Guía docente de Métodos para la Investigación en Microeconomía (M56/56/1/41)

• In this course we cover the standard models to deal with empirical applications in Microeconomics.
• They would learn how to treat continuos variables, dummy variables, categorical ordered and non ordered variables and truncated variables.
• We introduce some advance analysis regarding causal inference.
• The software for the course is STATA.
• They must be able at the end of the course to explore complex databases and to choose the accurate estimators depending on the model they want to test.

Student should have some skills in Statistics, Econometrics, Microeconomics and programming.

• The different quantitative techniques for the analysis of any economic problem.
• The implications of different types of determinants, in particular, the interpretation of the effect of a continuous variables versus a discrete variable.
• To select the main findings of the quantitative analysis 
• To identify a relevant empirical economic problem,
• Distinguish between different empirical methodologies to address a question.
• Gather evidence (references, empirical, theoretical, etc) to perform an analysis.
• Analyze the empirical evidence to solve a new problem.
• Conduct an empirical analysis with the most relevant methodology.
• Identify relevant conclusions.

Topic 1: Review of linear regression

Topic 2: Discrete choice dependent variable models.

Topic 3: Multinomial response discrete choice models and Censored data models.

Topic 4. Topics: QR, ERM, RDD, Diff-in-Diff and policy evaluation.

Practical exercises using the software STATA on each theoretical topic.

Topic 1: Review of linear regression

Topic 2: Discrete choice dependent variable models.

Topic 3: Multinomial response discrete choice models and censored data models.

Topic 5. Topics: QR, ERM, RDD, Diff-in-Diff and policy evaluation.

• Cameron, A. C., y Trivedi, P. K. (2005): Microeconometrics: Methods and applications. Cambridge University Press.
• Greene, W. H. (2003): Econometric analysis. 5ª edición. Prentice-Hall.
• Wooldridge, J. M. (2006): Introductory econometrics: a modern approach. South-Western.

https://prado.ugr.es/

• MD01 Lección magistral/expositiva 
• MD02 Sesiones de discusión y debate 
• MD03 Resolución de problemas y estudio de casos prácticos 
• MD05 Seminarios 
• MD08 Realización de trabajos en grupo 
• MD09 Realización de trabajos individuales 

ORDINARY ASSESSMENT SESSION

Article 18 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

It will be conducted an ongoing evaluation of the following aspects of student training (the weight of each item in the final assessment shown in parenthesis):

• Oral presentations of exercises (including programs and analysis)                         (35%)
• Report (solve some exercises including programs and analysis)                             (65%)

The evaluation of the subject requires a minimum of 80% presence in classes to pass the subject. It will be also compulsory to attend the seminars (if any) organized within the subject. The report should be submitted by PRADO.

EXTRAORDINARY ASSESSMENT SESSION

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities.

In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an assignment.

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account. 

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system. 

Students authorized to this type of unique final evaluation would be evaluated using a report (solve some exercises including programs and analysis).

INCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations.

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).