At the end of this learning unit, the student is able to :
At the end of this course, the student is expected to master the fundamental concepts and basic mechanisms of economics enabling him/her to understand and anticipate the socio-economic phenomena observable in contemporary economic life, particularly in the sectors of healthcare, labor and education.
The course aims to provide theoretical framework to explain real facts occurring in these different fields.
In the light of the guidelines of the Learning outcomes, the main objectives of the course are to
A1. Master the fundamentals of the economics allowing to explain and understand the behavior of an individual, group or organization;
C2. Structure and present collected data;
D2. Interact and collaborate in a network as it is suitable in a learning context and professional environments.
Furthermore, this course aims to get students to:
A2. Analyze and model a situation (individual, group or organization) with reference to psychological theories, research results, methods and tools;
E2. Identify the contribution and added value of scientific research in psychology and the sciences of education on the understanding of given situations.
The contribution of this TU (teaching unit) to the development and mastery of the competences and skills of the program (s) is available at the end of this sheet, in the section "Programs / trainings offering this teaching unit".
Furthermore, the course will analyze the role of the public sector (externalities, public goods) and the main governance issues (effectiveness and incentives, budget constraint and efficient use of public money in both the education and healthcare sector).
Particular attention will be given to the issue of moral hazard and in general to the principal-agent problem affecting the education and the healthcare systems.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.It is a lecture-type course in classroom, using concrete cases drawn from the current economic situation to facilitate students' appropriation of concepts and the development of their critical thinking.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.Written exam
- Bras, P.-L., de Pouvourville, G., & Tabuteau, D. (2009). Traité d'économie et de gestion de la santé. Paris: Presses de Sciences-Po.
- Gurgand, M. (2005). Économie de l'éducation. Paris: Collection Repères, La Découverte.
- Jacquemin, A., Tulkens, H., & Mercier, P. (2001). Fondements d'économie politique. Bruxelles: Deboeck.
- Stiglitz, J. E., Lafay, J.-D., & Walsh, C. E. (2014). Principes d'économie moderne. Bruxelles: DeBoeck.
- Portefeuille de lecture disponible sur UclMoodle.