Bachelor in Sociology

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1 Bachelor in Sociology Level of qualification Bachelor degree ECTS credits 180 Programme duration 3 years Mode of study Full Time Study place Bodø Responsible faculty Faculty of Social Sciences Study programme director Bente Vibecke Lunde address bente.lunde@uin.no Telephone Student advisor Lars Røed Hansen (lars.roed.hansen@uin.no) Language of instruction Norwegian Admission requirements Higher Education Entrance Qualification (international students refer to NOKUT s GSU list) Language requirement If relevant, specialization defined by the programme: Specific arrangements for recognition of prior learning If an applicant does not fulfill the requirements for The Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, he o she may apply for recognition of this competence in order to fulfill the admission requirements. See also General Arrangements for recognition of prior learning under the University Rules and Regulations. Programme evaluation The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university s quality assurance system. Assessment methods Exam and assessment methods include written exams, essays and oral presentations. Examination regulations, assessment and grading: Examination regulations can be found in Regulations for studies and exams at University of Nordland (UiN) as well as the special regulations Regulations for examination candidates at UiN under the University Rules and Regulations. The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes failed. Grades can also be given as: passed / not passed or approved / not approved. Qualifications requirements and regulations Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) under the University Rules and Regulations as well as local regulations and directives provided on the Norwegian student pages. Graduation requirements Final graduation examinations for the study programme consist of the bachelor assignment. Costs No tuition fees. Semester registration fee and course literature. Introduction Sociology is the science of society. All aspects of societies, communities and the everyday life of individuals are dealt with. Sociology analyses and explains how people act, interact and organize social life. In essence the bachelor programme gives the student: An introduction to sociological theories and concepts In-depth knowledge of relations between individuals and society Updated knowledge of changes in modern society, rationalization, social differentiation and individualization. General description and profile of the programme

2 Sociology is a rich science with an extensive array of concepts, models and theories that give deep insights into social life and explains how people relate to one another and to social institutions and organizations. Social change, both its causes and consequences for politics, labour relations, family and individuals are also part of a sociological study. Sociology is also the study of social differentiation and conflict, and the study programme therefore gives the student a solid foundation for understanding and explaining the contemporary world, both locally, nationally and globally. The Bachelor of Sociology study programme gives insights into the fundamental concepts used in sociological analysis, in its classical and modern theories and in its most important methods for research and analysis. It also deals with a number of important contemporary themes, like youth and identity, everyday life, power and social inequality, social institutions, poverty and welfare, multicultural societies, climate and resource governance and the relationship between nature and culture. Learning outcomes On successful completion of the Bachelor of Sociology Programme, the student should be able to demonstrate the following outcomes in terms of knowledge, skills and competence: Knowledge and understanding: The bachelor graduate in sociology should: Skills: have comprehensive knowledge about central concepts, themes and theoretical perspectives in sociology have insight into the way societies are composed and how they function have a critical understanding of how society both shapes and is shaped by the life, interests, choices and actions of individuals have good knowledge of the different research fields within the discipline of sociology have knowledge of the different methods or studying society and social processes The bachelor graduate in sociology should: be able to apply sociological theories and modes of analysis on specific themes be able to reflect critically with regard to the discipline and its practice be able to acquire new information and new sociological knowledge and apply this to a specific social problem or research question be able to take into consideration ethical challenges in practicing sociology. General competence The bachelor graduate in sociology should: know how to communicate sociological insights and research results both orally and in written form know how to work independently with a specific research task know how to view research questions from different theoretical perspectives and make well-founded scientific and ethical choices. Study programme plan 2014 Autumn 2015 Spring 2015 Autumn 2016 Spring 2016 Autumn 2017 Spring Bachelor i sociology Mandatory Courses (100 ECTS-credits) Study foundation semester - Individual, Society and Science Institutions of Society Sociology of Everyday Life Introduction to qualitative and quantitative methods in social sciences Elective courses (60 ECTS credits) Bachelor thesis (20 ECTS-credits) Contemporary Sociological Theories Introductory course Society and Social Inequality The sociological mode of thought Nature and Culture in a Sociologic Perspective Bachelor thesis and methods Student Exchange The bachelor programme is adapted for study abroad, for a period of up to one year. The faculty has signed agreements with several foreign universities and can assist with contacts and planning. Further education A bachelor degree in sociology qualifies for admission to the master programme in sociology at University of Nordland (UiN), or at other universities. It also qualifies for admission to the master programme in rehabilitation at UiN, and may form the basis for master studies in other social sciences or sub-fields. Professional and occupational prospects The bachelor in sociology qualifies for a wide variety of positions in the private and public sectors. Sociological knowledge and the ability to use sociological methods equips students to investigate problems, plan actions, and prepare cases for policy-makers. Qualification awarded Bachelor i sosiologi (Bachelor in Sociology)

3 Last updated by: Lake Kvarving, :53 «Back Emner 1st year of study Språk/Language: Study foundation semester - Individual, Society and Science - EX150S ECTS Credits: 30 Level of course: Introductory Level Type of course: Compulsory for all bachelor programmes at the Faculty of Social Sciences except for the Bachelor of Circumpolar Studies. The course includes the courses Ex.phil and Ex.fac. Duration: One semester Study start: Autumn 2014 Year of study: First year Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Kjartan Koch Mikalsen address: kjartan.koch.mikalsen@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university's quality assurance system Course contents: The goal for this semester course is twofold: 1. The course enables students to be better able to study and get involved in studies. It also lays the foundation for the expertise and skills students should have as students and in relation to their future work. It emphasizes in particular: 1. Communication and reflection skills 2. Writing and presentation skills 2. The course provides a basic introduction to philosophy and the history of science, and to central research themes and teaching at the faculty. Currently, this includes the following topics: 1. Democracy, gender equality and participation 2. Norwegian Society and the World 3. Ethics in Practice and Science 4. Globalization, Trade, Environment and Risk 5. The Media's role and power 6. Social Analysis and Political Systems 7. Science s role and power 8. Welfare Society and Welfare State Development Learning outcomes: Knowledge: On successful completion of the course the candidate should: Skills: have broad knowledge of science traditions and their standing in society have basic knowledge of the role of science in social development understand the ethical challenges in research and knowledge-based practice be able to identify the positions, arguments and structures of different text types have a basic understanding of themselves at a personal level in communication and in relationships with others On successful completion of the course the candidate should: be able to take professional stands in debates be able to structure course material and present this in written work or oral form be able to work both independently and in groups master the relevant professional tools and techniques be able to think critically about ethical issues, both personal and student and community issues be able to reflect on own values and humanity General competence: On successful completion of the course the candidate should:

4 be able to think critically about scientific knowledge production be generally oriented in social analysis, ethics and science be able to pass on important subjects, such as theories, issues and solutions in written, oral, and through other appropriate forms of expression have insight into the characteristics of science texts and how such texts can affect society be able to contribute to their own and others' professional development in an independent and thoughtful manner Especially recommended elective courses: No Offered as a free-standing course: Yes Prerequisites: Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. Recommended previous knowledge: Students must be prepared to read some litterature in Norwegian and some in English Mode of delivery: Face-to-face. Learning activities and teaching methods: Teaching methoda and learning activities consist of a mixture of lectures, field trips, student activity, seminars and group work. Selected parts of the curriculum will be discussed in lectures and students are responsible for reviewing the whole curriculum. Students are expected to influence the content of discussions and workshops by contributing with their own suggestions and comments. In addition to compulsory teaching and assignments students follow a longitudinal writing seminar related to the two written tasks in the portfolio examination. The following parts of the course are compulsory: 1. Introduction 2. Ethics seminars 3. Digital tools - many possibilities 4. Communication 5. Visits to work places 6. Reference practice More detailed descriptions of these course parts are available in special subject overviews. Passed assignments are only valid up until and including the academic year in question. Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations. Assessment methods and criteria: The assignments must have been completed in order for the student to be permitted to take the exam. Grades are set based on the following: Two papers (portfolio) written related to longitudinal writing seminars. The assignments will collectively count for 40% and use the regular Norwegian grading system (A-F) A 4-hour written examination counts for 20 % and uses the regular Norwegian grading system (A-F) The oral exam counts for 40 % of the total and is evaluated using the regular Norwegian grading system (A-F) Work placement: Not applicable Recommended or required reading: SHARED CURRICULUM (compulsory for all students): Books: Brodersen, R. B., Bråten, F. R., Anders, Slethei, K., Ågotnes, K. (2007), Tekstens autoritet. Tekstanalyse og skriving i akademia. Oslo: Universitetsforlaget (180 sider) Bauman, Zygmunt (1998), Globaliseringen og dens menneskelige konsekvenser. Oslo: Vidarforlaget A/S (Kapittel 1, 3, 4 og 5, ca 70 sider) Eriksen, Thomas H. (2001), Flerkulturell forståelse. Oslo: Universitetsforlaget (Kapittel 1-4 og 9) Eriksen, Thomas H. og Torunn Arntsen Sajjad (2011), Kulturforskjeller i praksis. Oslo: Gyldendal akademisk (Kapittel 1-8, 16 og 17) Gilje, Nils og Harald Grimen (1993), Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget (Kapittel 1-7, 163 sider) Jensen, Per og Inger Ulleberg (2011), Mellom ordene. Kommunikasjon i profesjonell praksis. Oslo: Gyldendal akademisk (342 sider)

5 Pettersen, Roar C. (2011), Oppgaveskrivingens ABC: veileder og førstehjelp for høgskolestudenter. Oslo: Universitetsforlaget Skirbekk, Gunnar og Nils Gilje (2007), Filosofihistorie Innføring i europeisk filosofihistorie med særlig vekt på vitenskapshistorie og politisk filosofi. Oslo: Universitetsforlaget (Kapittel 1-15 og 21.B-D, 344 sider) Torp, Hege (red.) (2005), Nytt Arbeidsliv. Medvirkning, inkludering og belønning. Oslo: Gyldendal akademisk (Kapittel 1, 2, 3, 6, 7, 9 og 10, ca. 155 sider) Compendium: Allardt, Erik (1976), Dimensions of welfare in a Comparative Scandinavian Study. Acta Sociologica: (12 sider) Buckley, Terry (1996), The Institutions of Athenian Democracy, i Aspects of Greek History BC. A Source-Based Approach. Routledge (ss ) Grimen, Harald (2010), Robert Nozick den minimale staten, i Pedersen, Jørgen (red.), Moderne politisk teori. Oslo: Pax Forlag (Kapittel 2, 22 sider). Huseby, Robert (2012), Likhet og rettferdighet G. A. Cohens kritikk av John Rawls. Nytt norsk tidsskrift 29 (2): (9 sider) Høibraaten, Helge (1998), Demokrati, makt og kommunikasjon, i Fermann, Gunnar og Torbjørn L. Knutsen (red.), Virkelighet og vitenskap perspektiver på kultur, samfunn, natur og teknologi. Oslo: Ad Notam Gyldendal (Kapittel 8.5, 33 sider) Krogh, Thomas (2003), Grunntrekk i universitetenes historie, i Historie, forståelse og fortolkning. Oslo: Gyldendal akademisk (Kapittel 6, 30 sider) Lundby, Knut (2010), Medier overalt, i Frønes, Ivar og Lise Kjølstad (red.), Det norske samfunn. Oslo: Gyldendal Akademisk (23 sider) Lundestad, Svein og Linda Haukland (2011), Historien Fra høgskole til universitet, i Pedersen, Pål A. m.fl., Universitetet i Nordland. Bodø: Universitetet i Nordland (34 sider) Nielsen, May Britt O. (2011), Den demokratiske revolusjon, i Norvegr. Bind 3, Oslo: Aschehoug & Co, ss (30 sider) Noack, Turid (2004), Familien i velferdsstaten: fra støttespiller til trojansk hest?, i Ellingsæter, Anne Lise og Anlaug Leira (red), Velferdsstaten og familien utfordringer og dilemma. Oslo: Gyldendal akademiske (ca. 28 sider) Robson, Mark (2000), The Liberal Monarchy , i Italy Liberalism and Fascism Hodder & Stoughton, ss (28 sider) Roppen, Johann og Sigurd Allern (2010), Journalistikkens samfunnsoppdrag. Kristiansand: IJ-forlaget (Kapittel 1, 23 sider) Schwebs, Knut og Helge Østbye (2013), Media i samfunnet. Oslo: Samlaget (Kapittel 8, 35 sider) Sen, Amartya (1999), Democracy as a Universal Value, i Journal of Democracy 10 (3): 3-17 (15 sider) Stamsø, Mary Ann (red.)( 2009), Velferdsstaten i endring. Oslo: Gyldendal Akademisk (Kapittel 3 og 10, ca. 50 sider) Svendsen, Lars Fr. H. og Simo Säätelä (2007), Hva er en god handling?, i Det sanne, det gode og det skjønne en innføring i filosofi. Oslo: Universitetsforlaget (Kapittel 6.1-3, 26 sider) Titmuss, Richard (2006), Universalism versus Selection, i Pierson, Christopher and F. Castles (eds.), The welfare state reader. Cambridge: Polity Press (9 sider) Journal: Tidsskrift for velferdsforskning 2/2013 (ca 55 sider) Availabel online: Lu, Catherine, World Government, The Stanford Encyclopedia of Philosophy (Fall 2012 Edition), Edward N. Zalta (ed.), URL = < Optional curriculum: Sennett, Ricard (2001), Det fleksible mennesket. Personlige konsekvenser av å arbeide i den nye kapitalismen. Bergen: Fagbokforlaget CURRICULUM FOR TEXT SEMINAR, COMMUNICATION AND ETHICS (programme specific): Political science and Organiszation and management Compendium: Bergh, Johannes og Guro Ødegård (2013), Ungdomsvalget Norsk statsvitenskapelig tidsskrift 29 (1): Bøås, Morten (2009), Pirates of Somalia ny vekstnæring i et land uten stat. Internasjonal Politikk 53 (1): Karlsen, Rune og Stine Marie Waage (2013), Et usedvanlig sterkt medium? - En eksperimentstudie av politiske TV- og radioreklamer. Tidsskrift for samfunnsforskning 53 (4): Lundberg, Kjetil G. (2013), Fra tynne beskrivelser til feite forklaringer: - Om smitteperspektivet i norsk trygdedebatt. Nytt Norsk Tidsskrift 30 (2): Nyseth, Torill (2013), Stedsutvikling i et innovasjonsperspektiv Karneval eller bare nye kostymer?, i Ringholm, toril, Håvard Teigen og Nils Aarsæther (red.), Innovative kommuner. Oslo: Cappelen Damm Akademisk (Kapittel 15) Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: History and Senionr teacher education Compendium: Andersen, O., Reindriftens oppkomst i nordre Nordland, i Evjen, B. og Hansen, L.I. (red.): Nordlands kulturelle mangfold. Etniske relasjoner i historisk

6 perspektiv, Pax Forlag 2008, ss Audoin-Rauzeau, S., Becker, A., Battle, combat, violence: a necessary history, i Audoin-Rauzeau, S., Becker, A: Understanding the Great War, Hill and Wang 2002, ss Drake, H.A., The Impact of Constantine on Christianity, i Lenski, N. (ed.), The Cambridge Companian to the Age of Constantine, Cambridge University Press 2006, ss Hamran, T., Kvinneforeningene, institusjonsbyggingen og den nasjonale velferdspolitikken. Nordnorge før 1940, Historisk tidsskrift, bind 86, nr. 3, Universitetsforlaget 2007, ss Krag, C., Rikssamlingshistorien og ynglingerekken, Historisk Tidsskrift, vol. 91, nr. 2, Universitetsforlaget 2012, ss Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabe online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: Child potection and Social work Compendium: Book: Eide, K., Damsgaard, H.L. (2012): Utfordringer i velferdsstatens yrker. Fontene forskning, 1/12: Natland, S. og Rasmussen, M. (2012): Jeg var ganske usynlig. Fontene forsking, 1/12: 4-18 Mevik, K., Mathisen, R., Paulsen, K., Pigato, B., Tveraabak, M. (2009): I lag med ungdommer. Fontene forskning, 2/09: Røysum, A. (2010): Sosialarbeidernes profesjon utfordres. Fontene forskning, 1/10: Skorpen, B., Johansen, M.S. (2012): Barnet i meldingsteksten. Fontene forskning, 1/12: Eide, Solveig Botnen (2008), Profesjonsetikkens basis: en drøfting med utgangspunkt i endringer av norske sosionomers profesjonsetiske kodekser. Fontene forskning, 1/08: Ruud, Anne K. (2011), Hvorfor spurte ingen meg? Kommunikasjon med barn og ungdom i utfordrende livssituasjoner. Oslo: Gyldendal akademisk Available online: Yrkesetisk grunnlagsdokument for barnevernpedagoger, sosionomer, vernepleiere og velferdsarbeidere: Sociologi Compendium: Gunneriussen, Willy (2012), Opplevelsessamfunnet en vidunderlig ny verden? Kulturelle spenninger i det senmoderne samfunnet, i Sosiologisk årbok 2012:2 Oslo: Novus forlag Hansen, Marianne Nordli (2005), Ulikhet i Osloskolen: Rekruttering og segregering, Tidsskrift for ungdomsforskning 5(1): 3-26 Rogstad, Jon og Solbrække, Kari Nyheim (2012), Velmenende likegyldighet? Etnisk mangfold og integrasjon i en norsk sykehuskontekst, Sosiologisk tidsskrift 04/2012 Stefansen, Hegna, Valset, von Soest og Mossige (2009), Vold mot homofil ungdom. Forekomst og fortolkning, Sosiologi i dag, 39 (2): Sæbø, Gunnar (2013), Sigaretter, snus og status Om livsstilsforskjeller mellom brukergrupper av ulike tobakksprodukter, Sosiologisk tidsskrift 21 (1): 5-32 Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabel online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]:

7 Journalism Compendium: Book: Brurås, Svein (2012): Vær varsom og dristig i Warmedal, Morten Møller og Guri Hjeltnes: Gravende journalistikk. Metode, prosess og etikk. Oslo : Gyldendal Akademisk. Side Eide, Elisabeth (2012): Backlash i mediene? Journalistikk og kjønn i Orgeret, Kristin Skare (red.): Norske medier journalistikk, politikk og kultur. Kristiansand : Cappelen Damm Høyskoleforlaget. Side Eide, Martin (2009): Sannheten, verken mer eller mindre i Hva er journalistikk. Universitetsforlaget. Side Hågvar, Ynge Benestad (2013): Djevelen ligger i diskursen. En kritisk diskursanalyse av Marte Krogh-saken i VG. Norsk medietidsskrift nr. 3/2013, side Omdal, Sven Egil (2012): På ryggen av en svart svane i Eide, Larsen og Sjøvaag (red.): Nytt på nett og brett Journalistikk i forandring. Oslo: Universitetsforlaget. Side Bjerke, Paul (2011), Journalistikkens vekst - og fall? Om journalisters profesjonsmakt. Kristiansand: IJ-forlaget (Kapittel 1, 4 og 6, 53 sider) Lamark, Hege (2001) Som journalister spør. Kristiansand: IJ-forlaget. Kapittel 1 og 2, side 11-35, inngår i kompendium. Dirchsen, Jan B. (2011): Et spørgsmål om tillid at lave tv med mennesker. Århus: Forlaget Ajour. Kapittel 1-7, side Study progression requirement: Students who have previously taken both courses ex.phil and ex.fac. do not have to take this course. Instead they take an additional elective course at Faculty of Social Sciences in order to replace the missing 10 ECTS credits. If the student has already taken one of the courses mentioned, he or she must take the course in its entirety. This is to be assessed individually. Overlapping courses: The following courses gives reduction in ECTS-points: EX105S Examen facultatum, 10 ECTS-credits EX130S Examen philosophicum, 10 ECTS-credits EX152S Akademisk tekst, 10 ECTS-credits Språk/Language: Introduction to qualitative and quantitative methods in social sciences - ME118S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory Duration: One semester Study start: Spring 2015 Year of study: Depending on the programme chosen Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Bente Vibecke Lunde address: Bente.Lunde@uin.no Costs: No costs except semester registration fee and syllabus literature. Course evaluation: The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Course contents: The course provides an introduction to social science methods, both quantitative and qualitative. This course presents and discusses the key concepts in social science methods, methods its logical structure and how the qualitative data (interviews and observations) and quantitative data (statistics) are produced. The course includes: Development ofhow to create a research design The importance of a well-developedgood research question The relationship between theory and empirical work How research to produces data How data is interpreted and analyzed Differences and similarities between qualitative and quantitative methods Writing as a unique, independent thinking and analysis process Learning outcomes: Upon successful completion of this course, students should: Understand the creaion development of a research design Have an overview of the various social science methods

8 Know the contents of various methods and analytical approaches Be able to explain key concepts and approaches Be able to understand and assess the ethical challenges associated with different methods Be able to master the relevant scientific tools, techniques and forms of expression Be able to reflect on their professional practice and adjust this under supervision Be able to plan and conduct a simple research task Be able to read social science literature, as well as presentations of research in media with a better ability to understand and critically evaluate the results presented Especially recommended elective courses: No Offered as a free-standing course: Yes. Prerequisites: Admission occurs based on general study competence (university entrance) or real life and work competence (prior learning) according to current Norwegian regulations. Recommended previous knowledge: A good grasp of mathematics will be an advantage Mode of delivery: Face- to- face Learning activities and teaching methods: The education will be given as a combination of Llectures, and seminars and computer lab training. Precense at the computer lab training is mandatory. The lectures give an introduction to key topics, while in the seminars the students gain experience and training in research design. At the computer lab training the students will be introduced to basic statistical analysis performed in SPSS. The lab training will in total be approximately 6-8 hours. Assessment methods and criteria: Course work requirements: 80 % compulsory presence at the computer lab training, graded passed/not passed. The course work requirement is required passed before allowing the written examination.a six6-hour written examination with regular Norwegian grading system A to F, where the grade F indicates fail. Work placement: Recommended or required reading: Books Kristen Ringdal (2013). Enhet og mangfold. Samfunnsvitenskaplig forskning og kvantitativ metode, 3. utgave. Bergen: Fagbokforlaget. Kapittel 1, 2 4, 9, 11, 12, 13, 14, 15, deler av 16 og 17 (ca. 195 sider). Monica Dalen (2011). Intervju som forskningsmetode en kvalitativ tilnærming, 2. utgave. Oslo: Universitetsforlaget (90 sider). Dag Ingvar Jacobsen (2010). Hvordan gjennomføre undersøkelser? Innføring i samfunnsvitenskaplig metode, 2. utgave. Kristiansand: Høyskoleforlaget. Kapittel 1-14 og 16) (270 sider). (Totalt 555 sider). Study progression requirement: None. Overlapping courses: The following courses gives reduction in ECTS-points: Generell sosiologi og sosiologisk analyse, 10 ECTS-credits ME119S Samfunnsvitenskapelig metode, 10 ECTS-credits ME122S Samfunnsvitenskapelig metode, 10 ECTS-credits ME123S Innføring samfunnsvitenskaplig metode, 10 ECTS-credits Språk/Language: Sociology of Everyday Life - SO108S ECTS Credits: 10 Level of course: Introductory Level Type of course: Cumpoulsory for the one year program and bachelor in Sociology, elective for others Duration: One semester

9 Study start: Spring 2015 Year of study: Normally first year Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Britt Lillestø address: Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university\'s quality assurance system Course contents: We all live an everyday life in interaction with other people. This course gives an introduction to how to understand and analyze everyday experience by using terms and theories from micro-sociology. How people interact is influenced by how we perceive ourselves and how we look at those we are interacting with. Perceptions develop in interaction with others, and are influenced by the culture and time period we live in. We easily ascribe to others stereotypes on the basis of roles, gender and ethnic background. At the same time we signalise who we are by using clothing and things as symbols. To act, we can be motivated by a desire for maximum profit or a wish to act in the way others expect us to. Learning outcomes: Knowledge and understanding The student will be able to: Skills Have knowledge of key concepts, theories and themes in every day sociology with an emphasis on micro-sociology Have knowledge of social mechanisms on the interpersonal level Have knowledge of theories of action, and theories that focus on cultural guidelines for interaction The student will be able to: Recognize and identify concepts and theories introduced in the course when reading sociological texts Be able to use concepts and theories for simple analysis of everyday situations General competence The student: Has gained basic knowledge of everyday life theory and micro-sociology, and is able to use the knowledge in understanding sociological literature and doing simple analysis of texts Especially recommended elective courses: Offered as a free-standing course: Yes Prerequisites: Recommended previous knowledge: Mode of delivery: Face-to-face Learning activities and teaching methods: Lectures and seminars: led by the teacher Assessment methods and criteria: Six hour written examination with regular Norwegian grading system( A-F). Work placement:

10 Recommended or required reading: Books: SCOTT (2009): Making Sense of Everyday Life. Cambridge, Polity Press, - kap 2 og 10 (139s). LEVIN, I og TROST, J. (2005): Hverdagsliv og samhandling med et symbolsk interaksjonistisk perspektiv. Oslo, Fagbokforlaget (267 s). 406 pages Compendium: BJERRUM NIELSEN, H. (2003): Fire måter å slippe unna oppvasken på jenter og gutter på speiderleir i Russland, Slovakia, Portugal og Danmark. Tidsskrift for Kvinneforskning (19 s). ERIKSEN; T. HYLLAND(2001) Kap. 3: Identitet og Kap. 4: Kultur, kommunikasjon og makt, I: ERIKSEN; T. HYLLAND (red) Flerkulturell forståelse. Oslo, Universitetsforlaget, (37s). ESSEVELD, J. & ELD\EN, S. (2012): The sociology of gender. I: AAKVAAG, HVIID JACOBSEB & JOHANSON (eds): Introduction to Sociology Scandinavian Sensibilities. Harlow, England, Pearson. Kap. 11 (20 s). FORSETH, U. (2002): Fra psykolog til sirkusartist. I: FORSETH & RASMUSSEN (red): Arbeid for livet. Oslo, Gyldendal Norsk Forlag (15 s). FRØNES, I. (2001): Handling, kultur og mening. Oslo, Fagbokforlaget. Kap 1, 4 og 6 (21 s). GIERTSEN, H. & Rua, M. (2014): Møtested for Straff og Velferd. Rusmestringsavdelinger i fengsel, ansattes syn. I: NORDISK TIDSSKRIFT FOR KRIMINALVIDENSKAB. Odense, Djøf Forlag (25 s) GULLESTAD, Marianne (1989): Hvorfor er det så viktig å passe sammen? I: Kultur og hverdagsliv. Kap. 6 (14s). GOFFMAN, E. (2004): Om ansigtsarbejde. I: Erving Goffman Social samhandling og mikrosociologi. København, Hans Reitzlers forlag, kap 2. (36 s). GOFFMAN, E. (2005): Hverdagslivets rollespil. I: Hviid Jacobsen, M og Sørensens, S. (red): Hverdagslivet sociologier om det upåagtede. København, Hans Reitzlers forlag, (26 s). KROGSTAD, A. (1986) :Pønkere og symbolendring. Fra ekstern provokasjon til intern moralisme. Tidsskrift for samfunnsforskning bd. 27 (18s). LONGVA, A. N. (2003) Nordmenn, høflighet og kunsten å omgås fremmede. Norsk Antropologisk Tidsskrift Vol.14, nr.1: (10s.) NORVOLL, R. (2009): Sosiale avvik og sosial kontroll. I: BRODTKORB, E. og RUGKÅSA, M. (red): Mellom mennesker og samfunn sosiologi og sosialantropologi for helse- og sosialprofesjonene. Oslo, Gyldendal Akademisk. 2 utgave, s (22 s). SANDBERG, S. (2005) Stereotypiens dilemma. Iscenesettelse av etnisitet på gata. Tidsskrift for ungdomsforskning. 5 (2) 27-46, (19 s). STAVRUM, h. (2014): Hvor mange gullplater henger på veggen? Om danseband og kvalitet. Sosiologi i dag, årgang 44, nr 1. Oslo, Novus Forlag. (27 s) 309 sider Total: 715 pages The curriculum may be changed up until november 2014 Study progression requirement: Språk/Language: Institutions of Society - SO116S ECTS Credits: 10 Level of course: Introductory Level Type of course: Cumpulsory for the one year and bachelor programmes in sociology. Elective for others Duration: One semester Study start: Spring 2015 Year of study: 1st year Study place: Bodø

11 Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Yan Zhao address: Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university\'s quality assurance system Course contents: The welfare concept and understanding of welfare The development and characteristics of the welfare state and labour market Organization and financing of welfare Theories of social problems Welfare policy challenges Service recipients and service providers' role in the welfare sector Learning outcomes: After completing the course the student will: Knowledge Skills have knowledge of the welfare state's development, past and present have knowledge about key welfare sociological and socio-political themes and issues be able to analyze and discuss the key principles in the organization of the welfare state and labor market, and the tensions and dilemmas associated with supporting and auxiliary systems be able to apply sociological theories and concepts in critical analysis of social policy challenges, and in discussions about possible solutions General competence reflect on the conditions for the interpretation and scientific discourse Especially recommended elective courses: None Offered as a free-standing course: Yes Prerequisites: None Recommended previous knowledge: None Mode of delivery: face to face Learning activities and teaching methods: Lectures, self-study and seminar work Assessment methods and criteria: 6-hour written examination with regular Norwegian grading system A to E, F is fail Work placement: Recommended or required reading: Books: Berger Peter L. og Luckmann Thomas (2000) Den samfunnsskapte virkelighet. Fagbokforlaget. Del II (ca. 85 sider) Aakvaag, G. C., Hviid Jacobsen, M., & Johansson, T. (2012). Introduction to sociology: Scandinavian sensibilities. Harlow: Pearson. Chapter 2-7 and chapter 14 (ca. 150 sider)

12 Christie, N. (2004). En passende mengde kriminalitet. Oslo : Universitetsforl.. Hele boka (ca. 165 sider) Stamsø, M. A. (2005). Velferdsstaten i endring: norsk sosialpolitikk ved starten av et nytt århundre. Oslo: Gyldendal akademisk. Kap. 1, 3, 4, 10, 12 (ca. 116 sider) Compendium: Noack, Turid (2004). Familien i velferdsstaten: fra støttespiller til trojansk hest? I Ellingsæter, Anne Lise og Leira, Anlaug (red). Velferdsstaten og familien utfordringer og dilemma. Oslo: Gyldendal akademiske (ca. 28 sider). Scott, W. Richard (1995). Institutions and Organizations: Ideas, Interests, and Identities. Los Angeles: SAGE. (Kap. 1, ca 10 sider). Study progression requirement: None 2nd year of study Språk/Language: The sociological mode of thought - SO114S ECTS Credits: 10 Level of course: Intermediate Level Type of course: Compulsory for the bachelor programme and one year program in sociology. For other programmes elective. Duration: 1 Semester Study start: Autumn 2015 Year of study: 1st year Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Hilde Berit Moen address: hilde.berit.moen@uin.no Costs: No special costs except for semester fee and curriculum literature. Course evaluation: Annual evaluations which are included in the university\'s quality assurance system Course contents: The aim of the course is to provide a general introduction to sociological thinking. The course gives students an introduction to basic concepts and theories, with special emphasis on the classical perspectives represented by Marx, Weber and Durkheim. The course aims to give students a basic understanding of sociology as theoretical discipline and analytical approach, and to form the basis for further studies in sociology. Learning outcomes: After successfully completing the course the student will: Knowledge and understanding Skills Have a basic knowledge about the classical perspectives of sociology Have a broad knowledge of different sociological perspectives and modes of thought Have a broad knowledge of basic concepts and theories of sociology Understand the meaning and the significance of applying different perspectives on social phenomena Be able to apply sociological concepts and theoretical perspectives in the discussion of social phenomena Be able to relate different sociological perspectives to specific sociological problem Be able to critically reflect on social and societal issues with the use of sociological knowledge General competence Be able to acquire theoretical knowledge Be able to present and discuss sociological theory in writing Be able to discuss social and societal questions from different perspectives and theoretical angles Especially recommended elective courses: Offered as a free-standing course:

13 Yes Prerequisites: General entrance and requirements for admission into higher education Recommended previous knowledge: Mode of delivery: Face to face Learning activities and teaching methods: Lectures, self-study and seminar work Assessment methods and criteria: 6-hour written examination with regular Norwegian grading system A to E, F is fail Work placement: Recommended or required reading: Tjora, Aksel og Willis, Evan (2006) På sosiologisk spor. En innføring i sosiologisk forståelse. Tapir Akademisk Forlag (200 sider). Martinussen, Willy (2008): Samfunnsliv. Innføring i sosiologiske tenkemåter. Universitetsforlaget. (280 sider). Andersen, Heine og Kaspersen, Lars Bo (red.) (2005) Klassisk og moderne samfundsteori. 3. utgave. Hans Reitzels Forlag. Del 1. (125 sider) The curriculum may be changed up until Study progression requirement: Overlapping courses: The following courses gives reduction in ECTS-points: SO114S Sosiologisk teori I, 10 ECTS-credits Språk/Language: Introductory course Society and Social Inequality - SO115S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory for the one year programme and bachelor program in sociology. Duration: 1 Semester Study start: Autumn 2015 Year of study: Depending on programme Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Allan Sande address: allan.sande@uin.no Costs: No costs except semester registration fee and syllabus literature. Course evaluation: Annual evaluations which are included in the university s quality assurance system. Course contents: The content is different sociological theories of what are making division of classes, social division and social mobility in societies. The central issues are who actors, interest groups, classes and parties are making social inequality in the society. Social theories and concepts are gender, age, class, ethnicity and nationality. The course will give contemporary sociological theories and division of classes and social mobility in the Norwegian society. You will learn sociological central concepts, social theories and methods in studies of social inequality. These concepts are used in the scientific production of empirical knowledge of inequality in societies. The student will learn to write sociological text with the use of concepts and sociological perspectives. The goal is critical ability to

14 use sociological perspectives and concepts on the study of social inequality and social mobility. Learning outcomes: After the course you will be able to do: Knowledge Skills define central concepts and sociological perspectives of social inequality define different sociological theoretical perspectives of social mobility define the thematic research fields and empirical knowledge of inequality and social mobility the Norwegian society. be able to question and discuss essays regarding inequality General competence write a sociological analytical text with right scientific references be able to independently gather new statistics and research materials Especially recommended elective courses: Offered as a free-standing course: Yes Prerequisites: Recommended previous knowledge: Mode of delivery: Face-to-face Learning activities and teaching methods: Lectures and seminars Assessment methods and criteria: One week exam at home with regular Norwegian grading system A to E, F is fail. Work placement: Recommended or required reading: Syllabus could be changed until 15th of May 2015 Brandth, Berit og Elin Kvande (2003): Fleksible fedre. Kapittel 1 Introduksjon og Kapittel 2: Fedre som menn i arbeidsliv og velferdsstat teoretiske perspektiver (45 sider). Birkelund, Gunn Elisabeth (2002): Kjønn og makt i arbeidslivet klasseanalytiske perspektiv. I: Den usynlige hånd. Kjønnsmakt og moderne arbeidsliv. Red: Ellingsæter, Anne Lise og Jorun Solheim. Gyldendal akademisk, Oslo (17 sider) I kompendium Birkelund, Gunn Elisabeth (2010): Klasse og kjønn. (Side 58-70)I: I: Klassebilder. Ulikhet og sosial mobilitet i Norge. Dahlgren, Kenneth og Jørn Lunggren Universitetsforlaget, Oslo. Brochmann, Grete (2010): Innvandring og det flerkulturelle Norge. I: Det norske samfunn. Ivar Frønes og Lise Kjølsrød (red). Universitetsforlaget, Oslo. Dahlgren, Kenneth og Jørn Ljungren (red) (2010): Klassebilder. Ulikhet og sosial mobilitet i Norge. Universitetsforlaget, Oslo. Kenneth Dahlgren og Jørn Ljunggren. Klasse: Begrep, skjema og debatt. Eriksen, Thomas Hylland (1998): Kap 17: Nasjonalisme og minoriteter. I: Små steder - store spørsmål. Universitetsforlaget. Oslo. (I kompendium, 14 sider) Hjellebrekke, Johs og Olav Korsnes (2011): Sosial mobilitet. Det Norske Samlaget, Oslo. Kapittel 1,3, 4 og 5. Nordli Hansen, Marianne og Fredrik Engelstad (2010): Samfunnsklasser og eliter. Kapittel 8. I: Ivar Frønes og Lise Kjølsrud (red). Det norske samfunn. 6. utgave, Oslo. Gyldendal akademisk. Nordli Hansen, Marianne og Øyvind Nicolay Widborg. Klassereisen mer vanlig i dag? (side ) I: Dahlgren, Kenneth og Jørn Ljungren (red) (2010): Klassebilder. Ulikhet og sosial mobilitet i Norge. Universitetsforlaget, Oslo.

15 Ringdal, Kristen (2010): Sosial mobilitet. I: Klassebilder. Ulikhet og sosial mobilitet i Norge. Kenneth Dahlgren og Jørn Ljunggren (red). Universitetsforlaget, Oslo. Prieur, Annick og Lennard Rosenlund 2010: Danske distinksjoner. I:Dahlgren, Kenneth og Jørn Ljungren (red) (2010): Klassebilder. Ulikhet og sosial mobilitet i Norge. Universitetsforlaget, Oslo. Schieflo, Per Morten (2003): Mennesker og samfunn. Innføring i sosiologisk forståelse. Kapittel 5, 7 og 11. Per Morten Schiefloe (2010): Oljelandet. Kapittel 1.I: Ivar Frønes og Lise Kjølsrud (red). Det norske samfunn. 6. utgave, Oslo. Gyldendal akademisk. Lars Ove Seljestad. I begynnelsen var klassereisa. (Side 28-39) I: Dahlgren, Kenneth og Jørn Ljungren (red) (2010): Klassebilder. Ulikhet og sosial mobilitet i Norge. Universitetsforlaget, Oslo. Østerud, Øyvind, Fredrik Engelstad og Per Selle (2003): Makten og demokratiet. En sluttbok fra Makt og demokratiutredningen. Innledning, Kapittel 10, 12, 13 og 17. Totalt 700 sider The curriculum may be changed up until Study progression requirement: Språk/Language: Contemporary Sociological Theories - SO211S ECTS Credits: 10 Level of course: Intermediate Level Type of course: Compulsory for the one year programme and bachelor programme in sociology. Duration: One semester Study start: Autumn 2015 Year of study: Depending on programme Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Masudur Rahman address: Masudur.Rahman@uin.no Costs: No costs except semester registration fee and syllabus literature. Course evaluation: Annual evaluations which are included in the university s quality assurance system. Course contents: This is an advanced course in the field of sociology. The course builds on introductory courses and gives the students knowledge of the fundamental sociological concepts and the theoretical perspectives of the classical sociologists. On this course students work with the full spectre of contemporary sociological theories. The various different ways of analayzing societies will further be used to understand the theoretical foundation for the emergence and sustainability of modern welfare societies. Learning outcomes: After completing the course, the students will have a deeper insight into the theoretical foundation for modern sociology, and will be qualified to embark on courses in sociological theory at the master level. Especially recommended elective courses: Offered as a free-standing course: The course is primarily designed for Bachelor of Sociology students, but can also be chosen as elective by students on other bachelor programmes at University of Nordland or at other Universities/Colleges. The lectures/classes are open. Prerequisites: Either the courses Introduction to Sociology (SO 113S) and Classical Sociological Theory (SO 114S), or documented knowledge of elementary sociology is a prerequisite to start this course. Recommended previous knowledge: