Faculty of Social Sciences. Application deadline 4/15/2015

Transkript

1 NO EN Sociology-one year Are you interested in better understanding the world we live in and your everyday life? Would you like to know how society and its institutions change? If this is the case then the one year programme in sociology is a good choice for you. This programme provides students with insight into interpersonal relationships at various levels. It also provides critical and constructive understanding of social, political and economic dimensions in the community. SOCIOLOGY, ONE YEAR ECTS Credits 60 Study level One year programme Start semester Autumn 2015 Teaching language Norwegian Faculty Campus Faculty of Social Sciences Bodø Application deadline 4/15/2015 Programme coordinator Academic advisor JOB OPPORTUNITIES The one year programme in sociology is of relevance for different fields of work in both public and private sectors. The programme provides teaching qualification in social studies in both middle school and high school. Sociologi...cal knowledge can be used to assess and identify the causes of social problems such as unemployment and crime. FURTHER EDUCATION The one year programme provides a basis for further sociological studies at undergraduate and graduate level (bachelor, master and PhD in sociology). The program is also approved in teacher education. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement Recognition of prior learning for applicants over 25 years Page 1 of 20

2 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2015 The sociological mode of thought SO114S 10 SP Mandatory courses 60 ECTS Credits Introductory course Society and Social Inequality SO115S 10 SP Fundamentals of Academic Text EX152S 10 SP Spring 2016 Introduction to qualitative and quantitative methods in social sciences ME118S 10 SP Sociology of Everyday Life SO108S 10 SP Institutions of Society SO116S 10 SP Page 2 of 20

3 Study plan PROGRAMME DESCRIPTION The one year study programme in sociology is an academic programme providing the basis for further studies in sociology at bachelor level, either at University of Nordland or at other universities. Sociology is the general science about society and social life. Society is created by human beings, through social interaction. At the same time human beings are shaped by the society in which they grow up and live. It is this interplay; the way in which society at the same time both shapes and is shaped by people s lives and choices of action, that constitutes the core of sociology as an academic discipline. Sociological knowledge provides an insight into what affects social and societal processes and thus has a very broad application. The one year bachelor level study programme gives an introduction to basic concepts, methods and theories used in the discipline, as well as to a number of topics such as everyday life, youth and identity, social institutions, power and social inequality, poverty and welfare, and the multicultural society. Teaching in some courses is mandatory. The reading list is partly in Norwegian and partly in English. LEARNING OUTCOMES On successful completion of a bachelor degree in sociology, the candidate should have gained the following benefits with respect to knowledge, skills and general competences: Knowledge: The candidate should: Have a basic knowledge of central concepts, themes and theories in sociology Have insight into how society is structured and how it works Have a basic understanding of how society simultaneously forms and is formed by people s lives, interests and actions Have basic knowledge of different areas and methods used in sociological research Skills: The candidate should: Be able to critically reflect on social conditions and specific topics in the light of sociological theory Be able to acquire relevant information and knowledge and present it in a way that illuminates a topic or research question Be able to assess sociological contributions and evaluate the use of theory and methods Be able to utilize sociological knowledge in the consideration of social conditions and topics Competences: The candidate should: Be able to communicate sociological material orally and in writing Be able to use sociological knowledge in working with a given topic Be able to approach topics and research questions from different perspectives with a view on making practical and ethical choices FURTHER EDUCATION The one year programme provides a basis for further sociological studies at undergraduate and graduate level (bachelor, master and PhD in sociology). The program is also approved in teacher education. STUDY ABROAD Student exchange is not possible during the one year programme. COSTS No special costs except semester registration fee and syllabus literature. Page 3 of 20

4 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 or 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. 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. 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. ASSESSMENT METHODS Exam and assessment methods include written exams, essays and oral presentations. GRADUATION REQUIREMENTS Successful completion of [angi krav] 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 QUALIFICATIONS REQUIREMENTS AND REGULATIONS Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations and directives, see University Rules and Regulations. Page 4 of 20

5 Subject descriptions (6) The sociological mode of thought SO114S 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. No special costs except for semester fee and curriculum literature. THE SOCIOLOGICAL MODE OF THOUGHT SO114S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the bachelor programme and one year program in sociology. For other programmes elective. Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian HILDE BERIT MOEN Course coordinator Førsteamanuensis Phone: hilde.b.moen@nord.no Start semester Autumn 2015 COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system LEARNING OUTCOMES After successfully completing the course the student will: Knowledge and understanding 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 Skills 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 Page 5 of 20

6 MODE OF DELIVERY Face to face TEACHING ACTIVITIES AND METHODS Lectures, self-study and seminar work 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 RECOMMENDED PRIOR KNOWLEDGE General entrance and requirements for admission into higher education ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2010 autumn, last instance 2015 autumn). OVERLAPPING COURSES SO114S Introduction to sosiological theory - 10 study points. Page 6 of 20

7 Introductory course Society and Social Inequality SO115S 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 use sociological perspectives and concepts on the study of social inequality and social mobility. No costs except semester registration fee and syllabus literature. INTRODUCTORY COURSE SOCIETY AND SOCIAL INEQUALITY SO115S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one year programme and bachelor program in sociology. Start semester Autumn 2015 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 7 of 20

8 LEARNING OUTCOMES After the course you will be able to do: Knowledge define central concepts and sociological perspectives of social inequality define different sociological theoretical perspectives of social mobility Skills 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 PREREQUISITIES None MODE OF DELIVERY Face-to-face TEACHING ACTIVITIES AND METHODS Lectures and seminars Page 8 of 20

9 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. 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 ASSESSMENT AND EXAMINATIONS Home examination, 1 Weeks (first instance 2012 autumn). Page 9 of 20

10 Fundamentals of Academic Text EX152S The course aims to enable 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 the skills needed to understand and produce academic texts. The contents of the course are the same as parts of the Study foundation semester - EX150S None other than semester fee and syllabus literature. FUNDAMENTALS OF ACADEMIC TEXT EX152S ECTS Credits 10 Level Course type Undergraduate degrees Obligatory for the one year program in sosiology Start semester Autumn 2015 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian MIRIAM JENSEN TVEIT Course coordinator Universitetslektor Phone: miriam.tveit@nord.no COURSE EVALUATION The program of study and relevant courses are evaluated by students twice every year as part of the university s quality control system. LEARNING OUTCOMES On successful completion of the course: Knowledge Students should: Be able to identify the positions, arguments and structures of different text types Know how different types of academic texts are constructed Skils Students should: Be able to read and write academic texts Be able to present academic subject matters in a well structured way both in writing and speaking General competence The student should: Have an understanding of what constitute academic text, and how such texts might influence society Be able to communicate central subject matter such as theories, issues and solutions PREREQUISITIES Students must be admitted to a bachelor program at the Faculty of Social Sience, or a one year program in sociology. Page 10 of 20

11 MODE OF DELIVERY Weekly on campus TEACHING ACTIVITIES AND METHODS Teaching consists of lectures, self-study seminar work. Students are expected to contribute to discussions and collaborative work with texts. The course are organized as a writing seminar, were each student are assigned to produce to texts for portfolio assessment. RECOMMENDED OR REQUIRED READING PENSUM TIL TEKSTSEMINAR, KOMMUNIKASJON OG ETIKK (programspesifikt): Statsvitenskap og Organisasjon og ledelse Kompendium: 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 Tilgjengelig på nett: 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]: Historie og lektorutdanningen Kompendium: Andersen, O., Reindriftens oppkomst i nordre Nordland, i Evjen, B. og Hansen, L.I. (red.): Nordlands kulturelle mangfold. Etniske relasjoner i historisk 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 Page 11 of 20

12 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 Tilgjengelig på nett: 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]: Barnevern og Sosialt arbeid Kompendium: 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: Bok: Ruud, Anne K. (2011), Hvorfor spurte ingen meg? Kommunikasjon med barn og ungdom i utfordrende livssituasjoner. Oslo: Gyldendal akademisk Tilgjengelig på nett: Yrkesetisk grunnlagsdokument for barnevernpedagoger, sosionomer, vernepleiere og velferdsarbeidere: Sosiologi Kompendium: 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 Tilgjengelig på nett: 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]: Journalistikk Kompendium: Brurås, Svein (2012): Vær varsom og dristig i Warmedal, Morten Møller og Guri Hjeltnes: Gravende journalistikk. Metode, Page 12 of 20

13 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. Bok: Dirchsen, Jan B. (2011): Et spørgsmål om tillid at lave tv med mennesker. Århus: Forlaget Ajour. Kapittel 1-7, side RECOMMENDED PRIOR KNOWLEDGE None OVERLAPPING COURSES EX150S Study foundation semester - Individual, Society and Science - 10 study points. EX151S Study foundation semester - Individual, Society and Science - 10 study points. Page 13 of 20

14 Introduction to qualitative and quantitative methods in social sciences ME118S 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 of how 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 No costs except semester registration fee and syllabus literature. INTRODUCTION TO QUALITATIVE AND QUANTITATIVE METHODS IN SOCIAL SCIENCES ME118S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 1st study year Bodø Faculty of Social Sciences BENTE VIBECKE LUNDE Course coordinator Førsteamanuensis Start semester Spring 2016 Teaching language Application deadline Norwegian Phone: bente.v.lunde@nord.no 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. 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 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 PREREQUISITIES Admission occurs based on general study competence (university entrance) or real life and work competence (prior learning) according to current Norwegian regulations. Page 14 of 20

15 MODE OF DELIVERY 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. RECOMMENDED OR REQUIRED READING Dag Ingvar Jacobsen (2015). Hvordan gjennomføre undersøkelser? Innføring i samfunnsvitenskapelig metode. 3. utgave. Oslo: Cappelen Damm Akademisk. Kapittel 1 tom kapittel 11 (s = 234). Tove Thagaard (2013). Systematikk og innlevelse. En innføring i kvalitativ metode. 4. utgave. Fagbokforlaget. Kapittel 2 tom kapittel 9 (s = 194 sider). Kristen Ringdal (2013). Enhet og mangfold. Samfunnsvitenskapelig forskning og kvantitativ metode, 3. utgave. Fagbokforlaget. Kapittel 1, 2, 4, 9, 11, 12, 13, 14, 15, part of 16 og 17 (ca. 195 sider). In total: 623 pages RECOMMENDED PRIOR KNOWLEDGE A good grasp of mathematics will be an advantage. OVERLAPPING COURSES ME119S Introductory Courses in qualitative and quantitative methods in Social Science - 10 study points. ME123S Introduction to Qualitative and Quantitative Methods in Social Science - 10 study points Generell sosiologi og sosiologisk analyse - 10 study points. ME118LS Introduction to qualitative and quantitative methods in social sciences - 10 study points. ME224F Social science research methods - 10 study points. MET1001 Research methods study points. MET1002 Research methods for auditing and accounting - 5 study points. Page 15 of 20

16 Sociology of Everyday Life SO108S 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. No costs except semester registration fee and course literature. SOCIOLOGY OF EVERYDAY LIFE SO108S ECTS Credits 10 Level Course type Undergraduate degrees Cumpoulsory for the one year program and bachelor in Sociology, elective for others Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian BRITT LILLESTØ Course coordinator Førsteamanuensis Phone: britt.lillesto@nord.no Start semester Spring 2016 COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system LEARNING OUTCOMES Knowledge and understanding The student will be able to: 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 Skills 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 Page 16 of 20

17 PREREQUISITIES None MODE OF DELIVERY Face-to-face TEACHING ACTIVITIES AND METHODS Lectures and seminars: led by the teacher Page 17 of 20

18 RECOMMENDED OR REQUIRED READING Books: SCOTT (2009): Making Sense of Everyday Life. Cambridge, Polity Press, unntatt kap 2 og 10 (139s). LEVIN, I og TROST, J. (2005): Hverdagsliv og samhandling med et symbolsk interaksjonistisk perspektiv. Oslo, Fagbokforlaget (267 s). Til sammen: 406 sider 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). Total number of pages: 309 Corriculum total: 715 pages ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2011 spring, last instance 2016 autumn). Page 18 of 20

19 Institutions of Society SO116S 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 No costs except semester registration fee and course literature. INSTITUTIONS OF SOCIETY SO116S ECTS Credits 10 Level Course type Undergraduate degrees Cumpulsory for the one year and bachelor programmes in sociology. Elective for others Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian YAN ZHAO Course coordinator Førsteamanuensis Phone: Start semester Spring 2016 COURSE EVALUATION Annual evaluations which are included in the university\'s quality assurance system LEARNING OUTCOMES After completing the course the student will: Knowledge have knowledge of the welfare state's development, past and present have knowledge about key welfare sociological and socio-political themes and issues Skills 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 MODE OF DELIVERY face to face TEACHING ACTIVITIES AND METHODS Lectures, self-study and seminar work Page 19 of 20

20 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) 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). RECOMMENDED PRIOR KNOWLEDGE None ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2011 spring, last instance 2016 autumn). Page 20 of 20