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CB1. That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects. involving knowledge from the forefront of their field of study.
CB5. That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CE4. Turn an "empirical" problem into a research project and draw conclusions.
CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.
CG2. Be able to generate ideas and solve problems, both individually and collectively.
CG3. Be able to innovate by developing an open attitude to change and be willing to reevaluate old mental models that limit thinking.
CG4. Be able to integrate the values of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Tourism and Leisure Management contribute to train citizens for a just, democratic society based on a culture of dialogue and peace.
CT1. Communicate properly orally and in writing in the two official languages of Catalonia.
CT3. Formulate critical and well-argued reasoning, using precise terminology, specialized resources and documentation to support these arguments.
CT5. Master the main applications of computer tools and new technologies for ordinary academic activity.
CT6. Carry out tasks autonomously with the correct organization and timing of academic work.
CT7. Develop the ability to assess inequalities due to sex and gender to design solutions.
Ability to recognize, become familiar with and use statistical techniques when making market decisions in the tourism sector. All this approach will make compatible the ability to manually calculate the various tools for a small set of data with the ability to use and analyze and interpret the outputs of statistical software. Some questions that will be solved throughout the course with what we will know:
The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.
The face-to-face sessions with the whole group will combine theory sessions with hand-held exercise resolution sessions and through case studies with data from real companies.
In the practical sessions students will work on exercises and databases with the Stata / R program (to be determined). You will need to bring a laptop to the classroom.
There will be a conference by a professional who uses Statistics applied to Marketing. Whether in market research, big data or strategic positioning.
Topic 1
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Introduction
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Topic 2 |
One-dimensional statistics
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Topic 3 |
Two-dimensional statistics
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Topic 4 |
Time series
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Topic 5 |
Probability
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Exercise Descriptive statistics. Individual (Inside and outside the classroom)
Descriptive statistical test. Individual (Inside and outside the classroom). Virtual
Exercise association between quantitative variables. Individual (Inside and outside the classroom)
Exercise association between quantitative variables. Individual (Inside and outside the classroom)
Exercise of time series. Individual (Inside and outside the classroom)
Association test between quantitative and qualitative variables and time series. (In and out of the classroom). Virtual
Binomial distribution exercise. Individual (Inside and outside the classroom)
Normal distribution exercise. Individual (Inside and outside the classroom)
Probability test. (In and out of the classroom). Virtual
Work with computer software. Group (Inside and shape of the classroom)
Exam. Individual
The quarterly evaluation will take into account the following aspects with the weights indicated:
- Final term exam: 60%
- Work with database: 30%
- Delivery of exercises and proposed practices: 10%
There will be a recovery at the start of the next quarter. Only the exam will be retaken. The other 40% will maintain the quarterly assessment mark
RAYA, J. (2004). Statistics applied to Tourism. Prentice hall
RAYA, J. (2012): Statistics applied to business and marketing. Prentice Hall
MOORE, Mc. CABE (2005), Introduction to the practice of Statistics. Freeman
SPIEGELHALTER, D. (2019): The art of statistics: learning by data. Pelican
NEWBOLD, PAUL, Carlson, W., Thorne, W. (2007), Statistics for Business and the Economy, 6th edition, Madrid, Prentice Hall.
FREEDMAN, P. (1991). PURVES, R., PISANI, R. and ADHIKARI. Statistics. 2ªed. Antoni Bosch.
RADZIWLL, CN (2015). Statistics with R: (the Easier Way). Lapis Lucera.