|SCIENTIFIC DISCIPLINARY SECTOR||SECS-P/01|
Sports economics has as its object the study of sports phenomena from an economic perspective at both the micro-economic and macro-economic levels. To do so, the discipline resorts to inductive and deductive methods using theoretical models to understand the fundamental dynamics of economic action and the role of the various actors operating in the sport economy.
The teaching covers topics in line with the following goal and target of the ONU 2030 Agenda:
Goal 8:Fostering sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
The aim of the course is to apply the main economic models to the sports field, in both a microeconomic and macroeconomic view. In the first part, the theoretical foundations will be provided which will be fundamental in order to understand the economic mechanisms of sport. In this context, particular importance will be given to the regulatory framework of the sporting economic activity. In a second part, particular attention will be paid to the economic effects of major sporting events. At the end of the course the student will know the fundamental dynamics of economic action, the role of the various actors operating in the sport economy and the role of institutional and regulatory actors in the sport economy.
The objective of the course is to apply the main patterns of economic reasoning to the field of sports in both a micro and macro view. In a first part, the theoretical foundations will be provided, which will be fundamental for being able to read the mechanisms that govern the economics of sport in the short and long term.
In a second part special attention will be given to the process of globalization of the sport economy, the different patterns of operation found in different geographical areas, and the economic effects of major sporting events. At the end of the course the student will know the basic dynamics of economic action; he/she will know the role of the various actors operating in the sport economy; and finally he/she will know the role of institutional and regulatory actors in the sport economy.
To follow the course more profitably, basic knowledge of studying mathematical relationships between variables is considered necessary. The concepts studied by economists can be expressed numerically, economic variables are thus related to each other, and graphs are one possible way to describe these relationships between variables. Graphs serve two purposes. First, in the formulation of economic theories they offer a concise, visual representation of theories that is more easily understood than the corresponding analytical expression that resorts to mathematical equations or verbalizations. Second, in the analysis of economic data, they allow us to discover how variables are related to each other in reality.
The course consists of lectures, totaling 48 hours (equivalent to 8 CFUs), during which the main theoretical models will be presented and analyzed in order to understand the fundamental dynamics of economic action and the role of the various actors operating in the sport economy. The silde used in the course of the lectures will be uploaded to AulaWeb along with other materials.
The course analyzes the main economic models applied to the field of sports, from both a microeconomic and macroeconomic perspective. In a first part, the theoretical foundations will be provided, which will be fundamental to be able to understand the economic mechanisms of sports. In this context, particular importance will be given to the regulatory framework of sport economic activity. In a second part special attention will be given to the economic effects of major sports events. At the end of the course the student will know the basic dynamics of economic action, the role of various actors operating in the sport economy and the role of institutional and regulatory actors in the sport economy.
N. Gregory Mankiw, The Essentials of Economics, Zanichelli, Bologna latest edition.
The parts of the reference text are the following chapters: 1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 17, 18, 22, 23, 24, 25 and 26. For the part on the role of various actors operating in the sport economy, material will be uploaded in the course section on the web classroom platform.
In view of some analytical and language difficulties that the discipline presents, assiduous attendance at lectures is recommended.
Office hours: After class.
GIULIA BIANCHI (President)
Classes are held in the first semester according to the schedule approved by the Department Council.
All class schedules are posted on the EasyAcademy portal.
The examination consists of a written test (3 open questions) lasting an average of 60 minutes.
The examination aims to test the student's actual knowledge and acquisition of the theoretical basics as well as his ability to analyze the economic problems studied in the course. Through general theoretical questions, it will test whether the student is able to:
- identify and define economic concepts using appropriate technical language;
- reason independently using the conceptual models studied.
The student will be expected to demonstrate an understanding of the importance and significance of the topics covered in the course by discussing in depth the relevant microeconomic and macroeconomic modeling.
Registration on the course's flatpharma Aula web site is strongly recommended. That site is designed as a place both for interaction between students and lecturer (there are both a forum and a chat room) and as a repository of course materials that students will be able to draw on freely. All information relevant to the course will be indicated there, and exam results will also be posted.
Students with certifications of DSA, disability or other special educational needs are advised to contact both the contact person Prof. Aristide Canepa (email@example.com) and the lecturer at the beginning of the course in order to agree on teaching and examination modalities that, while respecting the teaching objectives, take into account individual learning patterns and provide suitable compensatory tools.