Master s Degree Programme in Applied Social Sciences

Transcription

1 Master s Degree Programme in Applied Social Sciences Programme option International Social Welfare and Health Policy 120 ECTS-credits Full-time Approved by University College (HiOA) Board Date Valid from autumn semester 2013 Faculty of Social Sciences Department of Social Work, Child Welfare and Social Policy

2 Contents Master s Degree Programme in Applied Social Sciences... 3 Programme option: International Social Welfare and Health Policy (MIS)... 3 Target Groups... 3 Admission... 4 Quotas... 5 Application deadlines... 5 Appeals... 5 Learning outcomes... 5 Degree structure and organisation... 6 Lectures and work requirements... 7 Assessment... 8 Mandatory Courses Comparative Social Welfare Theory and Concepts International Health Policy Research Methods and Design The Theory of Science Master Thesis Preparation Seminar The Master s Thesis Elective Courses Comparative Social Risk Management Globalisation and the Development of Health and Social Policy Social Welfare, Social Work and Human Rights: Normative perspectives on professional work in the public welfare sector... 35

3 Master s Degree Programme in Applied Social Sciences Social change requires that professionals in the fields of social work, health and welfare continually develop their knowledge and skills. The Master s Degree Programme in Applied Social Sciences applies theoretical perspectives to these fields. This degree programme consists of four disciplines (or programme options): social work (MS-SA), child welfare (MS- BV), family therapy (MS-FB), and International Social Welfare and Health Policy (MIS). Common for all four disciplines is the application of advanced theoretical and analytical reflection with a normative perspective. All areas of study focus upon general critical analytical skills with an understanding of the importance of gender, ethnicity, generation, and social class, living standards and living conditions. Research-based teaching connecting practical examples with theoretical and analytical reflection is common for all four disciplines. All four disciplines qualify for positions in national and international organisations working with development and research, and may qualify for admission to studies at PhD level. Programme option: International Social Welfare and Health Policy (MIS) An increasingly globalized world requires the development of innovative social welfare and health policies. The master s degree programme option in international social welfare and health Policy (MIS) provides students with the knowledge and skills to analyse, develop and manage social and health policies at a high level. The programme option consists of five mandatory courses (50 ects), two elective courses (20 ects) and a master s thesis (50 ects). Elective courses allow students to pursue topics of special interest that may be relevant for both the master s thesis, as well as for future career possibilities. All courses are taught in English, and the diploma will be issued in English for all successful candidates. Candidates will be awarded the title Master of Applied Social Science, programme option International Social Welfare and Health Policy. Target Groups This programme option is aimed at students who have a special interest in international efforts to develop social and health policies. Bachelor degrees particularly relevant for the programme option are social work, child care and welfare, political science, sociology, anthropology (or related social sciences), nursing, physiotherapy, medicine, or similar health-related degrees. However, other degrees with a focus on social and health issues are also relevant. The programme option qualifies a graduate 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

4 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 or health workers, and social science positions dealing with social and health policy issues PhD programmes in the fields of social welfare and health policy Admission Admission to this programme option is regulated by Regulations Relating to Admissions to Master s Degree Programmes at Oslo and Akershus University College of Applied Sciences ( 2. Academic requirements for admission). To be admitted to this master s programme applicants require: 1. a bachelor s degree or equivalent. The bachelor s degree must include an in-depth study, course or course-group comprising a minimum of 80 ECTS-credits within the social sciences and/or health sciences. Alternately, applicants can apply with an integrated vocational degree comprising of at least 120 ECTS credits within the subject area of the master s degree. For non-eu students the requirement is a degree equivalent to a Norwegian bachelor s degree. This degree must comprise no less than 3 years of study beyond Norwegian matriculation level, as regulated by the Act Relating to Universities and University Colleges, the minimum academic requirement for admission is a grade of C (or the equivalent). In cases where the academic requirement for admission is not applicable to point calculation, a discretionary assessment will be made as to whether the applicant meets the minimum academic requirement for admission or not. 3. applicants with education from a country outside the Nordic countries must document that they meet the requirements for English language proficiency in accordance with the requirements in the National Regulations Relating to Admission to Higher Education. In accordance with Regulations Relating to Admissions to Master s Degree Programmes at Oslo and Akershus University College of Applied Sciences 7-3, applicants are divided into two groups: 1. applicants with a bachelor s degree (or the equivalent) taken outside of EU/EEA countries. A) 25 % of the places shall be allocated to applicants competing solely on the basis of grade point average. Applicants within this quota, who do not qualify, compete in the next quota. B) Applicants competing on additional points as well as grade point average. 2. applicants with a bachelor s degree (or the equivalent) from a EU/EEA institution of higher education. A) 25 % of the places shall be allocated to applicants competing solely on the basis of grade point average. Applicants within this quota, who do not qualify, compete in the next quota. B) Applicants competing on additional points as well as grade point average. 50 % of the places are reserved for applicants in group 1. If there are not enough qualified applicants from group 1 to fill this quota, the unoccupied places will be assigned to applicants in group 2.

5 If the number of qualified applicants exceeds the number of places, applicants are ranked mutually in accordance with Regulations Relating to Admissions to Master s Degree Programmes at Oslo and Akershus University College of Applied Sciences, 8. In accordance with Regulations Relating to Admissions to Master s Degree Programmes at Oslo and Akershus University College of Applied Sciences applicants will be ranked on the basis of grade average from their bachelor s degree. Grade averages are calculated by using a point system (for more information refer to admission regulations 4. The basis for the calculation of minimum academic requirements). Applicants may also receive extra points for work experience gained after completion of a bachelor s degree, and for extra education (admission regulations 6. Calculation of additional points from the regulations for information regarding this). Only education and work experience within the fields of health and/or social welfare will be considered relevant. Quotas In accordance with Regulations Relating to Admissions to Master s Degree Programmes at Oslo and Akershus University College of Applied Sciences 7-3, admission is divided into two groups: I. applicants with a bachelor s degree (or the equivalent) taken outside of EU/EEA countries. II. applicants with a bachelor s degree (or the equivalent) from a EU/EEA institution of higher education. Applicants in both groups will be considered on the basis of both grade average and additional work experience. 50% of the places are reserved for applicants in group I. 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. Application deadlines For applicants from non-eu/eea countries: 15 th of December For applicants from countries within EU: 1 st of March Appeals Applicants who are not admitted are entitled to appeal this decision. All appeals must be in writing and addressed to the Faculty of Social Sciences within three weeks of being notified. If the decision is upheld the appeal will be sent to the Appeals Committee of Oslo and Akershus University College of Applied Sciences (HiOA). Learning outcomes A candidate who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence.

6 Knowledge Upon completion of the degree the candidate has advanced knowledge of research designs relevant to investigate a particular research question the ability to relate specific research questions to specific research methods a high level of understanding of and ability to apply and evaluate basic theoretical and methodological frameworks in order to examine, explain and understand social and health phenomena a broad understanding of global social and health issues current situations, trends, and challenges in-depth knowledge in the fields of social and health care systems: their organisation, delivery, and financing insight into cultural differences and gender perspectives in social and health concepts and terminology a broad and in-depth knowledge of ethical dilemmas in research Skills Upon completion of the degree the candidate is able to conduct a systematic and critical analysis of a problem, apply core research principles and give a clear academic presentation of the results identify dimensions and challenges in the current global health and welfare situation critically assess the advantages and disadvantages of various social and health policy approaches evaluate relevant research in terms of methodological quality and appropriateness implement a range of data and literary sources for analysis General competence Upon completion of the degree the candidate has acquired a high degree of intercultural competence, and increased understanding of international trends that affect health and social welfare advanced knowledge of gender perspectives at a high academic level; The candidate is able to evaluate the gendered impact of social and health policies, including how policies can contribute to segmentation or change in gender roles a high level of ethical reflection when assessing the development of social and health policies. Degree structure and organisation In addition to the mandatory courses, each student is required to select two courses from the three electives available in this programme option. Students in need of advice regarding these courses can ask the course coordinator, course lecturers, or the administrator. Courses are chosen electronically using StudentWeb at the start of each semester. Students will have a limited period of time to change their chosen elective courses. Students may not change their mandatory courses. As an alternative to the elective courses provided in this programme description, students may select courses from other programme options within the Master s Programme in Applied Social Science at the Institute of Social Welfare and Social Policy. In addition, students have the opportunity to choose among courses offered at master s level at HiOA, or institutions of higher learning in Norway outside of HiOA. Students may not choose courses of more than

7 10 ects from outside HiOA. Norwegian-speaking students can also choose elective courses that are offered in Norwegian. All external courses must be approved by the course coordinator in advance. The master s thesis is an independent dissertation consisting of 50 study credits. Preferably, s students should begin to reflect upon a research topic and methods for the thesis in the first semester. In the second semester, students will prepare a research proposal for the thesis. On the basis of the research topics chosen, students will be assigned a supervisor. The research work is conducted during the third semester, and usually requires 3 to 6 months. Norwegian students are expected (but not required) to carry out their research abroad. For international students, field work is usually conducted in their home countries. International self-financed students may conduct their field work in another country than their home country. Data analysis and writing takes place under supervision in the fourth semester. Programme structure Semester Topic ECTScredits 1st semester, Comparative Social Welfare Theory and 10 autumn Concepts Research methods 15 2nd semester, spring 3rd semester, autumn 4th semester, spring International Heath Policy The Theory of Science Master s Thesis Preparation Seminar *Elective Thesis progress «Research Market» ideas for writing one s thesis Project proposal to be submitted Supervisor allocated Research commences Project presented to class * Elective Research and writing Regular consultations with supervisor Chapter outline to be submitted Chapter drafts to be submitted Master s thesis 45 Research and writing Consultations with supervisor Submission of first full draft Editing and rewriting Submission of final draft *elective subject can be chosen either in autumn or spring semester. Lectures and work requirements Courses consist of lectures and seminars. In addition, workshops, seminars and discussion groups will be offered with the goal of facilitating and stimulating learning. Written work requirements are intended to develop reflective, argumentative and critical responses to the curriculum and lectures, as well as, formatting written work at a post-graduate level. Oral presentations and discussions will develop discursive skills, whilst specialization in an area of research in a subject promotes scholarly and independent learning. Work requirements are outlined in the course descriptions below. Coursework requirements are mandatory. Requirements that are not submited on time or are not approved will disqualify students from sitting the final examination.

8 Students are strongly recommended to form tutorial groups to discuss ideas, critically assess research and prepare for work requirements and examinations. Assessment Each course concludes with a final examination which takes the form of either a written examination (6 hours), a written home assignment over a period of seven days, or final essay. Students may use a spelling dictionary, as well as a bilingual dictionary during written school examinations. All examinations are graded 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, which will form the basis for the internal examiner s grading. Examinations that risk being given a failing grade will be evaluated by both examiners. 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 awarded for the initial examination. The Master s Thesis will be evaluated by both an internal and an external examiner. Neither examiner will be involved in the supervision of the master s thesis in question. With the exception of the Master s Thesis Preparation Seminar, a grading scale from A to F will be used in assessment. A grade of pass ranges from A to E, while F is a fail. In the Master s Thesis Preparation Seminar students will receive a grade of either pass or fail. The following documents regulate examinations at HiOA: the Act Relating to Universities and University Colleges the Directive for Curricula Regulations from the Ministry of Education and Research Regulations Relating to Studies and Examinations at 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 the e-learning platform Fronter. The link to the Act Relating to 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 at:

9 Outline of the study plan Semester Subject code 1 and name ECTS Assessment Grading First SIW Comparative 10 Written school A-F Social Welfare Theory and Concepts exam First SIW4100- International 10 Written school A-F Health Policy exam First SIW4200- Research Methods 15 Home exam A-F and Design Second SIW4300-The Theory of 10 Written home A-F Second* Second* Second Science SFV4700- Globalisation and the Development of Health and Social Policy SFV4400- Social Welfare, Social Work and Human Rights SIW5000- Master s Thesis Preparation Seminar exam 10 Written school exam 10 Written home exam 10 Presentationwritten and oral 10 Written school exam Third* SFV4600- Comparative A-F Social Risk Management Third/Fourth SIW5900- Master s Thesis 45 A-F *elective courses A-F A-F Pass/Fail

10 Mandatory Courses Comparative Social Welfare Theory and Concepts (Komparativ sosial velferd - teorier og begreper) SIW ECTS credits This course presents key concepts and analytical models used in comparative analyses of social welfare and health policies. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has thorough knowledge of concepts in the history and theory of welfare, such as the principle of eligibility, self-reliance, dependency, stigma, reciprocity, altruism, discretion, universalism and selectivity has advanced knowledge of explanatory models, such as the logic of industrialism, statecentred approaches, and power resource theory can analyse central concepts within comparative welfare studies. Concepts such as welfare regimes, decommodification, de-familisation, and social risks Skills The student can apply theoretical concepts and explanatory models in the analysis of 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 Course structure and organisation The course is organised into a series of six four-hour long lectures and seminars. Students are expected to play an active role in lectures and seminars. Students will also be required to present papers, and discuss course themes during lectures and seminars. Coursework requirements Students must submit a coursework requirement of 18 pages (+/-10%) on a topic relevant to the course, to be approved by the course lecturer. The topic of the work requirement will reflect main areas of the course curriculum and lectures. The coursework requirement should preferably written in groups of 4-6 students. Each group of students will present their paper to the class at a full day seminar. Students whose papers are not approved after the first submission will be given the chance to resubmit once. Papers that are not approved after two submissions will disqualify students from sitting the final examination.

11 Assessment The student s learning outcome will be assessed on the basis of an individual six-hour written school examination Students are awarded grades on a descending scale from A to E for pass and F for fail. The written examination is assessed by an internal and an external examiner. The external examiner grades a random sample consisting of approx. 20 per cent of the written exams. The grades given for this sample provide a basis for internal examiners who will be grading the other exams. The external examiner will also grade papers where there is doubt about giving a grade of pass. Students who have failed a regular examination are entitled to sit a new examination. Students may use a spelling dictionary, as well as a bilingual dictionary during this written school exam. Readings *Abel-Smith, Brian and Kay Titmuss, editors Richard M. Titmuss. Social Policy. London. George Allen and Unwin. Chapter * 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,

12 *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, 10. *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 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.

13 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. Pierson, Paul (2000) Increasing Returns, Path Dependence and the Study of Politics. American Political Science Review. Vol.94, No.2, June 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.

14 International Health Policy (Internasjonal helsepolitikk) SIW credits The course gives a comprehensive understanding of global health problems, health studies, and international and national strategies to meet these problems. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has thorough knowledge of global health issues: differences in life expectancy between countries and regions, infant and child mortality, patterns of mortality, the AIDS pandemic, the concepts of YLL DALY and health transitions advanced knowledge of how anthropology defines culture, cultural variations in views on normality, aging, childhood, psychiatric illness thorough knowledge of important measures in epidomiology and empirical methods in the study of illness and disease in populations thorough knowledge of social differences in health; the concepts of health gradient and discussions about health equity extensive knowledge about health care systems, the types of financing and organising of health care and the role played by international organisations in influencing health policies Skills The student can critically analyse current global health situation and the main challenges to health and health care analyse rates of mortality and disease and the relationship between culture and illness critically evaluate research methods and strategies in investigations of population health apply relevant theories and arguments in debates on health inequalities and social justice critically evaluate national health care systems and their main dimensions critically evaluate the role of organisations in international health policies Course structure and organisation The course is organised into a series of six four-hour long lectures and seminars. Students are expected to play an active role in lectures and seminars. Students will also be required to present papers, and discuss course themes during lectures and seminars. Coursework requirements Students must submit a coursework requirement of 8 pages (+/-10%), written preferably in groups of two. Students who wish to write individually (around 4-5 pages) must ask the course lecturer for permission. The topic of the work requirement will reflect main areas of

15 the course curriculum and lectures. Students whose papers are not approved after the first submission will be given the chance to resubmit. Assessment The student s learning outcome will be assessed on the basis of an individual six-hour written school examination. Students are awarded grades on a descending scale from A to E for pass and F for fail. The written examination is assessed by an internal and an external examiner. The external examiner grades a random sample consisting of approx. 20 per cent of the written exams. The grades given for this sample provide a basis for the internal examiner s assessment. The external examiner will also grade papers where there is doubt about giving a grade of pass. Students who have failed a regular examination are entitled to sit a new examination. Students may use a spelling dictionary, as well as a bilingual dictionary during this school exam. Readings *Anand, S., Peter, F.. & Sen, A. (eds): Public health, ethics, and equity. (Oxford: Oxford university press, 2004/reprint 2009), Chapters 1, 2, 10. Bergström, Staffan, Lindstrand, Ann og Rosling, Hans et al.: «Global Health. An introductory textbook». Lund: Studentlitteratur, 2006 (300 sider). *Birn, A.E., Pillay, Y. & Holtz, T.H. (eds): Textbook of International Health, New York/Oxford: Oxford University Press, 2009: pp ("Health systems typologies" & "The origins of health care systems"). *Elstad, Jon Ivar (2000): Social inequalities in health and their explanations. Selected parts from thesis, published as NOVA Report 9/2000 (Oslo: NOVA-Norwegian Social Research). Chapters 5-8 (pp. 1-68). * Hellman, Cecil G.: "Culture, health and illness. Fifth edition", London: Hodder Education, 2007; Chapter 1. Introduction: the scope of medical anthropology (pp.1-18) * Hellman, Cecil G.: "Culture, health and illness. Fifth edition", London: Hodder Education, 2007; Chapter 10. Cross-cultural psychiatry (pp ) *Hsiao, W.C Special Report. Transformation of health care in China. The new England Journal of Medicine, April 5, 1984, Vol 110, Issue 14, pp *Sen, Amartya (2002): Health: Perception versus observation. Article in British Medical Journal (BMJ), Vol. 324, 13 April, pp *Friedman, Gary D.. Primer of Epidemiology. London: McGraw-Hill, Chapters. 1-4 (pp. 1-62).

16 *Sen, Amartya (2006) Conceptualizing and measuring poverty. In Poverty and Inequality, eds. D.B. Grusky and R. Kanbur, Stanford University Press. (pp ). *Skolnik, R.: Chapter 6 "Culture and Health", in Skolnik, R. "Global Health 101. Second Edition." Burlington, MA/USA: Jones & Bartlett, pp *Chapter B4: Dysfunctional health system: case studies from China, India and the US. Pp in Global Health Watch 3: An Alternative World Health Report (2011), by People s Health Movement, Medact, Health Action International, Medicos International and Third World Network. New York/London: Zed Books. *Chapter B3: Health financing models that make health systems work: Case studies from Costa Rica, Sri Lanka and Thailand. Pp , in Global Health Watch 3: An Alternative World Health Report (2011). *Schiller, C. et al. (2009) Global health policy: what role for international governmental organizations? In The Role of International Organizations in Social Policy, eds. R. Ervik et al. Edward Elgar: UK (pp ) *Marmot, M., Friel, S. et al. (2008) Closing the gap in a generation: health equity through action on the social determinants of health. The Lancet 372 (November 8, 2008): * in compendium **The global burden of disease: 2004 update. WHO - World Health Organization Parts 1-4 (pp. 1-51). Geneva: World Health Organization. **Global Health: today s challenges. Chapter 1, pp.2-22, World Health Report WHO. data/assets/pdf_file/0005/95144/e88821.pdf **Carey, D., B. Herring and P. Lenain (2009), Health Care Reform in the United States, OECD Economics Department Working Papers, No. 665, OECD Publishing. pp **The World Health Report Primary Health Care. Now More Than Ever. Introduction and Overview. Pp Geneva: World Health Organization. **WHO: Health Systems Financing. The Path to Universal Coverage. The World Health Report Chapters 1-4 (pp. 1-84). Geneva: World Health Organization ** to be downloaded from the internettotal number of pages: 800

17 Research Methods and Design (Forskningsmetode og design) SIW Credits The course comprises qualitative, quantitative and comparative methods. Particular attention will be given to methodological reflection, and the links between research questions and research design. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has thorough knowledge of the process of research and the interrelation of a wide number of research methods advanced knowledge of qualitative and quantitative research designs: their appropriate use as well as strengths and limitations advanced conceptual tools to be applied in the discussion of explaining and exploring social phenomena, measurement, validity, and generalizability Skills The student can relate research processes 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 use relevant methods for producing, analysing and interpreting qualitative empirical data (e.g. interviews and observation/case study) use standard univariate, bivariate and multivariate analysis techniques, inferential statistics and SPSS evaluate research reports in terms of methodological quality and appropriateness Course structure and organisation The course consists of ten three-hour lectures. Students actively participate in discussions with presentation of different topics, and group discussions. One lecture in quantitative methods will take place in the computer lab. Assessment The assessment consists of a seven-day written home examination. The length of the home examination essays is to be 11 pages (+/-10%). Students are awarded grades on a descending scale from A to E for pass and F for fail. Exams are assessed by an internal and an external examiner. External examiners assess a random sample consisting of approx. 20 per cent of the exams. The grades given for this sample provide a basis for the internal examiner s assessment. The external examiner will

18 also assess papers where there is doubt about giving a grade of pass. Students who have failed a regular examination are entitled to sit a new examination. Readings 1. Main textbooks: Quantitative 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 ethnomethodology 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.)

19 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.)

20 The Theory of Science (Vitenskapsteori) SIW Credits This course is designed to inform and enrich the material learned in the research methods course. Placing a priority on the systematic reflection on questions related to research, it also links these questions to the application of research methods and to the results of such practices. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has thorough knowledge of the main traditions and key thinkers in the theory of science and what distinguishes them from each other extensive knowledge of how to trace the movement between theory and methodological consequences thorough knowledge of the influence of the conception of science and ethics on research activity Skills The student can 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 apply knowledge acquired/relevant theories on his/her work with his/her master s thesis Course structure and organisation The course is organised into a series of six four-hour lectures and seminars. Students are expected to play an active role in lectures and seminars. Students will also be required to present papers, and discuss course themes during lectures and seminars. Coursework requirements Students must submit a coursework requirement of 11 ( +/-10%) pages on a course related topic. The topic of must reflect main areas of the course curriculum and lectures, and must be approved by the course lecturer. The coursework should preferably be written in groups of 2-3 students. Each group of students will present the paper in class. Students whose papers are not approved after the first submission will be given the chance to resubmit once. Papers that are not approved after two submissions will disqualify students from sitting the final examination.

21 Assessment The assessment consists of a seven-day written home examination. The length of the home examination essays is to be 11 pages (+/-10%). Students are awarded grades on a descending scale from A to E for pass and F for fail. Exams are assessed by an internal and an external examiner. External examiners assess a random sample consisting of approx. 20 per cent of the exams. The grades given for this sample provide a basis for the internal examiner s assessment. The external examiner will also assess papers where there is doubt about giving a grade of pass. Students who have failed a regular examination are entitled to sit a new examination. Readings Books 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 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). Approximately 800 pages required reading. Optional readings Collins, Randall Four Sociological Traditions. Oxford: Oxford University Press. (321 pp).

22 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).

23 Master Thesis Preparation Seminar (Forberedelsesseminar for masteroppgave) SIW credits In this course students apply scientific theoretical perspectives and methodological approaches from previous courses in the process of reading, researching and writing a master s thesis. The skills and knowledge gained through the course in Research Methods will be applied in this course, and the course will also operate in close conjunction with The Theory of Science course. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has thorough knowledge of theoretical frameworks that promote methods design has extensive knowledge of all aspects related to a research topic: formulation, concepts and data collection Skills The student can plan and conduct data collection, as well as analyse data develop an independent research project in the form of a project proposal for a thesis present complicated scientific ideas to a wider public Course structure and organisation Lectures, presentations by students, in-class exercises and discussions will alternate. Coursework requirements Students submit a written presentation of their research topic (one page). On this basis they will be assigned a supervisor. Each student will give a short oral presentation of their research topic (maximum 10 minutes) for which they will receive feedback from supervisors, course lecturers and students. Coursework requirements that are not approved after two submissions will disqualify students from sitting the final examination. Coursework requirements and assessment In this course there are three coursework requirements: (1) one-page thesis proposal, (2) developed thesis proposal (10-12 pages max.) and (3) an oral presentation. Students will be awarded a grade of pass or fail for the developed thesis proposal and for the oral presentation. (1) One-page thesis proposal: Students submit a written presentation of their research topic. On this basis they will be assigned a supervisor. (2) Developed thesis proposal: The proposal will provide a detailed overview of what will be presented in the thesis (minimum 10 pages and maximum 12 pages). The detailed requirements will be presented during the course. The proposal will be submitted to the course lecturers. The developed proposal draft must receive a passing grade by the course

24 lecturers before the student can proceed to the oral presentation. An external examiner will evaluate approximately 20 per cent of examinations, which will form the basis for the internal examiner s grading. (3) Oral presentation: Each student will give a 30-minute in-class lecture at the end of the semester. The external examiner will assess all student presentations together with the course lecturers, for a grade of pass or fail. Students who fail will be given a chance to improve their presentation and present at a later date. Students may not submit their master s thesis before they have obtained a passing grade for this assignment. 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:

25 The Master s Thesis (Masteroppgave) SIW credits The student submits a thesis that investigates a research question using one or several relevant research methodologies. A thesis should be approximately 70 pages, and no more than 90 pages (defined as Times New Roman 12 with spacing 1.5). The thesis can be written individually or in pairs. Students writing in pairs will be required to submit a thesis that is no longer than 180 pages. Learning outcomes A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: Knowledge The student has advanced knowledge of research designs relevant to the investigation of a particular research question a particular area of social or health policy of relevance to their degree relevant research literature on the subject matter of the master s thesis theories and methodological approaches relevant for the chosen subject matter basic conceptual tools applied to the discussion of critically examining, explaining and understanding a social or health research questions Skills The student can conduct a review of the state of scientific knowledge related to a research question in social and health policy conduct a limited, independent research project under supervision choose a methodology that is relevant for a specific health and social welfare research question apply research methods in a reflective manner critically evaluate relevant quantitative or qualitative methods used in reports, books or articles investigating a particular social welfare or health policy problem General competence The student can read and critically assess academic literature present specialised knowledge and research findings in the form of academic writing apply advanced skills and knowledge in the field of social welfare and health policy evaluate issues related to the academic, professional and research ethics Organisation A supervisor will be appointed by the academic staff connected to the Master s programme in Social Sciences. Supervision is a crucial component in the preparation of the thesis. The supervisor is to assist the student when he or she is acquiring the necessary and relevant knowledge, as well as, when collecting and analysing data. The supervisor must ensure that the student s research activity is based upon accepted ethical practices within social research.