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SYLLABUS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Societal Change and the Institutions of the Welfare State , 15 ECTS Credits | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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AIM OF THE COURSE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
On completion of the course, the student should be able to - account for and critically reflect on the origin and consequences of different welfare models, historically and presently - describe, discuss and compare different welfare models and their realisations in relation to gender, ethnicity, work, life span and family - critically reflect on the importance of different ideological arguments that authorise the institutional design and development of welfare - compare different theories of the causes and consequences of globalisation for the institutions of welfare on a national and local level - in an independent way, discuss possibilities for the nation state to practise welfare politics in a globalised world. |
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CONTENTS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
In the course, the student should gain advanced understanding of the institutions of welfare. Different welfare models are analysed, concerning historical emergence and consequences for the social structure. The welfare models are related to central theoretical categories such as gender, ethnicity, work, life span and family. The ideological foundation of welfare is analysed, and the arguments for different welfare models are compared. The relation between the ideological explanation and the actual realisation of a concrete welfare model is examined closely. Concepts that are covered in this context are diversity, life span and welfare and how these can be seen as related to one another and to current social changes. The concepts are discussed from several interdisciplinary and multisectoral perspectives. Apart from conflicting processes, such as individualisation and institutionalisation, globalisation is discussed in relation to the local, and to questions about welfare. Different theorisings of globalisation as a process are examined from a comparative perspective and the causes and consequences of globalisation are analysed at a national and local level. The possibility of the nation state to independently be able to operate economically and politically within the framework of globalisation is related to the ability and the will to practise welfare politics. |
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TEACHING | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The teaching takes the form of lectures and seminars, and is based on student active working methods with a relatively high degree of independence. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EXAMINATION | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course is examined individually in written form. Detailed information can be found in the study guide. Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination. Students who have passed an examination may not retake it in order to improve their grades. |
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ADMISSION REQUIREMENTS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
General entry requirements and the specific entry requirements that apply for admission to the programme. |
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GRADING | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
A grade of Pass with Credit, Pass or Fail is given for the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CERTIFICATE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course certificate is issued by the Faculty Board on request. The Department provides a special form which should be submitted to the Student Affairs Division. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
COURSE LITERATURE | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course literature is decided upon by the department in question. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OTHER INFORMATION | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed. |
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