Lecture topics: 1. Introduction - property rights and tenure systems. 2. General historical framework. 3. Land property and land tenancy in the middle ages and later. 4. Subdivisions of farms. 5. The transission to peasants and freeholders 6. Smallholder system 7. Smallholder policy and farming of new land in the 1800s and 1900s, and the development of property and tenancy in agriculture from 1945 until today. 8. The main outlines in the development of the property registration systems in Norway. 9. Strip farming, common properties and public areas. Land consolidation. 10. Urban property history. 11. Characteristics from the property history in Finnmark county.

Students are to be familiar with important lines of development and facts in the Norwegian history of property right and tenure systems, in different parts of the country, and in rural and urban areas as a foundation for practising a profession related to property rights area planning. They should understand and be able to use the most common types of documents related to property rights and transactions in their proper historical context.

-Student supervisors supports during exercises. Qusestion and answer sessions conncted to lectures.

Sevatdal, H. (2017). Eigedomshistorie, Universitetsforlaget. 485 pages

EIE100 or EIE101

4 obligatory activities must be passed to be allowed to take the exam.

Written exam, 3.5 hours.

Lectures: ca. 40 hours Self-study: ca. 220 hours

Minimum requirements for entrance to higher education in Norway (generell studiekompetanse)

EIE102, 10 ECTS

Lectures: ca. 30.

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An external examiner takes part in an evaluation of the examination papers from all the candidates. Evaluation, also of the course, arrangements, literature etc., by the external examiner from the Faculty of Arts at the University of Bergen. There is great emphasis on having an examiner that is willing to cooperate in the quality assurance, and the same examiner will be used over several years so that it is possible to compare this over time. The examiner is systematically and thoroughly informed of the course goal, content, arrangements and implementation, and is also included in the development of examination papers. Finally, there will be a discussion with the teachers and possibly a few students.