Guía docente de Competencia Política y Toma de Decisiones (M56/56/1/48)

• Introduction to the Social Choice Theory.
• Election Rules.
• Electoral Competition Models.
• Applications to economic policies

• Game theory course

• Learn the problem of aggregating preferences.
• Understand different voting rules.
• Calculate the winner of a voting process using different voting rules.
• Analyze strategically political decisions.
• Apply the different models to understand the real politics

• PART I.  Social Choice and Election Rules.
  • Introduction to Social Choice Theory.
  • Elements of an Election Rule. Different Election Rules.
  • The Majority Rule.
  • The Borda’s Rule. 
  • Properties of the Election Rules.
  • The Arrow’s Impossibility Theorem.
  • The Single Peaked Preferences.
  • The Median Voter Theorem.
• PART II.  Electoral Competition Models.
  • Introduction to the electoral competition theory.
  • The Downs’Model.
  • The Wittman’s  Model.
  • Critics and limitations of political competition models.
  • Applications.

WORKSHOPS

• Students’ presentation of a published paper on the topic of the subject (the number of workshops will depend on the number of students)

LABORATORY SESSIONS

• Session 1. Resolution of the Problem set on Part 1.
• Session 2   Guideliness for Students' presentations

• Black, Duncan (1948). "On the Rationale of Group Decision-making". Journal of Political Economy 56: 23–34.
• Arrow Kenneth J. (1950): “A Difficulty in the Concept of Social Welfare”. The Journal of Political Economy, 58(4):328-346.
• Sen, Amartya (1995) “Rationality and Social Choice” The American Economic Review, 85(1):1-24.
• Person T. and Tabellini G. (2000). Chapter 3 in Political Economics. Explaining Economic Policy: 47-64.

• Meltzer and Richard (1981). “A Rational Theory of the Size of Government” Journal of Political Economy, 89(5): 914-927.
• Alesina, A. (1988). Credibility and policy convergence. American Economic Review 78: 796-805.
• Morton R. (1993). “Incomplete Information and Ideological Explanations of Platform Divergence” The American Political Science Review, 87(2): 382-392.

Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

Assessment will be conducted on an ongoing evaluation of the following aspects of student training (the weight of each item in the final assessment is shown in parenthesis):

• Presentation of an research article (80%).
• Resolution of problem sets and participation in class (20%)

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

Written exam over the topics covered in the course (100%)

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

• Written exam over the topics covered in the course (100%)

NCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations.