The course will make the students familiar with interactive decision theory. Students will be able to analyze and solve simple problems in the fields of economics, management, and finance, using the techniques of game theory.

Knowledge and understanding: The aim of the course is to provide students with the basic tools of interactive decision theory in order to be able to analyze and solve simple theoretical and applied problems in economics, management, and finance, by means of game theoretic techniques. Applying knowledge and understanding: Students will be able to analyze simple problems in interactive decision, with special attention to economic problems, managerial issues, international relations, and bargaining contexts. Criticism of judgment: At the end of the course, students will know the specific tools of the strategic analysis in order to understand economic phenomena. Students will be stimulated to solve standard and less standard exercises and problems in order to develop a critical ability in analyzing economic, managerial, and financial problems. Communication skills: Students will be stimulated to develop communication skills by presenting solutions to exercises and participating in discussion during classes. Learning skills: Students will pursue adequate skills and knowledge to improve their skills in modeling and solving simple economic, managerial, and financial problems. This will have an important positive impact at the moment of analyzing more complex situations.

Fundamentals of non-cooperative and cooperative game theory.

Textbooks -Anna R. Karlin and Yuval Peres (2016). Game Theory Alive, American Mathematical Society. -Slides provided by the teachers. -Exercises provided by the teachers and tutors Other useful readings - Michael Maschler, Eilon Solan, and Shmuel Zamir, Game Theory, Cambridge University Press (2013). - Martin J. Osborne, An Introduction to Game Theory, Oxford University Press (2003). - Levent Kockesen and Efe A. Ok, An Introduction to Game Theory (2007). - Joel Watson, Strategy: An Introduction to Game Theory, 3rd Edition, W. W. Norton & Company (2013). - Ein-Ya Gura and Michael Maschler, Insights into Game Theory, Cambridge University Press (2008). - Noam Nisan, Tim Roughgarden, Eva Tardos, Vijay V. Vazirani, Algorithmic Game Theory, Cambridge University Press (2007).

Interactive learning. During classes students will be asked to offer solutions to problems proposed by the teacher.

The exam consists in a written part with several exercises where the student, by solving some exercises, must demonstrate understanding of the main topics of the course. The student will be able to suitably model economic and managerial situations in terms of games and to find the corresponding solutions. For the purposes of assigning a mark out of thirty, the following evaluation criteria will be taken into account: Ability to model real-life problems with games; Capability to find the suitable solutions of the proposed games. There will be a possibility to obtain bonus points during the semester. During the whole course, 4 tests will be proposed, to solve in presence on personal device. Each test will be graded over 10 and the date of the tests will not be announced in advance. At the end of the semester, the teacher will compute the sum of the best three tests. The students will have the following bonuses depending on the result - sum from 20 (included) to 23 (included): 1 point - sum from 23 (excluded) to 27 (included): 2 points - sum from 27 (excluded) to 30 (included): 3 points The bonus points are only valid for an exam grade obtained at the first or the second session. They will not be taken into account for other sessions. The final mark for the course is determined by the sum of the grades obtained in the various exercises in the exam, whose maximum grade is known to the students, plus the bonus, if obtained, according to the previous rules. The teacher reserves the right to have an oral examination if the written exam leaves some doubts.

Solid understanding of the material, verified through a conversation with the teacher.