Guía docente de Métodos para la Investigación en Macroeconomía (M56/56/1/43)

• Hierarchical data
• Panel data
• Time series.
• Theoretical foundations and applications using STATA.
• STATA tools for data analysis and macroeconometrics.

Basic knowledge in:

• Statistics,
• Mathematics
• Macroeconomics 

• The different quantitative techniques for the analysis of any economic problem regarding hierarchical data, panel data and time series.

• To identify and properly apply these techniques.

• To describe the hypothesis.

• To classify different types of determinants, and to interpret their specific effect.

• 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: Time series models.
  • 1.0. Introduction
  • 1.1. Time series and stochastic processes
  • 1.2. Autoregressive models, Moving average processes and ARMA.
  • 1.3. Non-Stationary linear processes
  • 1.4. Forecasting with ARIMA models.
• Topic 2: Hierarchical data models
  • 2.0. Introduction
  • 2.1. Random intercept
  • 2.2. Random slope
  • 2.3. Interaction Effects
• Topic 3: Panel data models.
  • 3.1. Fixed effects and random effects models: differences between these models.
  • 3.2. Estimation of random effects models: Generalised Least Squares (GLS).
  • 3.3. Estimation of fixed effects models assuming strict exogeneity: the within groups estimator (WG).
  • 3.4. Random effects versus fixed effects: a specification test “Hausman” type.
• Topic 4: Advanced topics

• The practical syllabus of the course coincides with the theoretical syllabus.

Basic References (topic 1):

• R. Davinson and J.G. MacKinnon. “Econometric Theory and Methods”. Oxford University Press
• W. Enders. “Applied Econometric Time Series”. Wiley.

Basic References (topic 2-3):

• 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.

• PRADO (ugr)

• MD01 Lección magistral/expositiva 
• MD02 Sesiones de discusión y debate 
• MD03 Resolución de problemas y estudio de casos prácticos 
• MD07 Análisis de fuentes y documentos 
• MD09 Realización de trabajos individuales 

• Article 17 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.
• This subject consists of two different parts, therefore the evaluation will be assessed by each of the parts. To pass this subject the student has to pass both parts. Each part represents 50% of the final mark.
• 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.
• 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):
• TOPIC 1
  • Tests, exercises and problems solved in class or individually throughout the course (25%)
  • Class attendance and contributions of students in discussion sessions and attitude of students in the different activities (25%)
  • Report (solve some exercises including programs and analysis)  (50%)
• TOPIC 2-3-4
  • Oral presentations of exercises (including programs and analysis) (35%)
  • Report (solve some exercises including programs and analysis) (65%)

• 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 exam and/or assignment.
• TOPIC 1: Report (solve some exercises including programs and analysis). Submitted by PRADO
• TOPIC 2-3-4: Report (solve some exercises including programs and analysis). Submitted by PRADO

• 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 the following criteria:
  • TOPIC 1: Report (solve some exercises including programs and analysis)
  • TOPIC 2-3-4: 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).