Study Plan for the Master s Degree in International Social Welfare and Health Policy

Transcription

1 Study Plan for the Master s Degree in International Social Welfare and Health Policy 90 credits 2012/2013 Oslo and Akershus University College of Applied Sciences Faculty of Social Sciences Department of Social Work, Child Welfare and Social Policy Approved by the Faculty Board on the 4 th of June, 2012.

2 Table of Contents The Master s Degree in International Social Welfare and Health Policy (MIS)... 3 Outline of the Study Plan... 3 Target Groups... 3 Entry Requirements and Regulations... 4 Learning outcomes... 6 Education Plan for Students... 7 Continuous Evaluation... 7 Assessment... 7 Mandatory Courses... 9 Comparative Social Welfare Theory and Concepts... 9 Research Methods and Design The Theory of Science The Master s Thesis Master Thesis Preparation Seminar Elective Courses International Health Policy Migration, Ethnicity and Multiculturalism Comparative Social Risk Management Globalisation and the Development of Health and Social Policy

3 The Master s Degree in International Social Welfare and Health Policy (MIS) The Master s Degree in International Social Welfare and Health Policy (MIS) at the Faculty of Social Sciences is a three semester course consisting of 90 credits (ects). Individual courses are offered during the first two semesters (from September till June), whilst the master s thesis is to be submitted in the third semester. MIS consists of three mandatory courses (30ects), three elective courses (30etcs), and a master s thesis (30etcs). The mandatory courses give a solid introduction in welfare theory and concepts, research methods, and theory of science. The elective courses allow students to pursue topics of special interest, which may be relevant for both the master s thesis, as well as for future career possibilities. The master s thesis is approximately 45 pages in length. A preparatory course for students writing their master s thesis- a master thesis preparation seminar- is offered in the second semester of the degree. Outline of the Study Plan Mandatory: Credits MIS100 Comparative Social Welfare Theory and Concepts (autumn) 10 MIS101 Research Methods and Design (autumn) 10 MIS102 The Theory of Science (spring) 10 MIS300 Master Thesis (third semester) 30 Master Thesis Preparation Seminar (spring) Elective: MIS201 International Health Policy (autumn) 10 MIS203 Migration, Ethnicity and Multiculturalism (autumn and spring) 10 MIS204 Comparative Social Risk Management (spring) 10 MIS205 Globalisation and the Development of Health and Social Policy (spring) 10 Target Groups The master s degree is aimed at social work and health science graduates with work experience in health and social welfare sectors, who have a special interest in international efforts to develop social and health policies. Applicants who have completed university level education in the following fields are eligible to apply: social work, child care and welfare, political science, sociology, anthropology (or other social sciences), nursing, physiotherapy, medicine, or other health-related degrees. In addition, an applicant must have two years work experience fields related to health or social welfare after completion of one s bachelor degree to qualify for this course. The Master s Degree qualifies for positions in social and health services that require the knowledge and ability to undertake systematic documentation and evaluation of social and health service programmes, as well as, the knowledge of international and comparative studies within health and social welfare. positions in government agencies, non-governmental organisations or voluntary organisations engaged in international health and social welfare programmes and developmental assistance. research positions at lower levels in educational programmes for social workers and social science positions dealing with social and health policy issues. 3

4 Entry Requirements and Regulations General Requirements For applicants with an undergraduate degree taken outside of the European Economic Area (the European Union plus Iceland and Liechtenstein), the general requirement for admission into the programme is the completion of a three or four year bachelor s degree (the equivalent of a European degree) from a college or university accredited by the Norwegian Agency for Quality Assurance in Education (NOKUT). For applicants with an undergraduate degree taken within EEA/EU, the requirement is a three year s bachelor s degree from a higher education institution accredited by NOKUT. Degrees must be related to the following academic fields: social work, child care and welfare, political science, sociology, anthropology (or other social sciences), nursing, physiotherapy, medicine, (or other health-related degrees). Other degrees can be considered if they are deemed relevant for this course. One must have a minimum of a C grade average to qualify for the master programme. An applicant must have two year s work experience in the field of social welfare, health services, or social and/or health administration after completion of one s bachelor degree. Applicants that have many small part-time positions ( less than 50 per cent part-time) will not be eligible. In addition, non-nordic applicants must document a high level of proficiency in English, preferably in the form of a TOEFL or IELTS test. Quotas for Intake Those who apply for admission will be divided into two groups: I Fifty per cent of the admissions to the programme will be reserved for students with a bachelor degree s or its equivalent from an institution of higher education outside of Nordic countries. The goal is to secure a broad representation of students from different countries. Applicants will be ranked, as far as this is possible, according to grades received pursuing their bachelor s degree or its equivalent. Applicants with additional relevant education beyond the general requirements may gain up to 2 extra ranking points, equivalent to 2 years of full-time study. Applicants with relevant work experience beyond the general requirements may gain up to 2 extra ranking points, equivalent to 2 years of full-time work experience. The additional work experience must be obtained after completing the Bachelor degree programme or its equivalent. If there are not enough qualified applicants from group I to fill this quota the unoccupied places will be assigned to applicants in group II. II Fifty per cent of the admissions to the programme will be reserved for students with a bachelor s degree (or the equivalent) from a Norwegian or Nordic institution of higher education. 4

5 The applicant s Grade Point Average (GPA) after completion of a bachelor s degree (or the equivalent) must be at least C (or the equivalent of 2.7 from the tallkarakter system of grades). Grades will be evaluated numerically. Applicants from this group will gain extra points if they have relevant work experience obtained after completing the Bachelor degree (or the equivalent). Relevant experience is outlined in the general requirements listed above. A maximum of 2 points may be obtained, equivalent to 0.5 points for every 6 months of working experience. In addition, applicants will receive extra points if they have additional relevant education beyond the general requirements. Additional relevant education refers to subjects mentioned in the general requirements listed above. All courses must comprise a minimum of 30 credits. A maximum of 2 points can be obtained. If there are 2 or more applicants with the same amount of points, discretion will be used in deciding which applicant receives an offer of study place. If applicants cannot be ranked in accordance with the admissions procedures listed above, up to 20 per cent of the available places may be reserved to applicants on a discretionary basis. For further details about the rules and regulations for admission, applicants may consult Regulations Relating to Studies and Examinations at Oslo and Akershus University College of Applied Sciences. International applicants may contact the MIS administrator for an explanation of rules and regulations. The Admissions Committee -A committee consisting of at least one student, one academic and one administrative member of staff will decide which applicants are offered admission. This committee will be the same for both groups of applicants. Appeals Applicants who are not admitted to MIS may appeal to the Appeals Committee of Oslo and Akershus University College of Applied Sciences (HiOA). All appeals are made to the Faculty of Social Science. Applicants with bachelor degrees (or the equivalent) from outside of Nordic countries are required to submit an application before mid-december. Successful applicants will be offered a place in February, thereby giving them enough time to apply and receive a student visa. Applicants with degrees from Norway or other Nordic countries will be required to submit an application before the 15 th of April. 5

6 All applicants must use a paper application form, as well as certifying educational and work documents. Applicants with a Norwegian identification number must apply using an electronic application (søknadsweb- and with a paper application form thereafter. Rules regarding intake can also be found at: Please follow carefully the procedures for application outlined both on the paper application form and on our website. Learning outcomes Accelerated interdependence in an increasingly globalised world requires the development of innovative social welfare and health policies. The Master s Degree in International Social Welfare and Health Policy (MIS) qualifies professionals with a range of skills to develop and manage social and health policies. Knowledge Upon completion of this master s degree a student will have familiarity with basic conceptual tools applied to the discussion of explaining and exploring social and health phenomena, including measurement, validity, and generalisation. knowledge of global social and health problems, including current situations, trends, and challenges. knowledge of different social and health care systems: their organisation, delivery, and financing. knowledge of cultural differences in social and health concepts and terminology, and social and health care delivery. Skills Upon completion of this master s degree the student will be able to identify dimensions in the current global health and welfare situation, as well as the main challenges to health and social welfare. critically assess the advantages and disadvantages of various social and health policy approaches. apply research methods in a reflective manner, as well as choose methods that are relevant for different kinds of health and social welfare research questions. evaluate relevant research in terms of methodological quality and appropriateness. conduct systematic literature studies. General competence This master s degree aims to increase students intercultural competence, and in doing so, aid in their understanding of international trends that affect health and social welfare. provide a gender perspective as an integrated part of all individual courses. Students gain competence to evaluate the gendered impact of social and health policies, including how policies can contribute to segmentation or change in gender roles. 6

7 stimulate ethical reflection when assessing the development of social and health policies. Students consider ethical dilemmas in research also when collecting data and undertaking analyses in the master s thesis. Education Plan for Students In addition to the three mandatory courses in the curriculum, each student is required to choose three elective courses. Students in need of advice regarding these courses can either ask the course coordinator, course lecturers, or the administrator. Courses are chosen electronically using StudentWeb at the start of each semester. Students will not be able to change their mandatory courses. Students will have a limited period of time to change their chosen elective courses. Students may also select other elective courses (totalling 10ects) from other master s degree programmes at the Institute of Social Welfare and Social Policy, other faculties at HiOA, and institutions outside of HiOA in Norway. Students may not choose courses of more than 10ects from outside HiOA. Norwegian-speaking students can also choose elective courses that are given in Norwegian. All courses outside the degree must be approved by the course coordinator. Students are also encouraged to attend courses in academic writing and in literature search that are designed to aid students in their studies. These courses will not be included in the transcript of grades as they do not have study credits. Continuous Evaluation Many individual courses have work requirements or coursework. These are outlined in the course description. In order to qualify for examination, students must fulfil all course requirements and coursework. In order to be able to sit an examination, work requirements and course work must be approved by the course lecturer. Work requirements or course work that is not approved will automatically disqualify a student from sitting an examination. Assessment The following documents regulate examinations at HiOA: - the Act Governing Universities and University Colleges - the Directive for Curricula Regulations from the Ministry of Education and Research - Regulations relating to studies and examinations at HiOA (as decreed by the Board of Directors of HiOA). It is the responsibility of students to familiarise themselves with these rules and regulations. Information regarding some of these responsibilities will be disseminated to students during Introduction Week, as well as during lectures, and on Fronter. The link to the Act Governing Universities and University Colleges can be found here: loven_higher_education_act_norway_ pdf The link to Regulations relating to studies and examinations at HiOA can be found here: Each course in the master s degree concludes with a final examination which can take the form of either a long written school examination, submission of a portfolio, or a home examination over a period of seven days. Students may use a spelling dictionary, as well as a 7

8 bilingual dictionary during school exams in accordance of the Regulations relating to studies and examinations. All examinations are evaluated by an internal examiner (in most cases this will be the course lecturer). In addition, an external examiner will evaluate approximately 20 per cent of examinations. External examiners will also evaluate examinations with a fail grade. Students that are not satisfied with their grades have the right to submit an appeal, whereupon examinations will be re-evaluated by two new examiners (one internal and the other external). Note that when appealing, students risk receiving a lower grade than the grade received for the initial examination. The Master thesis will be evaluated by both an internal and an external examiner. The student s supervisor will be the internal examiner. Grades of A to F are used in all evaluations. A pass grade will vary from A to E, whilst F is fail. 8

9 Mandatory Courses Comparative Social Welfare Theory and Concepts MIS Credits The course presents key concepts and analytical models used in comparative analyses of social welfare and health policies. Learning outcomes Knowledge Upon completion of this subject, the student will have knowledge of concepts in the history and theory of welfare, such as the principle of eligibility, selfreliance, dependency, stigma, reciprocity, altruism, discretion, universalism and selectivity. explanatory models, such as the logic of industrialism, state-centred approaches, and power resource theory. analytical concepts in comparative welfare studies such as welfare regimes, decommodification, de-familisation, and social risks. Skills Upon completion of this subject, the student is able to apply theoretical concepts and explanatory models when analysing social and/or health policies, in a national as well as international context. critically evaluate the use of concepts and models by authors writing about social and/or health policies. Organisation and Working Methods The course is organised into lectures and seminars. Students are expected to play an active role in the seminars. The teaching methods vary between lectures by the main course lecturer and invited lecturers, student presentations of texts and topics, and group discussions and work. Requirements Students must submit a work requirement of pages on a course topic, preferably written in groups of 4-6 students, and to be approved by the course lecturer. Students whose papers are not approved after the first submission will be given the chance to resubmit. Papers that are not approved will disqualify one from sitting the final examination. Each group of students will present the paper to the class at a full day seminar. Assessment Students sit a 6 hour written school exam. Exams are graded by both the course lecturer and an external examiner. External examiners grade a random sample consisting of approx. 20 per cent of the exams. The grades given for this sample provide a basis for internal examiners who will be grading the other exams. External examiners are also utilized to grade an exam when there is doubt about giving the exam a passing grade. 9

10 Readings *Abel-Smith, Brian and Kay Titmuss, editors Richard M. Titmuss. Social Policy. London. George Allen and Unwin. Chapter 2. * Abel-Smith, Brian and Kay Titmuss, editors The Philosophy of Welfare. London. Allen and Unwin. Chapter 2. *Bulmer, Martin, Jane Lewis and David Piachaud (eds) The Goals of Social Policy. London, Unwin Hyman. Chapter 3*Briggs, Asa. (1969) The Welfare State in Historical Perspective. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. *Esping-Andersen, Gøsta The Three Worlds of Welfare Capitalism. Cambridge, Polity Press. Chapters 1, 9. *Fitzpatrick, Tony et al International Encyclopaedia of Social Policy. London, Taylor and Francis. The following articles are on reading list and can be found in the compendium: Welfare (p ), Social welfare (p ), Welfare state1( ) Social policy (p ), Active welfare (p 7-8), Workfare (p1559-p 1561) Poverty (p ), Poverty, absolute and relative (p ), Poverty dynamics (p ), Social exclusion and inclusion (p ), Welfare dependency (p ), Dependency culture (p ), Universal versus selective provisions (p ) Rights/entitlement versus discretion (p ), Meanstesting vs needstesting (p ) Richard Titmuss (p 1416), Typological approach (p ), Welfare regimes (p ), Citizenship (p ), Altruism (p 20-22), Solidarity (p ), Stigma (p ), Risk society (p ( ), Social capital (p ) *Gilbert, Neil and Paul Terrell Dimensions of social welfare policy. Needham Heights, Allyn & Bacon. Chapters 1, 5. *Halvorsen, Knut Symbolic purposes and factual consequences of the concepts selfreliance and dependency in contemporary discourses on welfare. Scandinavian Journal of Social Welfare, 7, *Hill, Michael Social Policy in the Modern World. Blackwell Publishing Ltd. Chapter 6 *Hills, John, P. Agulnik, David Piachaud and Julian Le Grand, eds Understanding social exclusion, Oxford, Oxford University Press. Chapters 2, 13. *Jones, Cathrine Patterns of Social Policy. London. Tavistock. Chapter 1, 2. *Jones, Cathrine et al (1983) Issues in social policy. Routledge, London pp Kennett, Patricia (ed.) A Handbook of Comparative Social Policy. Cheltenham, Edward Elgar Publishing. Chapters 3, 4, 5, 7, 10, 12, 13. Lødemel, Ivar The Welfare Paradox. Personal Social Services and Income Maintenance in Norway and Britain Oslo, Scandinavian University Press. Chapters 1, 10 *Lødemel, Ivar and Heather Trickey (eds.) An offer you can t refuse: Workfare in International perspective. Bristol, Policy Press. Chapters 1,

11 *Marshall, T.H. (1949) Citizenship and Social Class. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. *Myles, John and Jill Quadagno Political theories of the Welfare State. Social Service Review *Penna, S., Paylor, I. and Washington, J Globalization, social exclusion and the possibilities for global social work and welfare' in: European Journal of Social Work, 3, no 2, vol *Taylor-Gooby, Peter, (ed) Ideas and welfare state reform in Western Europe, New York, Palgrave Macmillan. Chapter 1. *Titmuss, Richard. (1968) Universalism versus Selection. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. * In compendium Approximately 900 pages. The reading list may be subject to minor changes. Additional recommended reading: Arts, Wil and John Gelissen. (1996) Three Worlds of Welfare capitalism or More? A State-of-the-Art-Report. In: Pierson, Christopher and Francis G. Castles (Eds). Cambridge. Polity Press. Bonoli, Giuliano. (2005) The Politics of the New Social Policies. Providing Coverage Against New Social Risks in Mature Welfare States. Ellison, Nick. (1999) Beyond Universalism and Particularism: Rethinking Contemporary Welfare Theory. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. Esping-Andersen, Gøsta. (2001) A Welfare State for the Twenty-First Century. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. Giddens, Anthony. (1998) Positive Welfare. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. Van Parijs, Philippe. (1996) Basic Income and the Two Dilemmas of the Welfare State. In: Pierson, Christopher and Francis G. Castles (Eds). The Welfare State Reader. Cambridge. Polity Press. 11

12 Research Methods and Design MIS Credits The course introduces qualitative, quantitative and comparative methods. The course pays particular attention to methodological reflection, and the links between research questions and research design. Learning outcomes Knowledge Upon completion of this subject, the student will have knowledge of the research process and how they are different research methods are interrelated to each other. both qualitative and quantitative research designs: their appropriate use as well as strengths and limitations. basic conceptual tools applied to the discussion of explaining and exploring social phenomena, measurement, validity, and generalizability. standard univariate, bivariate and multivariate analysis techniques, inferential statistics and SPSS. methods for producing, analysing and interpreting qualitative empirical data (e.g. interviews and observation/case study). Skills Upon completion of this subject, the student is able to relate the research process to scientific theory and ethical principles. apply research methods in a reflective manner and appropriately choose methods that are relevant for different kinds of research questions. evaluate research reports in terms of methodological quality and appropriateness. Organisation and Working Methods The teaching methods vary between lectures by the main course lecturer and invited lecturers, student presentations of texts and topics, and group discussions and work. Assessment Every student is to demonstrate knowledge, skills and competences acquired in the course in two essays, (1) an essay related to quantitative methods and (2) an essay related to qualitative methods. Students submit drafts of their essays which are given feedback by the course lecturers. In the final assessment students submit improved versions of their essays. The essays will be assessed by the course lecturers and an external examiner. The external examiner will grade a random sample consisting of 20 per cent of essays. The grades given for this sample provide a basis for internal examiners who will be grading the other essays. An external examiner will grade essays where there is doubt about giving the exam a passing grade. Essays will be graded individually by the course lecturers. Students will, however, receive one final grade. 12

13 Readings 1. Main textbooks: Quantitaive and qualitative methods, research design Chambliss, D. F. & R.K. Schutt Making Sense of the Social World. Methods of Investigation. London: Pine Forge Press. (200 p.) 2. Quantitative methods Dietz, Thomas & Linda Kalof Introduction to Social Statistics. Chichester, West Sussex: Wiley Blackwell. (400 p.) 3. The logic of comparative research Skocpol, Th. & M. Sommers The Uses of Comparative History in Macrosocial Inquiry. Comparative Studies in History and Society. 22 (2): (23 p.) 4. Instructions and outstanding examples of selected qualitative techniques 4.1 Observation techniques and ethnometodolgy Adeler, P.A. & P. Adler Observational Techniques, in: N. Denzin & Y. S. Lincoln (eds.), Collecting and Interpreting Qualitative Materials. Thousand Oaks: SAGE, (30 p.) Angrosino, M.V. & K.A. Mays de Pérez Rethinking Observation: From Method to Context. In: N. K. Denzin& Y. S. Lincoln (eds.). Collecting and Interpreting Qualitative Materials. Second Edition. Thousand Oaks: SAGE, (30 p.) Liebow, E Tally's Corner. A Study of Negro Streetcorner Men. Boston: Little, Brown1967, (68 p.) 4.2 Interviews Bourdieu, P. et al. (eds.) The Weight of the World. Social Suffering in Contemporary Society. Stanford/CA: Stanford University Press, 60-76, (26 p.) Byrne, B Qualitative Interviewing. In: C. Seale (ed.). Researching Society and Culture. Second Edition. Thousand Oaks: SAGE, (14 p.) Tonkiss, F Using Focus Groups In: C. Seale (ed.). Researching Society and Culture. Second Edition. Thousand Oaks: SAGE, (14 p.) 4.3. Contents and discourse analysis Edelman, M The Political Language of the Helping Professions. In: Politics & Society.1974; 4: (= 15 p.) Said, E. 1995: Orientalism. Western Conceptions of the Orient. London: Penguin, p. 1-28, ( p = 72 p.) Tonkiss, F Analyzing Text and Speech: Content and Discourse Analysis. In: C. Seale (ed.). Researching Society and Culture. Second Edition. Thousand Oaks: SAGE, (16 p.) 4.4 Archival research on unpublished records Gidley, B Doing Historical and Archival Research. In: C. Seale (ed.). Researching Society and Culture. Second Edition. Thousand Oaks: SAGE, (15 p.) 13

14 Browning, C.R Ordinary men. Reserve Police Battalion101 and the Final Solution in Poland. New York: HarperCollins, p. 1-2, (18 p.). Approximately 950 pages required reading. 5. Alternative or additional reading Bradshaw, Y. and Wallace, M Informing Generality and Explaining Uniqueness: The Place of Case Studies in Comparative Research. In Ragin, C. (ed.). Issues and Alternatives in Comparative Social Research. Leiden: E. J. Brill. Mjøset, L. et al. (eds.) Methodological issues in comparative social science editors. Comparative social research, 16, Rowntree, Derek. Statistics without tears. An introduction for non-mathematicians. London: Penguin Books. Taylor, S Locating and Conducting Discourse Analytic Research. In: M. Wetherell, S. Taylor & S. Yates. Discourse as Data. A Guide for Analysis. The Open University: Walton Hall, Milton Keynes Teune, H Comparing Countries. Lessons learned. In Øyen, E. (ed.) Comparative Methodology. Theory and Practice in International Social Research. London: Sage. Walsh, D Doing ethnography. In: C. Seale (ed.). Researching Society and Culture. Second Edition. Thousand Oaks: SAGE, (14 p.) 14

15 The Theory of Science MIS Credits Aims / Objectives This course is designed to inform and enrich the material learned in the research methods course. Placing a priority on the systematic reflection of questions related to research, it also links these questions to the practice of research methods and to the results of such practices. Learning outcomes Students shall acquire knowledge about the theory of science and be able to critically assess theories underpinning the varying methodological approaches employed in research projects and professional literature. Students will learn how to reflect systematically on scientific practice and the results of such practice. The knowledge acquired will be actively integrated into individual research associated with the Master thesis. Knowledge Upon completion of this subject, the student will have knowledge of the main traditions and key thinkers in the theory of science and what distinguishes them from each other how to critically assess these traditions and their arguments how to trace the movement between theory and methodological consequences the influence of the conception of science and ethics on research activity how to apply this material to their individual Master s thesis research Skills and competences Upon completion of this subject, the student is able to identify different strands within the theory of science identify how practical research projects are embedded in particular traditions of the theory of science critically discuss the empirical and ethical implications of this embeddedness Organisation and working methods This course will be offered during the spring semester 2013 of the MIS programme. Class format will be a mix of lecture and discussions and exercises pertaining to reading material. Students are required to attend the weekly lectures and to participate actively in discussions and assigned work groups during the course. Assessment The main task of the student is to demonstrate in a small group-prepared class presentation and accompanying paper, as well as in an individual final home exam the knowledge, skills and competences acquired in this course by answering a task to be defined by the course teachers. The students must submit a small group-prepared paper at a time to be announced later, and be provided with a feedback from the teachers. In the end of the course students must submit a final home exam that will be assessed by the teacher and an external sensor. The external examiner will grade a random sample consisting of 20 per cent of the homework. The grades given for this sample provide a basis for internal examiners who will be grading the other exams. External examiners are also utilized to grade an exam when there is doubt about giving the exam a passing grade. Passing grades vary from A to E and F is a failing grade. 15

16 Readings Students have to document in the homework and final assignments their knowledge and understanding of relevant theoretical traditions as presented in the course readings (ca. 900 pages). The following are suggestions in key areas of this course: Passing grades vary from A to E and F is a failing grade. Syllabus (required unless noted otherwise) Books to be purchased Crotty, Michael The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE Publications. (248 pp). Schwandt, Thomas A The SAGE Dictionary of Qualitative Inquiry (3 rd Edition), London: SAGE Publications. (322 pp). Compendium (for purchase at HiOA bookstore) Alasuutari, Pertti, Leonard Bickman and Julia Brannen The SAGE Handbook of Social Research Methods. London: SAGE Publications, Chs 2 and 4. (23 pp). Berger, Peter and Anton Zijderveld In Praise of Doubt: How to Have Convictions without Becoming a Fanatic. New York: HarperOne, selected excerpts (27 pp). Fay, Brian Contemporary Philosophy of Social Science: A Multicultural Approach. Cambridge, Massachusetts: Blackwell Publishing, Chs 1 and 11. (32 pp). Hesse-Biber, Sharlene N. and Patricia Leavy Approaches to Qualitative Research: A Reader on Theory and Practice. Oxford: Oxford University Press, Chs 1-3. (64 pp). Houston, Stan Beyond social constructionism: Critical realism and social work, British Journal of Social Work 31: (17 pp). Seale, Clive (Ed.) Researching Society and Culture (3 rd Edition), London: SAGE Publications, Chs 2 and 3 (36 pp). Slife, Brent D. and Richard N. Williams What s Behind the Research? Discovering Hidden Assumptions in the Behavioral Sciences. London: SAGE Publications, selected excerpts. (38 pp). Optional readings Collins, Randall Four Sociological Traditions. Oxford: Oxford University Press. (321 pp). Delanty, Gerard & Piet Strydom Philosophies of Social Science: The Classic and Contemporary Readings. Berkshire: Open University Press. (481 pp). Mills, C. Wright. 1959/2000. The Sociological Imagination. Oxford: Oxford University Press, Chs 2 and 3. (50 pp). Approximately 800 pages required reading. 16

17 The Master s Thesis MIS credits The student submits a thesis that systematically investigates a theme (selected by the student) within the field of social welfare and health policy. An individual thesis should be approx pages in length (defined as Times New Roman 12 with spacing 1.5). A thesis written by two students should be approx 80 pages in length. Both students will receive the same grade. In such cases, the two students must deliver a written declaration attached to the thesis detailing the division and primary responsibilities of the work. Learning outcomes Knowledge Upon completion of the master s thesis, the student will have knowledge of a specialized field of social welfare and health policy. theories and methodological approaches relevant for the chosen theme in ones master s thesis. Skills Upon completion of the master s thesis, the student is able to conduct a research or development project, by analysing own data or by a systematic review of the state of scientific knowledge related to a particular research question critically evaluate relevant quantitative or qualitative methods used in reports, books or articles investigating social welfare and health policy issues Organisation and Working Methods A supervisor will be appointed by the academic staff. The supervisor will most often be one of the staff members. Supervision is a crucial component in the preparation of the thesis. The supervisor is to assist the student in his or her acquisition of necessary and relevant knowledge, and in data collection and data analysis. The supervisor must ensure that the student s research activity is based upon accepted ethical practices within social research. Requirements Participation in the Master s Thesis Preparation Seminar and supervision during the preparation of the Master Thesis is mandatory. Every student is entitled to approximately ten hours of face-to-face consultation, or the equivalent if the student and supervisor prefer some of the supervision by . A contract between the student and the supervisor must be agreed upon and signed by both parties to ensure that rights and obligations are understood. The student and the supervisor are both entitled to request another supervisor if either party fails to meet the obligations outlined in the contract Assessment The master s thesis will be evaluated by both an internal and an external examiner. The student s supervisor will be the internal examiner. Students who fail the master s thesis can submit a new thesis. This must, however, be written on a new topic. In addition, students will have limited hours of supervision if writing a new thesis.once the grade for the master s thesis is finalised it is not possible to improve the grade by submitting a revised thesis. 17

18 Students can an appeal their grade, upon which two new examiners (one internal and the other external) will be appointed to re-assess the thesis. Note that one can risk receiving a lower grade than one received initially. Master Thesis Preparation Seminar Aims / Objectives This course is designed to transfer the skills learned in the research methods course and work in close conjunction with the theory of science course to enable students to conceptualize the basic methodological framework for the Master thesis, as well as to learn new skills concerning research organization and strategies needed to do the preliminary groundwork for writing the thesis. Learning outcomes and competences Students should have a grasp of the following by the end of the course: - How to move consistently from theoretical framework to choice of methods - How to formulate a research topic - How to move from a proper topic to research questions, concepts and data - How to structure a thesis and construct a plan for working with the thesis - How to write a literature review - How to search for and critically select relevant literature - How to handle your references - How to use quotations and references in your thesis - How to use databases - How to use the Internet in searching for books and articles - How to apply the MIS formal guidelines when writing the Master thesis - Criteria used to assess a thesis - How to use your supervisor in order to secure optimal feedback (rights and obligations) Organisation and Working Methods This is a mandatory course. Without proper attendance one will not be allowed to submit the master s thesis. Lectures, presentations by students, in-class exercises and discussions will alternate. Requirements Mandatory attendance (see above). A written presentation of the research topic (one page) must be submitted on the date stipulated in the class syllabus. A final (revised) one-page presentation of the research topic no later than the date stipulated in the class syllabus.* An oral presentation of the work with the thesis so far, with an emphasis on presenting planned theoretical framework, research questions and methodological strategy, including planned format of thesis (i.e. literature review, interview-based case study) and criteria for selection of data sources, analytical strategy, and current/anticipated 18

19 challenges. This is a plenary session where you get feedback from the seminar coordinators, your supervisor, and the other students. Dates listed on class syllabus. A written (of at least 10 pages) detailed outline (or a very first rough draft) that must be submitted to both supervisor and to the seminar coordinators no later than the date stipulated on class syllabus. A lecture (approximately 30 minutes): An oral presentation (detailed outline) of the Master thesis work thus far. Details provided in class. Dates listed on class syllabus. *Individual supervisors will be assigned based on the final version of student s research question/proposal. The Examination No exam, see Master thesis Recommended Readings Becker, Saul & Alan Bryman Understanding Research for social policy and practice, Bristol: The Policy Press. Hart, Chris Doing your Masters Dissertation, Sage Publications, London, Chs 3, 6, 12. Petticrew, Mark & Helen Roberts Systematic Review in the social Sciences, Oxford: Blackwell Publishing. Seale, Clive The Quality of Qualitative Research, Chs 4 and 8, Appendix A. Seale, Clive et al Qualitative Research Practice, Chs 24 and 25. Seale, Clive Researching Society and Culture, Chs 4, 6, 7 and 10. Silverman, David Interpreting Qualitative Data, Chs 1, 2 and 12. Steward, Barbara. Writing a Literature Review British Journal of Occupational Therapy. 67(11): Swales, John M. & Christine B. Feak Academic Writing for Graduate Students: Essential tasks and skills. University of Michigan Press. Useful Links Writing a literature review: Chicago Manual of Style Online: The literature review, a few tips: Quoting and paraphrasing sources: EPPI Centre, methods for conducting systematic reviews: 19

20 Elective Courses International Health Policy MIS credits The course gives a general introduction to global health problems, health studies, and international and national strategies to meet these problems. Content The course has six main topics. (1) The world health situation (2) Medical anthropology and global health (3) Epidemiology and research methods in studies of population health (4) Social inequalities in health (5) Health care systems (6) International health policy Learning outcomes Knowledge Upon completion of this subject, the student will have knowledge of global health problems; how life expectancy varies between countries and regions, the world situation as regards infant and child mortality; the main death causes in the world, how they change, how they vary between countries and regions; the AIDS pandemic; the concept of DALY; variations in definitions of health how anthropology defines culture, cultural variations in views on normality, aging, childhood, psychiatric illness; how migration is related to health; key factors in global health such as overpopulation, urbanization empirical methods in the study of illness and disease in populations; epidemiological concepts such as rates, incidence, prevalence; qualitative and quantitative research approaches; study designs such as case-control and observational studies social differences in health; the concepts of health gradient, social causation and social selection, main explanatory theories of social inequalities in health; how the issue of social inequalities in health is related to issues of social justice; the poverty concept different health care systems of the world; how health care systems vary, with respect to public and private provision, financing by taxation, insurance, out-of-pocket; examples from Norway, United States, China, Costa Rica, Thailand; economic considerations in the provision of health care 20