Knowledge as Power (pp. 6-25). London and New York: Zed Books.
Esteva, G. (2009). Más allá del desarrollo: la buena vida. América Latina en Movimiento, 445, pp. 1-5.
Faletto, E. e Cardoso, F. H. (1970). Dependência e Desenvolvimento na América Latina - ensaio de interpretação sociológica. Rio de Janeiro: Zahar.
Feldman, G. A. (1964). On the Theory of Growth Rates of National Income. In N. Spulber, Foundations of Soviet Strategy for Economic Growth. Bloomington: Indiana University Press.
Fragoso, A. (2005a). Desenvolvimento Participativo: Uma sugestão de reformulação conceptual. Revista Portuguesa de Educação, 18 (1), pp.34-44.
Fragoso, A. (2005b). Contributos para o debate teórico sobre o desenvolvimento local: um ensaio baseado em experiências investigativas. Revista Lusófona de Educação, 5, pp.63-83.
Frank, A. G. (1966). The Development of Underdevelopment. New York: Monthly Review Press.
Friedmann, J. (1996). Empowerment, Uma Política de Desenvolvimento Alternativo, Oeiras:
Editora Celta.
Gonçalves, T. et al. (2014). Gross National Happiness - Um novo contributo ao conceito de Desenvolvimento. Economia Solidária, 6, pp. 180-225.
González, F. J. A. (2011), El Buen Vivir, Un Paradigma anticapitalista. Papel presented On Visiting Academic University of Cambridge - Winter 2011, pp. 1-34.
Gudynas, E. (2011), Buen Vivir: Today?s tomorrow. Development, 54 (4), pp. 441-447.
Ha-Joon, C. (2002), Kicking Away the Ladder: Development Strategy in Historical Perspective. London: Anthem.
Ha-Joon, C. (2009), Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism. New York: Bloomsbury Press.
Harvey, D. (2005). A Brief History of Neoliberalism. Oxford and New York: Oxford University Press.
Hidalgo-Capitán, A. L. et al. (2014a). El pensamiento indigenista ecuatoriano sobre Sumak Kawsay. In A. L. Hidalgo-Capitán et al. (Orgs.), Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay (23-73). Huelva y Cuenca: FIUCUHU.
Hidalgo-Capitán, A. L. (2014b). Sumak Kawsay Yuyay: Antología del pensamiento indigenista ecuatoriano sobre Sumak Kawsay. Huelva y Cuenca: FIUCUHU, (Online).
Keyes, C. (2002). The Mental Health Continuum: From Languishing to Flourishing in Life. Journal of Health and Social Behavior, 43 (2), pp. 207-222.
Latouche, S. (1999). La ´double imposture ´ du développement durable. Geographica Helvetica, Jg. 54/ Heft 2, pp. 90-96.
Latouche, S. (2009). Sobrevivir al desarrollo - De la descolonización del imaginario económico a la construcción de una sociedad alternativa. Barcelona: Icaria (2.ª edición).
Latouche, S. (2011). Vers une société d?abondance frugale: contresens et controverses sur la décroissance. Paris: Éditions de Minuit.
Lewis, W. A. (1955). The Theory of Economic Growth. London: Allen e Unwin.
Mahalanobis, P. (1953). Some observations on the Process of Growth of National Income. Sankhy?: The Indian Journal of Statistics, vol. 12, 4, pp. 307-312.
Marcelino, A. (2016). O Desenvolvimento Local e o Buen Vivir como alternativas para um ?outro? desenvolvimento. Tese de Mestrado em Estudos de Desenvolvimento. Lisboa: ISCTE-IUL.
Meadows, D.H. et al. (Orgs.) (1972). The Limits to Growth. New York: Universe Books.
Meier, G. M. & Seers, D. (Eds.) (1984). Pioneers in Development. New York: Oxford University
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Murteira, M. (1990). Lições de Economia Polftica de Desenvolvimento. Lisboa: Editorial
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Myrdal, G. (1957). Economic Theory and Under-Developed Regions. London: Duckworth.
Myrdal, G. (1968). Asian Drama. New York: Random House.
Nurkse, R. (1953). Problems of Capital Fonnation in Underdeveloped Countries. Oxford:
Blackwell.
PauloVI (1989). Carta Encíclica ?Populorum Progressio?. Lisboa: Edições Paulistas.
Perroux, F. (1962). L?Économie des Jeunes Nations. Paris: Presses Universitaires de France.
Perroux, F. (1963). A Ideia de Progresso perante a Ciência Económica do nosso tempo. Análise Social, vol. I, 2, pp. 173-182.
Perroux, F. (1964). L'Économie du XXe siècle. Paris: Presses Universitaires de France (2.a ed.).
Perroux, F. (1987). Ensaio sobre a Filosofia do novo desenvolvimento. Lisboa: Fundação
Calouste Gulbenkian, 1987.
Pieterse, J. N. (1998). My Paradigm or Yours? Alternative Development, Post-Development, Reflexive Development. Development and Change, Vol. 29, 343-373.
Pieterse, J. N. (2000). After post-development. Third World Quarterly, 21 (2), pp.175-191.
Priesner, S. (1999). Gross National Happiness - Bhutan's Vision of Development and its
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Rahnema, M. (1997a). Introduction. In M. Rahnema & V. Bawtree (Eds.), The Post-Development Reader (pp. ix-xix). London: Zed Books.
Rahnema, M. (1997b). Towards Post-Development: Searching for Signposts, a New
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Rahnema, M. & Bawtree, V. (Eds.) (1997). The Post-Development Reader. London: Zed
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Ramos, G.D. (Org.) (2014). BUENA VIDA, BUEN VIVIR: Imaginarios alternativos para el bien común de la humanidad. México, UNAM: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, (Online). Disponível em: http://computo.ceiich.unam.mx/webceiich/docs/libro/BuenaVida%20BuenVivir.pdf [Acedido a 28 de Março de 2018, às 21:45].
Rimalov, R. (1962). Economic Cooperation between the USSR and Underveloped Countries. Moscow: Foreign Languages Publishing House.
Rist, G. et al. (1992). Le Nord perdu: Repères pour l?après-développement. Lausanne: Éditions d?en bas.
Rist, G. (2008). The History of Development: From Western Origins to Global Faith. London and New York: Zed Books.
Rodhain, F. et Llena, C. (2006). Le mythe du développement durable. Préventique Sécurité, 85, pp. 41-47.
Rostow, W. W. (1960). The stages of economic growth: A non-communist manifesto. Cambridge: Cambridge University Press.
Sachs, W. (Org.) (1992). The Development Dictionary: A Guide to Knowledge as Power. London and New York: Zed Books.
Santos, B. S. (1995). Toward a New Common Sense: Law, Science and Politics in the Paradigmatic Transition. New York: Routledge.
Santos, B. S. (2010). Para além do pensamento abissal: das linhas globais a uma ecologia dos saberes. In B. S. Santos e M. P. Meneses (Orgs.), Epistemologias do Sul (Cap. 1, pp. 23-71). Coimbra: Edições Almedina/CES (2.ª edição).
Santos, B. S. (2014). Epistemologies of the South - Justice against Epistemicide. New York: Routledge.
Santos, B. S. e Meneses, M. P. (Orgs.) (2010). Epistemologias do Sul. Coimbra: Edições Almedina/CES (2.ª edição).
Sarr, F. (2016a). Afrotopia. Paris: Ed. Philippe Rey.
Sarr, F. (2016b). Développement: Toute une terminologie à revoir. Brennpunkt, 296, pp. 7-9.
Silva, M. M. (1963). Fases de um Processo de Desenvolvimento Comunitário. Análise Social, vol. I (4), pp. 538-558.
Silva, M. M. (1964). Oportunidade do Desenvolvimento Comunitário em Portugal, Análise Social, vol. II (7-8), pp. 498-510.
So, A. Y. (1990). Social Change and Development: Modernization, Dependency and World-
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White, S. (2009b). Bringing Wellbeing into Development Practice. WeD Working Paper 09/50.
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ARNDT, H.W. (1987) Economic Development - The History of an Idea. University of Chicago Press: Chicago and London.
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HUNT, D. (1989) Economic Theories of Development - An Analysis of Competing Paradigms, Harvester Wheatsheaf: New York.
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MADDISON, A. (1991) Dynamic Forces in Capitalist Development - a Long-run Comparative View. Oxford University Press: New York.
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TODARO, M. P. (2000) Economics of Development. Addison Wesley Longman: London.
WHITE, S. (2009) Analysing wellbeing: A framework for development practice. WeD Working Paper 09/44.

1. Review of Basic Econometrics
2. Time-Series regression
2.1. Concepts in time-series
2.2. Correlation and consequences to OLS
2.3. Testing procedures
2.4. Robust inference and estimation
2.5. Eficient estimation and iterative procedures
2.6. Structural breaks, seasonality and trends
2.7. Dynamic models
2.8. Unit roots
2.9. Cointegration
2.10. Forecasting
2.11. ARCH model
3. Endogeneity and instrumental variables
3.1. Definitions and consequences to OLS
3.2. IV method and 2SLS estimator
3.3. Testing procedures
4. Binary choice models
4.1. Introduction
4.2. Linear probabilistic model
4.3. Probit and Logit
5. Panel data
5.1. Motivation
5.2. Fixed effects
5.3. Random effects
5.4. Testing procedures

The approval in the class can be achieved by assessment throughout the semester or a final examination.
1. Assessment throughout the semester:
Test#1 (35% of the grade); Test#2 (35% of the grade); Team Project (30% of the grade).
Note: Average grade of Tests #1 and #2 with a minimum of 7.
2. Final exam (100% worth)

Mandatory

Wooldridge, J.M., Introductory Econometrics: A Modern Approach, 2020, 7th Ed., Cengage,
Stock, J.H. and Watson, M.W., Introduction to Econometrics, 2019, 4nd Ed., Pearson,

Optional

Kennedy, P., A Guide to Econometrics, 2008, 6th Ed., MIT Press,
Arellano, M., Panel Data Econometrics, 2003, Oxford University Press,
Griffiths, W.E., Hill, R.C. and Judge, G.G., Learning and Practicing Econometrics, 1993, Wiley,
Gujarati, D.N., Basic Econometrics, 2009, 5th Ed. McGraw-Hill,
Portugal, P., Econometria: Exercícios, 1997, Schaum, McGraw-Hill de Portugal,
Ramanathan, R., Introductory Econometrics with Applications, 2001, 5th Ed, South-Western College,

1. Introduction
2. Microeconomic foundations
2.1. Consumers
2.2. Firms
2.3. Competition, equilibrium and efficiency
2.4. Market failures
2.5. Price discrimination
3. Oligopoly
3.1. Game theory and strategy
3.2. Oligopoly
3.3. Collusion and price wars
4. Entry and market structure
4.1. Market structure
4.2. Horizontal mergers
4.3. Market foreclosure
5. Other business strategies
5.1. Product differentiation
5.2. Vertical relations
5.3. Innovation
5.4. Networks

Assessment throughout the semester includes the following elements:
- one intermediate exam (40%)
- one written exam at the end of the term (60%).
In order to pass the course, the mark of each of the written exams cannot be below 7.5 pts.
Assessment throughout the semester requires a minimum attendance of 2/3 of all classes.
The final evaluation is carried out through a single final exam (100%).

Mandatory

Cabral, L. (2017), Introduction to Industrial Organization, 2nd edition, MIT Press

Optional

Church and Ware (2000). Industrial Organization: A Strategic Approach. Disponível grátis em: ttp://works.bepress.com/jeffrey_church/23/

I.The Portuguese economy since the 60s
I1.Business cycles
1.1.Introduction
1.2.Stylized facts
1.3.Synchronization with major international partners
I2.Structural aspects of development
2.1.Growth accounting
2.2.Sectorial structure
2.3.Demography
2.4.Employment,Human Capital
2.5.Inflation,exchange rate regimes
2.6.Public Finance
2.7.International relations
2.8. The Real State Market
I3.Stabilization policy episodes
II.European integration process
II1.Optimum currency areas
II2.Building the EU
II3.Main EU institutions
II4.EU economic policies
4.1.Introduction
4.2.CAP
4.3.Cohesion and regional policies
4.4.Competition policy
4.5.EU strategies
II5. Coordination of macroeconomic policies
5.1. Institutional framework for the demand oriented policies, Critics to the institutional framework, SGP revision
5.2. Changes in monetary and fiscal policy in the aftermath of the financial crisis
II6. New Developments
6.1. Banking and Capital Markets Union
6.2. The impact of COVID-19 in the EU

Continuous evaluation (CE):
1.Intermediate Test (IT) - 1st part of the program
2.Final test (FT) - 2nd part of the program
The final grade (FG) is calculated as follows: FG=0.4*IT+0.6*FT
Students are excluded from CE if in any evaluation moment their grade is below 8. Students must register an attendance of not less than 67% to be considered in CE.
Students who are not in CE will take the final exam, worth 100%.

Mandatory

- Banco de Portugal (2009), A Economia Portuguesa no Contexto da Integração Económica, Financeira e Monetária, Dezembro de 2009.
- De Grauwe, P. (2022), Economics of Monetary Union, 14th Edition, Oxford University Press.
- Silva Lopes, A. (2002), Economia Portuguesa desde 1960, 6ª edição, Novembro de 2002, Gradiva.

Optional

- Artigos e textos diversos publicados, nomeadamente, pelo Banco de Portugal, BCE, Comissão Europeia, FMI (several papers published by Banco de Portugal, ECB, European Commission, IMF).

- Barreto, António (2000), A Situação Social em Portugal, 1960-1995, Lisboa, ICS.

- Faculdade de Economia da Universidade Nova de Lisboa (1998), O impacto do Euro na Economia Portuguesa, Ministério das Finanças, Abril 1998.

- Issing, O. & Others (2001), Monetary Policy in the Euro Área, Cambridge University Press.

- Pinto, A. M. (2007), Economia Portuguesa Melhor é Possível, Almedina, Março de 2007.

CP1 - Introduction to AI and Generative AI:
* Theoretical exposition on the historical context, evolution and important concepts about Artificial Intelligence (AI) and Generative AI
CP2 - Prompt Engineering:
* Explanation of good practices for interacting with generative language models
CP3 - Generative AI Tools:
* Exploration of multiple Generative AI tools, based on text, images and videos
CP4 - Formation of argumentative content:
* Development of creative solutions using argumentation practices and Generative AI tools
CP5 - Rules for scientific writing:
* Application of citation and referencing standards (APA standards) in academic writing

The Semester-Long Assessment includes the following activities:
1. Individual Activities (50%)
1.1 Prompt Simulations with AI Tools in an Academic Context (20%):
* Description: The student must create a clear/justified, well-structured prompt, according to the script proposed by the instructor in class.
* Assessment: (submit in Moodle), communication and teamwork skills based on the quality of the prompt simulations performed.
1.2 Oral Defense - Group Presentation - 5 min. Discussion - 5 min. (30%):
* Description: Each student must present their contributions to the work completed to the class.
* Assessment: After the student's presentation, there will be a question-and-answer session.
2. Group Activities (50%) [students are organized into groups of up to 5 students, randomly selected], which include:
* Group presentations, reviews, edits, and validations of AI-generated content. The assessment (to be submitted in Moodle) includes gathering relevant information, assessing the clarity and innovative nature of the use of structured prompts.
* Development of strategies for reviewing, editing, and validating AI-generated content. Students will be asked to critically evaluate and reflect on the ethical challenges of integrating AI into an academic environment. The assessment (to be submitted in Moodle) will consist of correcting the work based on the accuracy and quality of the reviews and edits, as well as student participation in providing feedback to their peers.
* Final Project Presentation Simulations, where groups choose a topic and create a fictitious project following the structure of a technical report or scientific text. They present their project in class (5 min.) and discuss the topic (5 min.). The assessment (to be submitted in Moodle) will consider the organization, content, correct use of the structure, and procedures of the academic work.

General Considerations:
Feedback on student performance in each activity will be provided during the Semester Assessment.
To be assessed throughout the semester, students must attend 80% of classes and achieve a score of at least 7 points in each assessment.
If there are questions about participation in the activities, the instructor may request an oral discussion.
The group must ensure that at least one computer is available for each group to allow for classroom activities.
There will be no final exam assessment; passing will be determined by the weighted average of the assessments throughout the semester. Assessments in the second and special assessment periods will have an alternative assessment method, so any students wishing to take the assessment in these assessment periods should contact their instructor in advance to learn about the assessment procedure.

Mandatory

Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239.
d’Alte, P., & d’Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos acadêmicos. Revista Bibliomar, São Luís, 22(1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274.

Optional

Cowen, T., & Tabarrok, A. T. (2023). How to learn and teach economics with large language models, including GPT. GMU Working Paper in Economics No. 23-18. DOI: 10.2139/ssrn.4391863
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence‐written research papers and the ethics of the large language models in scholarly publishing.

SYL1. Data import and validation
SYL2. Statistical functions
SYL3. Logical functions
SYL4. Error messages and information functions
SYL5. Date Functions and Arithmetic
SYL6. Text manipulation functions
SYL7. Custom formatting and advanced filters
SYL8. Query and reference functions
SYL9. Consolidation, pivot charts, and graphs
SYL10. Introduction to macros

The evaluation process in the Advanced Excel course unit follows the guidelines of the General Regulation for the Assessment of Knowledge and Skills (RGACC). The evaluation modalities provided for in the RGACC are evaluation throughout the semester and evaluation by exam:

1. Evaluation Throughout the Semester: This modality is regular during the curricular period, using different instruments of continuous and formative assessment:

1.1. Participation and Attendance (20%):

1.1.1. Attendance (30%): The minimum attendance is 80% (5 classes). The student must automatically register their attendance with their student card at the beginning of each lesson.

1.1.2. Participation (70%):
- Individual practical exercises to be carried out in class (50%), such as online quizzes in Moodle and/or exercises using Excel;
- Individual practical exercises to be carried out at home (50%) using Excel.

1.2. Online Course (10%): Completion of the Advanced Excel online course, including quizzes after each module. The student must complete the online course by 11:59 pm on the day before the 6th class of the shift in which the student is enrolled, including the response to the survey available after completing the online course.

1.3. Individual Assessment Test (70%): It takes place in the 6th class, and multiple-choice questions and/or exercises using Excel may be considered. If the test is made available via Moodle, it must be taken on the computers available in the classroom.

2. Evaluation by Exam: Evaluation by exam takes place during the evaluation period, focusing on all the subjects taught in the UC. The student can opt for the 1st or 2nd exam season or the special exam season, which is only available for eligible students. This method only presupposes the following element of evaluation:

2.1. Written Test (100%): Final written exam, covering all syllabus, and may consider multiple-choice questions and/or exercises using Excel. If the exam is made available via Moodle, it must be taken on the computers available in the classroom.

Requirements for Taking the Exam:
- Completion of the online course, as described in point 1.b., by 11:59 p.m. on the day before the exam. The completion of the online course is mandatory but is not weighted in the final grade in the exam evaluation modality;
- Prior registration for the exam up to 48 hours before the date with the SGE or available platforms.

General Observations:
- In the evaluation modality throughout the semester, the student cannot have a classification lower than 7.0 values in any of the evaluation elements or will have to move on to the evaluation modality by exam;
- The teacher reserves the right to request that any student perform an oral test, regardless of the type of evaluation, whenever it is considered necessary to complement the other evaluation elements.

Mandatory

Alexander, A., and Kusleika, R. (2022). Excel 365 Bible - The Comprehensive Tutorial Resource. Indiana: John Wiley & Sons, Inc.
Curto, J., and Gameiro, F. (2023). Excel para Economia e Gestão, 5ª Edição. Lisboa: Edições Sílabo

Optional

Martins, A., e Alturas, B. (2022). Aprenda Excel com Casos Práticos, 2ª Edição. Lisboa: Edições Sílabo
Martins, A. (2020). Excel Aplicado à Gestão, 5ª Edição. Lisboa: Edições Sílabo
McFedries, P., and Harvey, G. (2022). Excel All-in-One For Dummies. New Jersey: John Wiley & Sons, Inc.

PC1: Multiple contexts that initiate and disrupt the communication process, implicit and explicit norms, as well as communication constraints across different contexts.
PC2: Ethnomethodology of the communication process, interpretation based on linguistic, paralinguistic, non-linguistic, and contextual information within oral communication.
PC3: Observation of verbal and non-verbal communication: analyzing gestures, posture, facial expressions, and eye contact (key elements of interactive communication that reinforce or replace oral communication).
PC4: The relevance of active listening in communication across multiple cultural contexts (interpreting and analyzing the phenomena).

Assessment throughout the semester:

Class participation: Evaluates the presence, involvement, and individual contributions of students in discussions and practical activities (20%).

Group work: Students are organised into groups of up to 4 members, randomly assigned, with the support of the lecturer.
• Description: Group activities focus on the observation, interpretation, and analysis of phenomena that encompass the rules, norms, and constraints of communicative activity in a practical study, using the learned content.

• Assessment: Quality of written productions and oral presentations of the developed work (active listening), which must necessarily incorporate comments provided by classmates and the lecturer during the presentations (40%).

Individual work (with consultation, to be carried out in person, in the classroom, according to the evaluation schedule):
• Description: According to a guide defined by the lecturer, comments made in the classroom are deepened in an individual report based on two presentations made by other colleagues.

• Assessment: According to the guide; explicit integration of elements outlined in the learning objectives (40%).

To complete the course unit through continuous assessment, students must not score less than 7 in any of the assessment components, including mandatory attendance of 75% of classes. The final assessment may involve an oral discussion of the work.

Final assessment:
Although not recommended, students may opt for final assessment through written work according to a prompt that will be provided by the lecturer. The final assessment of the work involves ants oral discussion with a panel of lecturers (100%).

Mandatory

Almeida, M. L. & Wanderley, L.S.O (2020). Etnometodologia e seus bastidores nobons sons: desvendando percursos. REAd. Revista Eletrônica de Administração. http://dx.doi.org/10.1590/1413-2311.296.101860
Liddicoat, A.J. (2021). An introduction to conversation analysis. Bloomsbury.
Neves, J., Garrido, M. & Simões, E. (2006). Manual de competências pessoais, interpessoais e instrumentais: Teoria e prática. Lisboa: Edições Sílabo.
Rodrigues, A. D. (2021). A natureza da Atividade comunicativa. Atlântico Books.

Optional

S1. Personal Resource Identification & Labour Market participation
- Self-assess skills & interests: identifying strengths, areas for improvement and transferable skills.
- Develop personalized career plan: aligned with objectives, interests and opportunities..

S2. The Labor Market:
- Understanding labor market dynamics, trends, and sectors to make informed professional decisions.
- Recognizing the dignified work principles
- Identifying and exploring job search platforms.

S3.Constructing a Professional Profile:
- Creating a public profile: build CV & network of contacts through networking events, online communities, and industry associations.
- Planning the application process: from identifying opportunities to preparing for interviews.
- Maintain and update online professional profiles and networks regularly to reflect ongoing development and achievements.

The assessment for the course unit Skills for the Labour Market aims to evaluate students’ development of key competences essential for a successful transition into the world of work.

Assessment throughout the semester is structured around two main thematic strands, each addressing critical aspects of the job search process and professional development:

Thematic strands:
Block 1 – Self-awareness and professional profile preparation:
- Identifying professional skills, interests, and values
- Self-assessment tools and skills portfolio development
- Drafting a Curriculum Vitae and cover/motivation letter

Block 2 – Navigating the labour market
- Current trends and dynamics of the labour market
- Digital platforms and professional networking
- Simulation of job interviews and group assessment exercises

Assessment components and weighting:
Assessment throughout the semester includes three main components, with a strong focus on applied skill development:
1) Individual Portfolio (60%)
Includes: a) Career plan; b) CV and cover letter; c) Professional profile creation; d) Final reflective report.
Objectives: To identify strengths and areas for development, including technical and interpersonal skills; to prepare a clear, concise, and targeted CV and cover letter tailored to specific vacancies; to create a complete and professional online profile; and to devise strategies for expanding and diversifying a professional network aligned with career goals.

2) Group Simulation (30%)
Participation in a simplified simulation of job interviews and group dynamics.
Objectives: To develop communication, teamwork, problem-solving and adaptability skills, with a focus on collaboration, clear expression, creative solutions, and flexibility. The job interview simulation will allow students to practise verbal and non-verbal communication, posture, answering strategies, and highlighting strengths and motivation for the position.

3) Active Participation (10%)
Includes attendance, engagement in activities, and timely completion of assigned tasks.

General Considerations: Personalised feedback will be provided throughout the semester on each assessed activity. To complete the course unit through assessment throughout the semester, students must attend at least 75% of the classes and obtain no less than 7 (out of 20) in any component.

Final Assessment (100%)
Although not recommended, students may opt for a final assessment through a written exam. If the student scores above 8 in the written component, an oral discussion may be required at the lecturer’s discretion (this oral component will weigh 40% of the final grade, if conducted).

Mandatory

• Neves, J., Garrido, M., Simões, E. (2015). Manual de Competências Pessoais, Interpessoais e Instrumentais: Teoria e Prática. Edições Sílabo.
• Corbanese, V., Rosas, G. (2014). Pesquisar o mercado de trabalho: Técnicas de procura de emprego para os jovens. OIT, Gabinete de Estratégia e Planeamento.
• Moreira, T. C. & Dray, G. (Orgs.) (2022). Livro Verde sobre o Futuro do Trabalho 2021. Gabinete de Estratégia e Planeamento do Ministério do Trabalho Solidariedade e Segurança Social, 198 p.
https://www.gep.mtsss.gov.pt/documents/10182/79392/livro_verde_do_trabalho_2021.pdf/8d6968cb-fee5-4f8f-b7de-1612d269fc9b

Optional

• Carvalho, C., Sandri, I., Machado, T., Miscovicz, L., & Amorim, J. (2024). Guia prático para jovens à procura de emprego. Projeto “Future of Career through the Eyes of Youth” (Erasmus+ KA1). My Future; MORE – Laboratório Colaborativo Montanhas de Investigação. https://myfuture.org.pl/
• Gmyrek, P., Berg, J., Bescond, D. (2023). Generative AI and jobs: A global analysis of potential effects on job quantity and quality, ILO Working Paper 96 (Geneva, ILO). https://doi.org/10.54394/
• OIT. (2021). Ajustar as competências e a aprendizagem ao longo da vida para o futuro do trabalho.
• OIT. (2020). Guia sobre como e porquê recolher e utilizar dados sobre as relações laborais. OIT. Genebra.

The main issues to be addressed are:
1. Introduction to spreadsheets
2. Model construction
3. Information extraction
4. Introduction to Visual Basic for Applications

Assessment throughout the semester:
- Group work (40%) - Project made by a group of students. Mandatory, no minimum score.
- Individual Test (60%) - Individual written test without consultation, encompassing all the syllabus, to be held on the date of the 1st season. Mandatory, with a minimum score of 8 (in 20).
A minimum attendance of 75% in classes is also required.

Final exam (100%):
- Individual written exam, without consultation, encompassing the entire syllabus.
Takes the final exam - in season 1, 2 or special (according to the pedagogical rules) - who has not concluded the assessment throughout the semester successfully, with an average score greater than or equal to 10 (out of 20).

Mandatory

- Winston, Wayne L. (2021). Microsoft Excel Data Analysis and Business Modeling (Office 2021 and Microsoft 365), 7th Edition, Microsoft, USA., ISBN 978-013-761-366-3.
- Martins, António & Alturas, Bráulio (2022). Aprenda Excel com Casos Práticos, 2ª Edição, Edições Sílabo, Lisboa, ISBN: 978-989-561-236-9.
- Dias Curto, José, & Vieira, Duarte (2023). Excel para Economia e Gestão, 5ª Ed., Edições Sílabo, Lisboa, ISBN 978-989-561-290-1.

Optional

- Bernardo, Maria do Rosário; Negas, Mário Carrilho & Isaías, Pedro (2013). Excel Aplicado, FCA Editora, ISBN 978-972-722-755-6.
- Dreher, Gil (2023). Excel 2023: The Must-Have Guide to Master Microsoft Excel - From Beginner to Pro in less than 7 Days - Step-by-step Formulas and Functions with Tutorials and Illustration, Gil Dreher, Author edition, ISBN 979-837-552-249-4.
- McFedries, Paul & Harvey, Greg (2021). Excel All-in-One For Dummies, John Wiley & Sons, New Jersey, USA, ISBN 978-111-983-072-6.
- Lomonaco, Leonardo (2023). EXCEL - A Comprehensive Guide to Become an Expert on Excel 2023 With All-in-One Approach, 1st. Ed., Leonardo Lomonaco, Author edition, ISBN 979-821-534-773-7.
- Maxwell, Daniel (2024). Excel 2024 Bible: A comprehensive step by step guide from Beginner to Expert. Unlock Simple Strategies to Boost Productivity, Save Time, and Excel in Your Career, ISBN 979-832-120-814-4.
- Monk, Ellen F.; Brady, Joseph A. & Mendelsohn, Emilio I. (2017). Problem-Solving Cases in Microsoft Access And Excel, 15th Edition, Course Technology, Cengage Learning, Boston, USA., ISBN 978-133-710-133-2.
- Peres, Paula (2014). Excel Avançado (3ª Edição), Sílabo, Lisboa, ISBN 978-972-618-640-3.

1. Introduction
2. The globalization of trade today
3. The globalization of production today
4. The emergence of the multipolar world and the end of the "liberal" global order?
5. "Uncertain time, uneven lives"
6. Economic restructuring and competitiveness: territorial articulations in the context of globalization
7. Human capital and mobility(s): demographics, migrations, qualifications
8. Social and territorial cohesion: asymmetries, well-being and quality of life
9. Value creation in contemporary societies
10. Economic policy(s), planning and governance in a multi-scale world

The periodic assessment materializes in:
1. an individual test - 40%
2. a work group - report + oral presentation (part 1) - 30%
3. a work group - report + oral presentation (part 2) - 30%
Students with less than 7 in the test will be excluded from the periodic assessment.

Final assessment: Exam (100%)

Mandatory

Será sugerida semanalmente bibliografia específica para cada um dos blocos do programa.

Optional

www.undp.org PNUD
www.ocde.org OCDE
www.ine.pt : Instituto Nacional de Estatística
www.iefp.pt Instituto do Emprego e formação Profissional
www.gep.msess.gov.pt/ : Gabinete Estratégia e Planeamento MSESS
www.ec.europa.eu/eurostat EUROSTAT
www.dgo.pt: Direção Geral do Orçamento-Ministério das Finanças
www.bportugal.pt : Banco de Portugal
http://www.gee.min-economia.pt : GEE-Ministério da Economia e da Inovação
http://www.b-on.pt/ Biblioteca On-line
Sítios de referência na Internet:
- World Bank (...) World Development Report
- The Core Team, The Economy (https://www.core-econ.org/the-economy/)
- PNUD (...) Relatório do Desenvolvimento Humano
- Mateus, Augusto, ed. (2013) 25 anos de Portugal Europeu. Fundação Francisco Manuel dos Santos, Lisboa.
- Mamede, Ricardo Paes (2015) O que fazer com este país. Marcador, Lisboa.
- EU (...) Eurostat Regional Yearbook
- EU (...) Europe in Figures-Eurostat Yearbook
- Campenhoudt, Luc Van; Quivy, Raymond; Marquet, Jacques (2019), Manual de Investigação em Ciências Sociais, Gradiva, Lisboa
- BP (...) Relatório Anual; Banco de Portugal
- Albarello, Luc et alli. (1997) Práticas e Métodos de Investigação em Ciências Sociais, Gradiva, Lisboa.
- ADC (2018), Relatório do Desenvolvimento & Coesão - 2018, Agência para o Desenvolvimento e Coesão, Lisboa.

Course Content
CC1: Definition and importance of Critical Thinking (CT)
CC2: Basic structure of an argument: premises and conclusion
Examples of simple and complex arguments
CC3: Methods for argument analysis
CC4: Logical fallacies and common reasoning errors
CC5: Criteria for evaluating the quality of arguments
CC6: Argument construction
CC7: Practical applications of CT
CC8: Lateral thinking and the foundations of the Six Thinking Hats model
CC9: Practical applications of each hat: data (white), emotions (red), risks (black), benefits (yellow), creativity (green), thought management (blue)
CC10: Parallel thinking dynamics in academic, professional, and ethical contexts; integration of argumentative methodologies and the Six Hats in simulations, debates, and written exercises

Assessment throughout the semester includes presentations, exercises, debates, readings, and case discussions (in small groups).
Active participation in practical sessions is expected and evaluated according to the following criteria:
Attendance and participation – In-class exercises and group debates (minimum 80% attendance): 20%
Homework assignments – Two tasks: one worth 5%, the other 10%: 15%
Individual essay applying the Six Thinking Hats to a real dilemma or situation: 30%
Final critical reflection, integrating course dimensions and articulating argumentative and parallel thinking: 35%
To successfully complete the assessment throughout the semester, students cannot score less than 7 points in any of the evaluation components listed.
Exam Periods
Written Work - 100%
Although not recommended, it is possible to choose assessment by exam; this assessment may also involve, at the teacher's discretion, an oral discussion (this oral component carries a weight of 40% in the final evaluation).

Mandatory

De Bono, E. (2016). Os Seis Chapéus do Pensamento. Lua de Papel.

Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment.

Fisher, A. (2011). Critical Thinking: An Introduction. Cambridge University Press.

Haber, J., (2020). Critical Thinking, MIT Press

Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking: Concepts and Tools. Foundation for Critical Thinking.

Optional

Brookfield, S. (1987). Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

Bowell, T., & Kemp, G. (2002). Critical thinking: a concise guide. London: Routledge.

Cottrell, S. (2005). Critical Thinking Skills: Developing effective analysis and argument. New York: Palgrave McMillan.

Morgado, P. (2003). Cem argumentos: A lógica, a retórica e o direito ao serviço da argumentação. Porto: Vida Económica.

Thayer-Bacon, B.J. (2000). Transforming critical thinking: thinking constructively. New York: Teachers College Press.

Weston, A. (2005). A arte de argumentar. Lisboa: Gradiva

CP1. Introduction: concepts and schools of thought on international economic relations. Methodological aspects of analysis.
CP2 Economic growth and development asymmetries.
CP2.1. Economic cycles, international policies and trade growth in the 19th and 20th centuries.
CP2.2 England and the theory of free trade, Germany and the United States.
CP2.3. Industrialisation and the technological revolution in transport and communications at the end of the 19th century.Multifunctional firms and the international scale of companies.
CP2.4. Underdeveloped countries and newly industrialised countries.
CP2.5. Recovery strategies.
CP2.6. The post-war period and European prosperity.
CP3. The international financial system
CP3.1. Rise and fall of the gold standard.
CP3.2. The Bretton Woods system and the role of the IMF
CP3.3. Floating exchange rates and the role of the dollar.
CP3.4. The oil crises and their impact on the financial system.
CP4. Portugal in the international economic context

Scheme of assessment: continuous or final.
For the Continuous assessment: three absences are allowed in class.
Students must deliver three assessments:
Single frequency (60%), group work developed in the theoretical-practical classes (30%), class discussion of the group work (10%).
Students are approved if in the continuous assessment attain a rating greater than or equal to 9.5 in average of 3 tests.
Final Assessment: Students will have access to a final exam (1st and / or 2nd season).

Mandatory

Madureira, N.L. "International Economic Agreements", in James Ciment (ed.) Booms and Busts:An Encyclopedia of Economic History , (New York: Sharpe Reference, 2010),Vol.II, 401-404.

Gilpin, Robert, The Political Economy of International Relations, Princeton University Press, Princeton, 1987.

Frieden, Jeffry A., Global Capitalism: Its Fall and Rise in the Twentieth Century, W. W. Norton, Nova Iorque, 2006.

Optional

Rosenberg, Nathan, Exploring the Black Box : Technology, Economics, and History, Cambridge University Press, Cambridge, 1994.

Rosenberg, Nathan;¸ Birdzell L.E., Jr., How the West Grew Rich: The Economic Transformation of the Industrial World, Basic Books, 1987.

Richards Alan and Waterbury, John, A Political Economy of the Middle East, Westview Press,Londres, 2nd edition 1996

Okumura, Hiroshi, Corporate Capitalism in Japan, Palgrave Macmillan, Nova Iorque/ Londres, 2000.

Morgenthau, Hans e Thompson, Kenneth W e Clinton, David Politics Among Nations, McGraw-Hill , Londres ?Nova Iorque, 2005

Millward, Robert, Private and Public enterprise in Europe, Cambridge University Press , Cambridge, 2005.

Milward, Alan S. The European rescue of the Nation State, Routledge and Keegan , Londres, (1992) 1995.

Maxfield, Sylvia, Gatekeepers of Growth, , Princeton University Press, Princeton, 1997.

Marrison, Andrew, Free Trade and Its Reception 1815-1960: Freedom and Trade, Routledge Explorations in Economic History , No 8,1998.

Morgenthau, Hans e Thompson, Kenneth W e Clinton, David Politics Among Nations, McGraw-Hill , Londres ?Nova Iorque, 2005

Lelart, Michel, O sistema Monetário Internacional, Terramar, Lisboa, (1991) 1997.

Frieden. Jeffry A. & Lake, David, A., International Political Economy, St. Matin?s Press, Nova Iorque, 1991.

Eichngreen, Barry, Globalizing Capital. A history of the International Monetary System, Princeton University Press, Princetn, 1996.

Bairoch, Paul, Mitos e paradoxos da História Económica, Terramar, Lisboa, (1993) 2001.

Chapter 1 - Companies and business as the foundation of an economy
Chapter 2 - Accounting as a language of business
Chapter 3 - Financial statements
Chapter 4 - Balance sheet
Chapter 5 - Income statement
Chapter 6 - Statement of cash flows

1. Evaluation throughout the semester:
- Group work and/or midterm test (30%)
- Final individual exam (70%).
Requirements:
- A minimum level of attendance is not required.
- Minimum grade of 8,5 points in the final exam is required.
Approval requires a minimum of 10 points (weighted average).

2. Evaluation by exam
- Final sitting exam (100%).
Approval requires a minimum of 10 points.

Mandatory

Stolowy, Ding, and Paugam, Financial Accounting and Reporting: a global perspective, Cengage (7ª edição), 2024.
Lourenço et. al.,
Fundamentos de Contabilidade Financeira: teoria e casos. Edições Sílabo (3ª edição), 2020.

Optional

Libby et al., Financial Accounting. McGraw Hill., 2023.
Lourenço and Morais, Contabilidade Financeira: resumo sistematizado dos conceitos, lançamentos e fórmulas usados em contabilidade financeira, Edições Sílabo, 2018.
Leitão, Ferreira e Ferreira, Fundamentos de Economia da Empresa, Rei dos Livros, 2022
Skripak e Poff, Fundamentals of Business (4th Edition), Virginia Tech Libraries, 2023
CNC, Sistema de Normalização Contabilística (SNC) - Legislação, 2024.

I - Time Value of Money
1. The concept of interest rate, consumption and saving
2. Nominal and real interest rate
3. Financial intermediation and risk
4. Simple and compounding interest
5. Discounting and compounding factors
6. Periodic/regular flows: rents
7. Applications and financing operations

II - Markets, Instruments and Financial Institutions
1. Foreign exchange market: the currency rate
2. Monetary market: the interest rate
3. Capital markets: primary and secondary markets
4. Financial Institutions
5. Financial information: sources and analysis

III - Financial Analysis
1. Economic and financial flows
2. Income and profitability ratios
3. Financial leverage
4. Sources and application of funds
5. Working capital
6. Solvency
7. Cash flow analysis

IV - Capital Investments
1. Typology of investments
2. The concept of the project's cash flow map
3. Valuation methodology
4. The discount rate
5. Valuation criteria: NPV, IRR, PI and PAYBACK

Assessment throughout the Semester:
There is no mandatory attendance.

There are 2 Tests:
1. Intermediate Test - worth 40% of the final grade, in person, and with no minimum grade. It covers points I and II of the Syllabus.
2. Final Test - worth 60% of the final grade, in person (at the same time as the First Period Exam), and with no minimum grade. It covers points III and IV of the Syllabus.

For the Intermediate Test and the Final Test, prior registration may be mandatory.

Assessment by exam:
Both the First Period and the Second Period Exams are each worth 100% of the final grade and are performed in person. Each one covers all the points on the Syllabus.

Mandatory

Mota, A. G., Barroso, C., Soares, H. e Laureano, L., 2023, "Introdução às Finanças - Fundamentos de Finanças com Casos Práticos Resolvidos e Propostos", Edições Sílabo, 4ª Edição, Lisboa, EAN 9789895613298 - https://silabo.pt/catalogo/gestao-organizacional/financas/livro/introducao-as-financas/
Mota, A. G., Barroso, C., Soares, H. e Laureano, L., 2024, " Introduction to Finance - Fundamentals of Finance with Solved Exercises and Follow-up Exercises", Edições Sílabo, 4th Edition, Lisboa, - ISBN
https://silabo.pt/catalogo/gestao-organizacional/livro/introduction-to-finance-e-book/

Optional

Brealey, Richard A., Myers, Stewart C. e Franklin Allen, 2019, "ISE Principles of Corporate Finance", 13th Edition, McGraw Hill Education. ISBN-13: 978-1260565553 - https://www.amazon.com/Principles-Corporate-Finance-Richard-Brealey/dp/1260565556/ref=sr_1_1?crid=15NY5DGEOK65Z&keywords=corporate+finance+brealey&qid=1704553527&sprefix=corporate+finance+brealey%2Caps%2C183&sr=8-1
Ross, S., Westerfield R. e B. Jordan, 2021, "Fundamentals of Corporate Finance ISE", 13th Edition, McGraw-Hill. ISBN: 9781265553609 - https://www.amazon.com/Fundamentals-Corporate-Finance-International-Textbook/dp/1265553602/ref=sr_1_1?crid=26P0JNL6N6KZL&keywords=fund

S1. Managing in organizations
1.1 Organizations and management of organizations

S2. Theories of management
2.1 Rational goal models
2.2 Internal process models
2.3 Human relations models
2.4 Open systems models
2.5 The competing values framework

S3. The business environment
3.1 The competitive environment
3.2 The general environment
3.3 The stakeholder analysis

S4. Functions of management
4.1 Planning
4.2 Organizing (organizational and management structures)
4.3 Leading
4.4 Controlling

S5. Innovation in organizations
5.1 Entrepreneurship and innovation
5.2 The process of innovation

S6. Social responsibility and sustainability
6.1 Ethics
6.2 Corporate Social Responsibility
6.3 Sustainability

The assessment is twofold: Periodic and Final Exams

Periodic assessment
The periodic assessment comprises the following items:
In class oral presentation - 15%; and, group report - 20%
mid-term test - 10%
Final test - 55%;
The minimum grade for validation of the assessment, for all components, is 7.50 valores. The required attendance record is 80%.

Final exams
There are two phases of final exams at the end of the semester. The passing grade in the exam is 10 valores and it counts for 100% of the final grade.

Note:
The students who fail to pass in the periodic assessment may take the final exam of the second phase.
The students who have got a final grade of 17 valores or above, will have to submit to an oral exam. It is assured the minimum grade to be granted will be no less than 17 valores.

Mandatory

Case studies and other learning materials will be provided by the faculty.
Management: using practice and theory to develop skills / David Boddy (2020, 8th edition) / Pearson

Optional

Casos e artigos serão providenciados pelos docentes
Introduction to Management / John Schermerhorn Jr. and Daniel Bachrach (2020, 13th edition) / Wiley

S1. Introduction to Design Thinking and Stage 1: Empathy (3h)
S2. Steps 2 and 3: Problem Definition and Ideation (3h)
S3. Step 4: Prototyping (3h)
S4. Step 5: Testing and application of Design Thinking in different areas (3h)

Semester-long Assessment Mode:

• Class participation (20%): Evaluates students' presence, involvement, and contribution in class discussions and activities.

• Individual work (40%): Students will develop an individual project applying Design Thinking to solve a specific problem. They will be evaluated on the application of the stages of Design Thinking, the quality of the proposed solutions, and creativity.

• Group work (40%): Students will form groups to develop a joint project, applying Design Thinking to solve a real challenge. Evaluation will be based on the application of the steps of Design Thinking, the quality of the solutions, and collaboration among group members.

To complete the course in the Semester-long Assessment mode, the student must attend at least 75% of the classes and must not score less than 7 marks in any of the assessment components. The strong focus on learning through practical and project activities means that this course does not include a final assessment mode.

Mandatory

Brown, T. (2008). Design Thinking. Harvard Business Review, 86(6), 84–92.
Lewrick, M., Link, P., & Leifer, L. (2018). The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems. John Wiley & Sons.
Lockwood, T. (2010). Design Thinking: Integrating Innovation, Customer Experience and Brand Value. Allworth Press.
Stewart S.C (2011) “Interpreting Design Thinking”. In: https://www.sciencedirect.com/journal/design-studies/vol/32/issue/6

Optional

Brown, T., & Katz, B. (2011). Change by design. Journal of product innovation management, 28(3), 381-383.
Brown, T., Katz, B. M. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. HarperBusiness, 2009.
Liedtka, J. (2018). Why Design Thinking Works. Harvard Business Review, 96(5), 72–79.
Gharajedaghi, J. (2011). Systems thinking: Managing chaos and complexity. A platform for designing business architecture. Google Book in: https://books.google.com/books?hl=en&lr=&id=b0g9AUVo2uUC&oi=fnd&pg=PP1&dq=design+thinking&ots=CEZe0uczco&sig=RrEdhJZuk3Tw8nyULGdi3I4MHlQ

P1 Economics as a science and as object of knowledge
P2 Economics, Moral and Politics: from antiquity to the construction of the modern state
P3 Classical Political Economy
P4 Capitalism and its critics
P5 The origins of Neoclassical Economics
P6 Critics to Neoclassical Economics: Institucionalism and Evolutionism
P7 Economic crisis and the role of the State: Keynes
P8 Neoliberalism: Austrian School and the School of Chicago
P9 Current trends in the development of economic ideas

1. Assessment throughout the semester:
Assessment tools:
a. Two tests: Midterm test (30%) and Final test (30%)
b. Work group (40%):
  •    Brief collective presentation on an original text by one of the authors studied in the course syllabus (5%)
    •    Individual questions posed to the group (10%)
    •    Confrontation of ideas / debate (20%)
    •    Commented vote (5%)
A minimum of attendance: 80%
An average minimum score of 8 points is required in tests.

2. Final assessment
Final Exams: 1st and 2nd season (final score corresponding to the exam's result)

Mandatory

Notas Pedagógicas 1: A Economia como ciência e como objecto de conhecimento

Notas Pedagógicas 2: As origens da Economia Política Clássica

Notas Pedagógicas 3: A Economia Política Clássica

Notas Pedagógicas 4: As Críticas à Economia Política Clássica I

Notas Pedagógicas 5: As Críticas à Economia Política Clássica II

Notas Pedagógicas 6: Marginalismo e fundamentos da corrente neoclássica

Notas Pedagógicas 7: A ruptura de Keynes

Notas Pedagógicas 8: As heterodoxias: o Institucionalismo e o Evolucionismo

Notas Pedagógicas 9: Panorama Actual do Pensamento Económico

Backhouse, Roger (2002), The Penguin History of Economics, London, Peguin Books.

Louçã, Francisco, e José Maria Castro Caldas (2009), Economia(s), Lisboa, Edições Afrontamento

Optional

Milonakis, Dimitris e Ben Fine (2009), From Political Economy to Economics, Routledge

Samuels,Warren, Jeff Biddle e John Davis (2003), A Companion to the History of Economic Thought, Balckwell Publishing

Galbraith, J. K. (1994), A Short History of Financial Euphoria, Penguin Books.

Nunes, A. Sedas (1992), História dos Factos e das Doutrinas Sociais, da formação histórica do capitalismo ao marxismo, Lisboa Editorial Presença.

Nunes, A. Sedas (1977), Questões Preliminares Sobre as Ciências Sociais, Editorial Presença/Gabinete de Investigações Sociais.

Pressman, Steven (2006), Fifty Major Economists, London, Routledge.

Samuelson, Paul e Nordhaus, William, Economia, 18 ed., McGrawHIll, 2005.

1. Aims of management and cost accounting
2. An introduction to cost terms and purposes
3. Alternative cost accumulation systems, income and inventory effects
4. An introduction to cost-volume-profit analysis
5. Joint costs
6. Cost allocation (departmental method versus activity based-costing)
7. Job costing and process costing

1. Assessment throughout the semester
- Assessment instruments:
- Two mid-term tests during the academic year;
- One written test during the assessment period, in the same day of the first period exam.
- Minimum requirements:
- Attendance to classes of at least 2/3;
- Delivery of the two mid-term tests;
- Minimum grade of 7.5 points (average of the two mid-term tests)
- Minimum grade of 7.5 points in the written test.
- The non-compliance with one of these minimum requirements will consider the student, automatically, under the assessment by exam
- Final Grade = mid-term test (25%) + mid-term test (25%) + written test (50%)

2. Assessment by exam:
- First period exam, second period exam, and special period exam: written test 100% (minimum mark for approval: 10 points).

Mandatory

Bhimani, A., Horngren, C.T., Datar, S.M. and Rajan, M. (2023) Management and Cost Accounting, 8th Edition, Pearson.

Drury, C. and Tayles, M. (2021) Management and Cost Accounting, 11th Edition, South-Western / Cengage Learning.

Garrison, R., Noreen, E. and Brewer, P. (2024) Managerial Accounting, 17th Edition, McGraw-Hill.

Optional

Franco, V., Oliveira, A.V., Morais, A.I., Oliveira, B.J., Lourenço, I., Major, M.J., Jesus, M.A. e Serrasqueiro, R. (2015) Os Custos, os Resultados e a Informação para a Gestão, 4ª Edição, Livros Horizonte, Lisboa.

CP1.Limits and Derivatives
1.1. The limit of a function; continuity
1.2. Derivatives and rates of change; the derivative as a function
1.3. Chain Rule
1.4. Implicit differentiation
1.5. Linear approximations and differentials; Taylor polynomials
1.6. Applications of differentiation: extrema, the Mean Value Theorem, optimization
CP2. Integrals
2.1. Introduction to integrals, antiderivatives
2.2. Integration techniques
2.3. The definite integral, the Fundamental Theorem of Calculus and indefinite integrals
2.4. Applications of integration; areas between curves applications to economics
CP3. Differential Equations
3.1. Modeling with differential equations, models for population growth
3.2. Separable equations
3.3. Linear equations, change of variable ? Bernoulli equations
CP4. Series
4.1. Sequences and series
4.2. Geometric series, some convergence tests
4.3. Power series and representations of functions as power series; Taylor polynomials
4.4. Applications of series in economics

The minimum passing grade for the Curricular Unit is 9.5 points.

Evaluation methods - Students can choose one of the following evaluation methods:

1) Continuous assessment throughout the semester, consisting of:

Minimum attendance of 75% of classes - 27 classes
Mini-tests (25%): 3 mini-tests conducted during class
Final exam (75%): written test conducted in the 1st evaluation period; minimum grade of 8.0 points.

2) Evaluation by exam: written test (with a weight of 100%), in the 1st period or the 2nd period of the evaluation period.

Note 1: Repeating students are subject to the same evaluation methods and rules.

Note 2: The course instructors reserve the right to conduct oral exams when necessary.

Rules for continuous assessment throughout the semester

A student is excluded from the continuous assessment mode, automatically switching to the exam assessment mode, in the following situations:

i) Failure to meet the minimum attendance of 27 effectively taught practical classes.
ii) Obtaining a grade lower than 8.0 points in the final exam.

Mini tests

(i) 3 mini tests are conducted throughout the semester, during classes. Each mini test has a maximum duration of 20 minutes, on a date and time to be announced, and covers previously taught material.
(ii) Students must take the mini tests in their assigned class; taking them in other classes is not allowed.
(iii) The final grade for this component will be the average of the grades of the 3 mini tests taken.
(iv) Unattended assessment moments will be graded as 0 points.
(v) For students who choose continuous assessment, the final result will be the better of the continuous assessment and exam assessment.

Mandatory

James Stewart, Cálculo Volume 1 - Tradução de 8ª Edição Norte Americana, 2017, Cengage, ISBN-13: 9788522125845
James Stewart, Cálculo Volume 2 - Tradução de 8ª Edição Norte Americana, 2017, Cengade, ISBN-13: 9788522125845
James Stewart, Calculus, Early Transcendentals, International Metric Edition, 8th Edition, 2017, Cengade Learning, ISBN: 9781305272378

Optional

Knut Sydsæter, Peter Hammond, Arne Strøm & Andrés Carvajal, Essential Mathematics for Economic Analysis, 5th edition, 2016, Pearson, ISBN-13: 9781292074610
Michael Hoy, John Livernois, Chris Mckenna, Ray Rees & Thanasis Stengos,, Mathematics for Economics, 3rd edition,, 2011, Cambridge, Massachusetts: The MIT Press, ISBN: 9780262516228

CP1. Linear algebra


1.1. Systems of linear equations

1.2. Matrices and matrix operations

1.3. Determinants

1.4. Eigenvalues and eigenvectors

1.5. Quadratic forms


CP2. Functions of more than one variable


2.1. Functions of two (or more) variables

2.2. Limits and continuity

2.3. Tangent planes and linear approximations

2.4. The Chain Rule

2.5. Directional derivatives and the gradient vector

2.6. Extrema


CP3. Otimization


3.1. Otimization in R (revision)

3.2.1. Otimization in Rn: unconstrained extrema in Rn

3.2.2. Constrained extrema in Rn


CP4. Integrals in Rn


4.1 Double integrals

4.2 Some dual-integrals applications in economics

The minimum passing grade for the Curricular Unit is 9.5 points.

Evaluation methods - Students can choose one of the following evaluation methods:

1. Continuous assessment throughout the semester, consisting of:

Minimum attendance of 75% of classes - 27 classes
Mini-tests (25%): 3 mini-tests conducted during class;
Final exam (75%): written test conducted in the 1st evaluation period; minimum grade of 8.0 points.

2. Evaluation by exam: written test (with a weight of 100%), in the 1st period or the 2nd period of the evaluation period.

Note 1: Repeating students are subject to the same evaluation methods and rules.

Note 2: The course instructors reserve the right to conduct oral exams when necessary.

Rules for continuous assessment throughout the semester

A student is excluded from the continuous assessment mode, automatically switching to the exam assessment mode, in the following situations:

i) Failure to meet the minimum attendance of 27 effectively taught practical classes.
ii) Obtaining a grade lower than 8.0 points in the final exam.

Mini tests

(i) 3 mini tests are conducted throughout the semester, during classes. Each mini test has a maximum duration of 20 minutes, on a date and time to be announced, and covers previously taught material.
(ii) Students must take the mini tests in their assigned class; taking them in other classes is not allowed.
(iii) The final grade for this component will be the average of the grades of the 3 mini tests taken.
(iv) Unattended assessment moments will be graded as 0 points.
(v) For students who choose continuous assessment, the final result will be the better of the continuous assessment and exam assessment.

Mandatory

Howard Anton, Chris Rorres, Algebra Linear com Aplicações, 10ª Edição, 2012, Bookman. ISBN: 9788540701694
James Stewart, Cálculo Volume 2, Tradução da 8ª Edição Norte Americana, 2017, Cengage Learning. ISBN-13: 9788522125845
James Stewart, Calculus, Early Transcendentals, International Metric Edition, 8th Edition,Cengage Learning. ISBN: 9781305272378

Optional

Knut Sydsaeter, Peter Hammond, Arne Strom & Andrés Carvajal, Essential Mathematics for Economic Analysis, 5th edition, 2016, Pearson. ISBN-13: 9781292074610
Michael Hoy, John Livernois, Chris Mckenna, Ray Rees & Thanasis Stengos, Mathematics for Economics, 3rd edition, 2011, Cambridge, Massachusetts: The MIT Press. ISBN: 9780262516228

PC1. PART A: Microeconomics - Introdutory concepts
- Basic concepts
- Demand, Supply and Market Equilibrium
- Surplus, Eficiency and Market Failures
- Elasticities
- Government interventions in markets (taxes and price constrols)


PC2. PART B: Consumer Theory
- Preferences and Utility
- Budget Constraint
- Choice
- Individual Demand and Market Demand

PC3. PART C: Producer Theory
- Production
- Costs

PC4. PART D: Market Structures
- Perfect Competition
- Monopoly
- Imperfect competition models

Student must choose one of the following assessment methods:

Method A:
- Group assignment (50%)
- Final Exam (50%)

In order to get a positive grade in the course, the mark of the two written exams cannot be below 7,5.

Method B:

- Final Exam (100%)

Mandatory

Textos de apoio a disponiblizar pela equipa docente.
Varian, H. (2014), Intermediate Microeconomics - A Modern Approach, 9ª edição, Verlag Dashofer.

Optional

Krugman, P. e R. Wells (2018), Microeconomics, 5ª edição, Worth Publishers.
Frank, R. e E. Cartwright (2016), Microeconomics and Behavior, 2ª edição, McGraw-Hill.

PC1. Preparing for a presentation.
PC2. Non-verbal communication techniques.
PC3. Voice and body communication, audience involvement. PC4. Presentation practice and feedback. The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which emphasizes experiential learning. Classes will consist of activities such as: Theatrical experiences and group discussions; Practical activities; Presentations and exhibitions of autonomous work; Individual reflection.

The assessment of the Public Presentations with Theatrical Techniques course aims to gauge the development of students' skills in essential aspects of public presentations. The assessment structure includes activities covering different aspects of the experiential learning process involving both theatrical techniques and specific communication techniques.
Assessment throughout the semester includes activities covering different aspects of the process of preparing a public presentation, including group and individual work activities:
Group activities (50%) [students are challenged to perform in groups of up to 5 elements, made up randomly according to each activity proposal].
1-Practical Presentations: Students will be assessed on the basis of their public presentations throughout the semester:
Description: each group receives a presentation proposal and must identify the elements of the activity and act in accordance with the objective.
The results of their work are presented in class to their colleagues (Time/group: presentation - 5 to 10 min.; reflection - 5 min.). Assessment (oral): based on active participation, organization of ideas and objectivity in communication, vocal and body expression, the use of theatrical techniques and performance. Presentations may be individual or group, depending on the proposed activities.
Individual activities (50%)
1-Exercises and Written Assignments (Autonomous Work):
Description: In addition to the practical presentations, students will be asked to carry out exercises and written tasks related to the content covered in each class. These activities include reflecting on techniques learned, creating a vision board, analyzing academic objectives, student self-assessment throughout the semester, answering theoretical questions and writing presentation scripts.
Assessment: (Oral component and written content), organization, content, correct use of the structure and procedures of the autonomous work proposed in each class, ability to answer questions posed by colleagues and the teacher. Communication skills and the quality of written work will be assessed, with a focus on clarity of presentation. These activities will help to gauge conceptual understanding of the content taught.
There will be no assessment by final exam, and approval will be determined by the weighted average of the assessments throughout the semester.
General considerations: in the assessment, students will be given feedback on their performance in each activity.
To complete the course in this mode, the student must attend 80% of the classes. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

Mandatory

Prieto, G. (2014). Falar em Público - Arte e Técnica da Oratória. Escolar Editora.

Optional

Anderson, C. (2016). TED Talks: o guia oficial do TED para falar em público. Editora Intrinseca.
Luiz, P. (2019). Manual de Exercícios Criativos e Teatrais. Showtime. Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.

CP1: Introduction to scientific research: concepts and processes. Research questions. Processes: stages (Identifying the problem; Reviewing the literature; Defining objectives and hypotheses; Selecting the methodology; Collecting data; Analysing data; Conclusions and recommendations).
CP2: Techniques for summarising and analysing scientific articles. Identifying relevant sources, evaluating the literature and synthesising information. Ethics, informed consent, confidentiality and integrity in research. Data collection methods.
CP3: Structure and organisation of research papers: pre-textual elements (cover, title page, abstract, keywords, table of contents), textual elements (introduction, literature review, methodology, results, discussion) and post-textual elements (conclusion, references, appendices, annexes). Preparation of a structure based on topics provided by the lecturer.
CP4: Application of APA Standards in scientific writing and academic reports.

The assessment of the course aims to gauge the students' acquisition of skills in essential aspects of writing texts in an academic context. Assessment throughout the semester includes activities covering different aspects of the technical and scientific writing process, including group and individual work activities:
Group activities (70%) [students are organized into groups of 4, randomly selected].
1- Group discussions with case studies (20%):
Description: each group is given a case study to analyze, and must identify the type of text; the research problem(s), hypotheses, methodologies used and data sources. The results of their work are presented in class to their colleagues (Time/group: presentation - 3 min; debate - 5 min).
Assessment (oral): based on active participation, the quality of the analysis and the clarity of the presentation.
2 - Research exercises and application of APA standards (20%).
Description: Students carry out practical research exercises in a (thematic) context on bibliographical references, their formatting and citation according to APA Norms. Assessment (written work to be submitted on Moodle): The exercises will be corrected and assessed on the basis of accuracy and compliance with APA Standards.
3 - Project Presentation Simulations (30%):
Description: groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (Time/group: presentation 3 min.; debate: 5 min.). The work is then reviewed following the comments.
Assessment: (Oral component and written/digital content to be submitted on Moodle): organization, content, correct use of the structure and procedures of academic work, ability to answer questions posed by colleagues and the teacher.
Individual activities (30%):
1 - Summary of a scientific article (20%).
Description: Each student must read and summarize a scientific article.
Assessment: The summaries made in class will be assessed on their ability to identify and summarize the essential elements of the text.
2 - Participation in activities throughout the semester (10%).
Description: This component aims to assess the specific contributions of each student in the activities carried out throughout the semester. Assessment: Interventions in the classroom; relevance of the student's specific contributions to debates; collaborative relationship with colleagues. In order to be assessed throughout the semester, the student must be present at 80% of the classes and have more than 7 (seven) marks in each of the assessments. If there are doubts about participation in the activities carried out, the teacher may request an oral discussion.
Final assessment: In-person written test (100%).

Mandatory

American Psychological Association (2020). Publication manual of the American Psychological Association, 7 edição APA.
Macagno, F. & Rapanta, C. (2021). Escrita académica: argumentação, lógica da escrita, ideias, estilo, artigos e papers. Pactor.
Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.

Optional

Cottrell, S. (2005). Critical thinking skills: developing effective analysis and argument. Palgrave McMillan.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
D'Alte, P., & D'Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos académicos. Revista Bibliomar, 22 (1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Duarte, N. (2008). The art and science of creating great presentations. O'Reilly Media.Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Hofmann, A. (2016). Scientific writing and communication: papers, proposals, and presentations. Oxford University Press.
Kuhn, Deanna (1991). The skills of argument. Cambridge University Press.
Marcos, I.(2016). Citar e referenciar: o uso ético da informação. http://hdl.handle.net/10400.2/3929
Martínez, J. (2016). Cómo buscar y usar información científica: Guía para estudiantes universitários. Santander. http://hdl.handle.net/10760/29934
OIT. (2021). Ajustar as competências e a aprendizagem ao longo da vida para o futuro do trabalho. OIT Genebra.
OIT. (2020). Guia sobre como e porquê recolher e utilizar dados sobre as relações laborais. OIT Genebra.
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483-520.
Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.
Rodrigues, A. D. (2005). A Partitura invisível. Para uma abordagem interacional da linguagem. Colibri.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: essential tasks and skills. University of Michigan Press.
Umberto, E. (2016). Como se faz uma Tese em Ciências Humanas. Editorial Presença.

Manuais: http://www.apastyle.org/ http://www.apastyle.org/learn/tutorials/index.aspx