Learning Innovation Unit, Dublin City University: >Guidelines for completing DCU Module descriptors on Coursebuilder

Guidelines for completing DCU Module descriptors on Coursebuilder

Workload tab

This tab has the following headings: Full- and part-time workload, Indicative Content and Learning Activities, Book list, Article/Paper List and Other Resources.

Full- and part-time workload

Please provide a breakdown of the anticipated volume and type of workload for a full- or part-time student (as applicable) participating in this module.

For each item:

  1. Select Add Workload item.
  2. Indicate the Workload type (Lecture, Placement, Independent learning time etc).
  3. Add a Description of the item.
  4. Indicate the Total hours per academic session spent on this item.

Points to note:

  • ECTS credits: Each DCU module is assigned either 5, 7.5, 10. 15, 20, 25 or 30 European Credit Transfer and Accumulation System (ECTS) credits. ECTS credits are based on the workload students typically need to complete the learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes. 1 ECTS credit is equivalent to 25- 30hours of a typical student's work: please ensure that the workload field reflects the number of ECTS credits associated with this module. For more information see http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf.
  • Please include expected time to be spent on groupwork tasks, assessment elements etc.
  • Please provide concise information on the types of learning activities students are expected to engage in during ‘independent learning time’.
  • For INTRA placements please provide a breakdown of workload elements required: e.g. work placement hours, time to complete different elements of associated coursework.

Indicative Content

This section should provide an overview of the topics/concepts covered in the module.

To add a topic or concept:

  1. Select Add Content.
  2. Enter a Content Heading. 
  3. Enter topics to be addressed under this content heading.
  4. Select Add to add this content to the Indicative Content table.
Points to note:

This section will be preceded by the text "Students will focus on the following topics and/or attend to the following": where possible highlight what students will actually do, rather than simply presenting a list of topics.


Students will focus on the following topics and/or attend to the following:

Introduction and review

This section re-visits concepts first seen in introductory economics and examines the limitations of the Keynesian one-sector model of the economy

Modelling the economy in the short-run

A one-sector model of the economy is extended to gives an ‘IS-LM’ model of the economy.  Within this model, the effectiveness of monetary and fiscal policies are examined for a variety of scenarios.  This examination will rely on theoretical scenarios and spreadsheet-based simulations.

The economy in the medium run

Models of the labour market and other factor markets are combined to give a model of aggregate supply.  In turn, this is combined with a model of aggregate demand to give a representation of the determinants of price and output levels for an economy.  Using theoretical considerations, empirical information and simulations, students will examine Okun’s law, the Phillips curve and the effectiveness of policies directed at increasing national output and/or reducing inflation or inflationary pressures.

The economy in the long run

A Solow model of economic growth is used to analyse the long run behaviour of the economy: what is the impact of changes in the savings rate on the long-run steady-state of the economy?  The impact of technological changes?

Expectations and the economy

What are the implications of expectations for the operation of financial markets, the determination of asset prices, aggregate consumption and investment levels?

Book list, Article/Paper List and Other Resources

Please provide details of the key books, journal articles or other resources (such as web based resources, specialist programming/design tools/platforms or specialist equipment associated with this module.

Points to note:
  • It is not necessary to provide an exhaustive bibliography here: additional resources may be referred to via additional module-related documentation as appropriate.
  • Please indicate whether each resource is Recommended or Supplementary or Essential
  • Please indicate the most recent relevant Edition(s) of the book specified.

Ian Jacques, Mathematics for Economics and Business, 2nd - 6th Ed., Addison-Wesley/Prentice Hall

Website: St Andrew's History of Mathematics Website