- explain the economic, social and political problems associated with structural change and economic growth. - Discuss the Spanish case in a comparative context with other countries at similar levels of per capita income, or during the interwar period. - Develop the student's ability to look for relevant information to support an argument, and to present it with clarity, both in class and in a written essay. - Write an essay or critical survey on the subject. - Learn to analyse economic problems using a multidisciplinary approach. - Develop the ability to ask questions related to the subject, and resolve them using economic analysis and quantitative methods. - An ability to adopt an open attitude to the different problems associated with Spanish economic growth and structural change - An ability to criticize constructively, as well as to accept criticism. - An ability to understand and find solutions to problems in Less Developed Countries today. - Awaken the curiosity of students of to complicated problems present in today's world.

The course examines the economic, social and political problems that arise with structural change and economic modernisation. It is divided into three major blocks: Introduction. Agriculture, structural change and economic growth A. Living Standards, Inequality and Democracy 1. Poverty and inequality in the Spanish countryside in the 1930s 2. The nature of the farm 3. Long run growth and the dynamics of regional agriculture 4. Democracy, communism, fascism and the European agriculture in the interwar period B. The State and rural development 5. Farmers and the State: problems of collective action 6. Social capital and the limits to rural cooperation 7. Economic and political obstacles to technological change 8. Rural farmer - urban consumer: the political economy of food and regulation C. Property rights and the political economy of land reform 9. How secure were property rights? Land ownership, 1800-1936 10. The `southern problem' in an international perspective 11. When do elites surrender power? Farmers and the creation of political parties 12. The Spanish land reform of the 1930s Conclusion. Was conflict inevitable?

The course consists of (a) a weekly lecture by the professor, (b) a short summary of a paper prepared by the student each week for discussion in class; (c) class presentations by an individual, or group of students, on a specific part of the program; (d) and participation by students in the class and debates. Students will also be expected to prepare a short individual essay on a relevant topic to the course. The 6 ECTS credits correspond approximately to: - 2 credits for assistance - 1 credit for preparing the weekly summary - 2 credits for the preparation and presentation of a paper - 1 credit for the participation in class during the course The teacher will present the main ideas of each topic in the lecture, both in terms of the underlying theoretical problems, as well as the historical background. This information, together with obligatory class readings and individual student essays, will provide the material to conduct debates in the class. Class presentations by students aim to develop their ability to synthesise complex material and present it orally to their fellow students. Their ability to answer questions will also be tested. The weekly essays will show that the student has understood the material to be discussed.