• Course title: Introduction to Sociological Theory
• Number of ECTS: 6
• Course code: SSES-43
• Module(s): THEORY
• Language: EN
• Mandatory: Yes

On completion of the course a student should be able to•    understand the key concepts used in sociology;•    reflect their own situation as young academic researchers in a culturally diverse world subjected to processes of globalization.

This seminar introduces key contributions to sociological theory from a historical perspective, with a focus on how institutions shape social life, particularly within the context of education. Students will engage with fundamental sociological issues such as inequality, modernization, and individualization while exploring core concepts like actors, structure, culture, and society.The course begins with the foundational thinkers of 19th-century sociology, including Karl Marx, Max Weber, and Emile Durkheim, whose theories on bureaucracy, rationalization, and social cohesion continue to influence contemporary thought. The course also delves into the development of post-World War II sociology, exploring rational choice theory and institutional theory. These perspectives emphasize the role of institutions, rules, and systems in shaping individual and collective behavior. The mid-20thcentury evolution of these theories will be examined through critiques by neo institutionalist scholars who explore the interaction between institutions and social change. A central theme of the course is the role of education as a social institution, analyzing how it influences societal outcomes and mirrors broader sociological trends. By the end of the course, students will have a comprehensive understanding of how sociological theories, particularly those concerning education, have shaped the development of society and continue to influence contemporary research. This course introduces students to foundational sociological thinkers and theories, with a particular emphasis on how institutions—especially education—shape society.

Participation, presentations, written assignments

Selection of recommended texts for preparation:

Baker, D.P. (2014). The Schooled Society: The Educational Transformation of Global Culture. Stanford, CA: Stanford University Press.

Collins, R. & M. Makowsky (2010). The Discovery of Society, 8th Edition. New York: McGraw-Hill.

Texts to be read in the seminar will be uploaded onto the Moodle platform.

• Course title: Qualitative and Quantitative Social Science Methods
• Number of ECTS: 6
• Course code: SSES-2
• Module(s): METHODS
• Language: EN
• Mandatory: Yes

Student learning outcomes include:

gaining an understanding of the different logics of the quantitative and qualitative methodologies, but also on how to combine these perspectives;

developing the capacity to derive research designs that are appropriate for research questions;

becoming aware of different methodological approaches;

developing the capacity to evaluate and interpret research findings in light of possible limitations of social science research methods.

gaining an understanding of the different logics behind certain methods of data analysis;

familiarization with some of the procedures implemented in the statistical packages SPSS and STATA;

developing the capacity to carry out quantitative analyses using the OECD-PISA data.

This seminar provides an introduction to social science research methods and quantitative and qualitative data analysis techniques. Questions of how to analyse social problems and theoretical issues are at the center of the social and educational sciences. This methods course focuses on selected topics in quantitative and qualitative research methods. Students will be able to enhance their research methods. This one-year course comprises of different components: In the winter term (Methods 1), the different logics of scientific discovery will be discussed and the different stages of the research process will be dealt with in detail. We will practice basic techniques of quantitative and qualitative data analysis. Term 2 provides some more in-depth insights into qualitative methods and data analysis and more advanced statistics for quantitative data analysis. Topics covered in this semester include: Quantitative und qualitative approaches: two different paradigms?; comparative research; research processes, research questions, research designs (cross-sectional, longitudinal); population, sample, generalizability; modes of data collection; mixed-method designs; triangulation.

Participation; exam; project assessment

Reading list:

Bryman, Alan 2012. Social Research Methods (4th ed.). Oxford: Oxford University Press.

Chambliss, Daniel F. & Russell K. Schutt. 2012. Making Sense of the World. Methods of Investigation. London: Sage.

Silverman, David. 2013. Doing Qualitative Research. London: Sage.

Yin, Robert K. 2014. Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage.

• Course title: Comparative Education and Internationalization
• Number of ECTS: 6
• Course code: SSES-4
• Module(s): EDUCATION
• Language: EN
• Mandatory: Yes

By the end of the seminar, you will be able to draw on case studies from several sources, apply the respective key theoretical concepts and methods to well-defined problems, and begin to appreciate the complexities and insights of comparative education in an era of globalization.

In this seminar, we will discuss older and newer questions in comparative education, focusing on contemporary debates in the field. We will highlight the uses and potentials of comparative and international education, exploring key theoretical concepts and using practical examples—building on the experiences in different education systems known to students in the seminar. We will investigate the nature of enquiry of comparative and international education, its theoretical and methodological foundations, and its historical development up to today. Looking at its evolution as a branch of social science, we will discuss its composite character and the progressive change in the levels of analysis led by political, cultural, and social forces over the 20th century. Recent worldwide phenomena, such as globalization, facilitated the diffusion of comparisons worldwide, and have had a profound impact on comparative education as a scientific field. The emergence of global governance brings new challenges for traditional actors and for analyses. What is this space in which new actors circulate? With what consequences for nation-states? What key questions does the field pose? Using mainly institutional perspectives, throughout the course we will deconstruct the units of analysis of contemporary comparative education—local, national, regional, supranational, etc. We will learn not only how to analyse similarities and differences, but also strive to understand the relational character of developmental processes, such as diffusion and convergence. Analysing phenomena such as regionalisation and globalisation, we will pay particular attention to emerging global actors, such as international organisations (IOs) and their influence. During the semester, each student will select particular seminars (from SEMILUX) to summarize and discuss in a short discussion paper. One session of the LuxERA conference will be summarized and discussed within the context of the conference and its main themes.

Participation, presentations, written assignments

Reading List:

   Cummings, W.K. (1999). The InstitutionS of Education: Compare, Compare, Compare! Comparative Education Review 43(4): 413–437.   

Dale, R. & Robertson, S. (2009). Beyond Methodological ‘isms’ in Comparative Education in an Era of Globalisation. Pp. 1113-1127 in Cowen, R. & A.M. Kazamias (Eds.). International Handbook of Comparative Education. Dordrecht: Springer.   

Meyer, J.W. (2000). Globalization: Sources and Effects on National States and Societies. International Sociology 15(2): 233-248.   

Powell, J.J.W., Bernhard, N. & Graf, L. (2012). The Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes. Sociology of Education 85(3): 240–258.   

Steiner-Khamsi, G. (2012). Understanding Policy Borrowing and Lending. Building Comparative Policy Studies. Pp. 3-17 in Steiner-Khamsi, G. & F. Waldow (Eds.), Policy Borrowing and Lending in Education (World Yearbook of Education). London: Routledge.

• Course title: Contemporary Research on Education & Society
• Number of ECTS: 6
• Course code: SSES-36
• Module(s): SOCIETY
• Language: EN
• Mandatory: Yes

By the end of the seminar, participants will have gained:

knowledge of contemporary research on education and society;

an understanding of theoretical and empirical approaches for conducting educational and social scientific research;

awareness of contemporary research being conducted by leading scholars and junior researchers in education, sociology, and other related disciplines; and,

xperience of a multidisciplinary and multimethod conference that embeds Luxembourg in larger contexts.

This course gathers international guest lectures and conference participation with written discussion of the research topics presented and discussed throughout the semester. Students will attend the SEMILUX seminar series (“Luxembourg seminar on social inequalities and public policies”) on Wednesdays. The Department of Social Sciences’ Institute for Research on Socio-Economic Inequalities (IRSEI), LIS Datacenter, and LISER organize this seminar on social inequality and public policies. Across organizational and disciplinary boundaries, the series aims to integrate the potential for research on social inequalities that exists in Luxembourg and abroad.See SEMILUX website: https://www.uni.lu/fhse-en/research-groups/institute-for-research-on-socio-economic-inequality/join-usA particular highlight of the semester will be the annual conference of the Luxembourg Educational Research Association (LuxERA) to be held on 6–7 November 2024 at Campus Belval. This year’s theme is Inclusive Teaching and Learning in Diverse Educational Settings, which centers on addressing challenges and opportunities in inclusive education in Luxembourg and beyond. The conference presents multidisciplinary contributions on issues like accessibility for children with special needs, navigating language barriers in multilingual contexts, and tackling educational inequalities based on factors like social or migration status. LuxERA aims to foster collaboration across fields such as multilingualism, lifelong learning, and the sociology and history of education, encouraging open dialogue and cooperation within and beyond the education sector. Inclusive education will be discussed from multiple perspectives.See LuxERA website: https://www.luxera.luDuring the semester, each student will select particular seminars (from SEMILUX) to summarize and discuss in a short discussion paper. One session of the LuxERA conference will be summarized and discussed within the context of the conference and its main themes.

Participation, written assignments.

• Course title: Statistical Analysis : STATA
• Number of ECTS: 2
• Course code: SSES-35
• Module(s): SKILLS
• Language: EN
• Mandatory: Yes

1) to develop comprehensive data analysis skills using Stata, including a focus on creating reproducible results;

2) apply theoretical knowledge from quantitative research methods courses in practical settings;

3) prepare students for independent research involving complex statistical data analysis, its interpretation and presentation.

1) achieve proficiency in using Stata for data management, manipulation, and visualization;

2) conduct detailed statistical analyses that complement and expand upon those learned in theoretical courses;

3) integrate statistical theory with practical data analysis in real-world research projects; and

4) manage and execute a complete research project, demonstrating project management skills and technical expertise in Stata.

This practical course complements the theoretical quantitative methods courses by providing hands-on experience with Stata, a leading statistical software in social sciences. Spanning two semesters, the course progresses from basic data management and descriptive statistics to more complex analytical techniques, aligning closely with the concepts taught in the quantitative methods courses. Students engage in real-world data analysis projects, enhancing their proficiency and confidence in using Stata for social science research. Upon completing this course, students will be able to conduct independent basic statistical analyses. No prior experience with Stata is required for this course.

continuous assessment (mutli-part project) 

Readings:

Bittmann, Felix. 2019. Stata: A Really Short Introduction. Berlin Boston: De Gruyter Oldenbourg.   

Fraenkel, Jack R., Norman E. Wallen, and Helen H. Hyun. 2023. How to Design and Evaluate Research in Education. Eleventh edition / International student edition. New York: McGraw Hill.   

Schneider, Astrid, Gerhard Hommel, and Maria Blettner. 2010. “Linear Regression Analysis.” Deutsches Aerzteblatt Online. doi: 10.3238/arztebl.2010.0776.   

Treiman, Donald J. 2009. Quantitative Data Analysis: Doing Social Research to Test Ideas. John Wiley & Sons.

• Course title: New Institutionalism: Explaining Institutional Change
• Number of ECTS: 6
• Course code: SSES-28
• Module(s): THEORY
• Language: EN
• Mandatory: Yes

By the end of the seminar, students will have an in-depth understanding of neo-institutionalism, especially concepts and explanations relating to institutional change.

Through disciplinarily, historically, and internationally comparative studies, this seminar provides opportunities to discuss diverse “new institutionalisms” and how institutional change (in higher education) occurs and can be explained. Following mainly (a) historical, (b) discursive, and (c) sociological institutionalist approaches, we will explore the causes, processes, and effects of types of change. In (a) historical institutionalism (“history matters”), we will get to know the traditional model of inertia and path dependence, which allows for institutional change in rare cases such as exogenous shocks and critical junctures, as well as concepts of gradual institutional change. The latter describe a range of modes of incremental change, which nevertheless may be transformative over time. In (b) discursive institutionalism (“ideas matter”), change is explained by the interaction of various policy actors using ideas, and a number of strategies to set the agenda and trigger change. In (c) sociological institutionalism (“culture matters”), we will focus on cultural-cognitive and normative factors, especially impacting higher education. These are often operating in the complex environment of (higher) education systems and lead to growing cross-national similarities and isomorphic change. Concepts such as these are useful to grasp how higher education systems and science, which are generally said to be resistant to change and highly path dependent given their embeddedness in global and national socio-economic and cultural contexts, can nevertheless display surprising transformations. Therefore, the seminar will close with a discussion on how institutional analysis can be applied in recent in higher education research and science studies. The systematic analysis of change processes in higher education and science allows us, for instance, to understand better those factors that lie at the core of such transformations—or of stability— despite changing environmental conditions.

Seminar Requirements & Credits

1.    Active participation in seminar discussions based on the week’s reading(s);2.    Seminar Paper (15-20 pages) applying the heuristic potential from the three approaches to a contemporary educational research phenomena, process or problem (to be discussed with the docent).  You will receive 6 ECTS points for this seminar. Your grade will reflect your reading and preparation for each participation (40%) and the evaluation of your final seminar paper (60%). Your final paper should be built upon the readings we discuss throughout the semester and should explicitly include at least half of the readings. If for some reason you cannot participate in a session, you must write a short 1-2 page discussion paper for that week and submit it via email to the docent.Active Participation The students will be asked to actively participate in this seminar by being involved in different forms of activities to interpret and discuss the required readings for each session and by working individually or in groups in several tasks related to the topic of the week.

Reading List:

 

Abend, S., Engel, N., Moser, V., Powell, J.J.W., & Wolf, L. (submitted). Mechanisms of Inclusion in the Context of University Excellence: Comparing Universities in Germany and Luxembourg.

DiMaggio, P.J. & Powell, W.W. (1991). The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields. In W.W. Powell & P.J. DiMaggio (eds.), The New Institutionalism in Organizational Analysis, pp. 63–82. Chicago: U. of Chicago Press.

Dusdal, J., Zapp, M., Marques, M. & Powell, J.J.W. (2021). Higher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis. Theory and Methods in Higher Education 7: 55–73.

Ebbinghaus, B. (2016). Institutional Change in Advanced Democracies (revised edition), in S. Maisel, et al. (eds.), Oxford Bibliographies in Political Science. New York: Oxford University Press.

Hall, P.A. & Taylor, R.C.R. (1996). Political Science and the Three New Institutionalisms. Political Studies XLIV: 936-957.

Mahoney, J. & K. Thelen (eds.). (2010) Explaining Institutional Change: Ambiguity, Agency and Power. Cambridge: Cambridge University Press.

Marques, M., Macasaet, B.T., Powell, J.J.W., Dusdal, J. & Baker, D.P. (2025). Scientizing the World: On Mechanisms and Outcomes of the Institutionalization of Science. Science and Public Policy: in press.

Meyer, H.-D. & Powell, J.J.W. (2020). New Institutionalism in Higher Education. In: M.E. David & M.J. Amey (Eds.), The SAGE Encyclopedia of Higher Education. Thousand Oaks, CA: SAGE, 1084–1089.

Peters, B.G. (2012). Institutionalism Old and New. In: B.G. Peters, Institutional Theory in Political Science. London: Bloomsbury. (Chapter 1).

Sahlin-Andersson, K. & Wedlin, L. (2008). Circulating Ideas: Imitation, Translation and Editing. In: R. Greenwood, C. Oliver, K. Sahlin & R. Suddaby (Eds.), The SAGE Handbook of Organizational Institutionalism. London: Sage. (Chapter 8).

Schmidt, V. (2010). Taking Ideas and Discourse Seriously: Explaining Change through Discursive Institutionalism as the Fourth ‘New institutionalism’. European Political Science Review 2(1): 1-25.

Schofer, E., Ramirez, F.O., & Meyer, J.W. (2021). The Societal Consequences of Higher Education. Sociology of Education 94(1): 1–19.

Súarez, D. & Bromley, P. (2016). Institutional Theories and Levels of Analysis: History, Diffusion, and Translation. In J. Schriewer (Ed.), World Culture Re-contextualised (pp. 139–159). Abingdon: Routledge.

Thelen, K. (1999). Historical Institutionalism in Comparative Politics. Annual Review of Political Science 2(1): 369-404.

Zapp, M., Helgetun, J.B. & Powell, J.J.W. (2018). (Re)shaping Educational Research Through ‘Programmification’: Institutional Expansion, Change, and Translation in Norway. European Journal of Education 53(2): 202–217.

• Course title: Advanced Social Science Methods : Quantitative
• Number of ECTS: 3
• Course code: SSES-12
• Module(s): METHODS
• Language: EN
• Mandatory: Yes

Deepen knowledge of advanced quantitative analysis methods and their applications in thesocial sciences.

Enhance skills in diagnosing and validating OLS and logit regression models.

Explore complex data structures and analytical techniques, such as PCA, Cluster analysis, andmultilevel analyses, if time permits.

Apply and interpret OLS multiple regression and logit models effectively.

Conduct rigorous model diagnostics to assess the validity and reliability of statistical models.

Utilize international comparative datasets – PISA — to analyse and discuss global educationalinequalities.

Develop a critical understanding of how quantitative methods can be used to explore andexplain social phenomena.

Effectively communicate complex statistical information to varied audiences.

In this course, we propose a range of methods, data analysis procedures, and examples of quantitative reasoning. More specifically, we will explore the following important models and approaches, which are commonly found in social science literature:Ordinary Least Square OLS multiple regressions,Regression model diagnostics,Categorical data analysis (logit models),Logit model diagnostics, andif time permits Principal Component Analysis (PCA), Cluster Analysis, and introduction to Multilevel Analysis.Methods are explained in the context of their implementation, e.g., international comparative analysis of educational inequalities using the Programme for International Student Assessment PISA/OECD survey data. The course continues to use statistical software (Stata) for hands-on learning/practice and the fostering of a robust understanding of data analysis in the context of social science research

List of Resources:

Bryman, Alan. (2012). Social Research Methods. 4th Edition. Oxford: Oxford University Press.

Fraenkel, Jack R., Norman E. Wallen, and Helen H. Hyun. (2023). How to Design and Evaluate Research in Education. Eleventh edition. New York: McGraw Hill.

+ Jann, B. (2017). Creating HTML or Markdown Documents from within Stata using Webdoc. The Stata Journal, 17(1), 3–38. https://doi.org/10.1177/1536867X1701700102

+ Long, J. S., & Freese, J. (2014). Regression models for categorical dependent variables using Stata (Third edition). Stata Press Publication, StataCorp LP.

+ Mehmetoglu, Mehmet, and Tor G. Jakobsen. (2017). Applied Statistics Using Stata: A Guide for the Social Sciences. Los Angeles: SAGE.

OECD Programme for International Student Assessment: https://www.oecd.org/pisa/

+ Peng, C.-Y. J., Lee, K. L., & Ingersoll, G. M. (2002). An Introduction to Logistic Regression Analysis and Reporting. The Journal of Educational Research, 96(1), 3–14.https://doi.org/10.1080/00220670209598786

Pevalin, David, and Karen Robson. (2009). The Stata Survival Manual. McGraw-Hill Education. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/unilu-ebooks/detail.action?docID=480615.

+ Rabe-Hesketh, S. & Everitt, B. (2004). A handbook of statistical analyses using Stata (4th ed.). London: Chapman & Hall/CRC.

Treiman, Donald J. (2009). Quantitative Data Analysis : Doing Social Research to Test Ideas. John Wiley & Sons, Incorporated, ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniluebooks/detail.action?docID=706553.

+ UCLA Institute for Digital Research & Education: https://stats.idre.ucla.edu/stata/

Note: + = particularly useful for this course

• Course title: Advanced Social Science Methods: Qualitative
• Number of ECTS: 3
• Course code: SSES-40
• Module(s): METHODS
• Language: EN
• Mandatory: Yes

Through a combination of theoretical discussions and applied work students will:•    Deepen their understanding of qualitative methods and espacially Grounded Theory•    Develop skills in data analysis •    Engage with real-world research data•    Work towards their own qualitative research projects

This advanced course builds on the qualitative methods course offered in the previous semester, providing students with a deeper engagement in qualitative research design, data analysis, and theory-building. The course places a particular emphasis on Grounded Theory Methodology (GTM) as a systematic and iterative approach to qualitative research. Students will work with empirical data from a research project on migration and gender, gaining hands-on experience in coding, memo-writing, and conceptual development

Readings:

Charmaz, K. (2006): Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis. Thousand Oaks: Sage.

Howitt, D. & Cramer, D. (2011): Grounded Theory. In D. Howitt & D. Cramer (Eds.). Introduction to Qualitative Methods in Psychology, pp. 343-357.

Holliday, A. (2007): Doing and Writing Qualitative Research. Thousand Oaks: Sage.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Chapter 5: Thousand Oaks: Sage.

Keller, R. (2012). Doing discourse research: An introduction for social scientists. Thousand Oaks: Sage.

• Course title: Education & Social Change
• Number of ECTS: 6
• Course code: SSES-32
• Module(s): EDUCATION
• Language: EN
• Mandatory: Yes

–    Students will be able to critically examine and explain the different modes and drivers of social change.-    Students will be able to assess the dual role of education in both reproducing societal structures and facilitating cultural and social transformation.-    Students will demonstrate their ability to engage with and apply classical and contemporary theoretical frameworks on social change and social movements to real-world societal shifts.-    Through engagement with policies, practices, and practitioners, students will enhance their practical understanding of social change processes and expand their professional networks in relevant fields.

In this seminar, we will study societal dynamic movements through the analysis of modes and drivers of social change to understand how the interaction between individuals, organizations, communities, and institutions shapes and shifts patterns of values, norms, ideas, and social structures. More significantly, we will look at how education, as a primary institution in society responsible for reproduction as well as major cultural and societal transformations, can be understood as a vehicle for social change. We will start with a discussion of classical and emergent theories on social change, social movements, and education as an institution. Based on a set of contemporary pressing issues, the following sessions will be dedicated to analysing ongoing shifts in society and the role of education as a vehicle for social change. Therefore, one session will be dedicated to the overarching legal discussion of the emergence of ‘new’ human rights on the verge of major cultural and societal shifts. This discussion will serve as a stepping stone to treat several other pressing issues anchored in this legal framework. The aim is not only to understand the mechanisms connected with social and cultural pressing issues but also the role of education in promoting (or hindering) social change. The seminar will be supported by a set of readings, policies, and practices connected to pressing issues discussed in class. This seminar includes a seminar project, where students will design (written assignment) and pitch (oral presentation) an initiative aimed at fostering social change within an organizational context. Additionally, students will analyze and produce two case studies on practices or policies that have triggered social change, allowing them to apply theoretical knowledge to real-world scenarios.Thus, this seminar provides not only a robust theoretical understanding of the dynamics of social change and the role of education to that effect but also a platform for the students to know and connect with diverse organisations and practitioners in numerous fields, ultimately enlarging their professional horizons.

participation, case studies, seminar project (both oral and written).  

Key Literature:

Almeida, P. (2019). Social Movements. The Structure of Collective Mobilization. LA: University of California Press.

Andreas von Arnauld, Kersting von der Decken & Mart Susi (Eds.) (2020), The Cambridge Handbook of New Human Rights. Cambridge: Cambridge University Press.

Bourn, D. (2022). Education for social change: Perspectives on global learning. London, UK: Bloomsbury Academic.

Dello Buono, R. A., & Fasenfest, D. (Eds.). (2010). Social change, resistance and social practices. Leiden, Netherlands: Brill.

Jason, L. A. (2013). Principles of social change. New York, NY: Oxford University Press.

Raz, J. (2015). Human Rights in the Emerging World Order. Transnational Legal Theory, 1(1), 31-47.

Roose, J. & Dietz, H. (Eds.) (2016). Social Theory and Social Movements. Mutual Inspirations. Dordrecht: Springer.

Tam, T. (Ed.). (2010). Dynamics of social change and perceptions of threat. Leiden, Netherlands: Brill.

• Course title: SEMILUX
• Number of ECTS: 0
• Course code: SSES-41
• Module(s): SOCIETY
• Language: EN
• Mandatory: Yes

• Course title: Migration and Gender
• Number of ECTS: 6
• Course code: SSES-30
• Module(s): SOCIETY
• Language: EN
• Mandatory: Yes

By the end of this course, students will:• Understand and apply key theories of immigrant labor market integration, health integration, and gender inequality to analyze disparities among immigrant groups;• Analyze how generational status, reasons for migration, and regions of origin intersect with gender to shape migration experiences;• Evaluate structural and individual factors contributing to inequalities in labor market and health outcomes from a gendered perspective;• Synthesize research findings and communicate them effectively through academic writing and presentation.

This course examines the intersections of migration and gender, focusing on how these dimensions shape inequalities in labor markets and health systems. Students will explore theoretical models and empirical studies that analyze structural and social mechanisms contributing to disparities in employment, wages, mobility, and access to health care among immigrant populations. Emphasis will be placed on how gender interacts with migration status, ethnicity, and nativity to produce inequalities, with discussions framed by both global and comparative perspectives.Key topics include the organization of labor markets, economic discrimination, structural sources of health and socioeconomic inequality, and the broader implications of migration for labor market and health integration. The course encourages critical engagement with theoretical frameworks and empirical research, drawing on specific national cases and crossnational comparative studies to explore the intersections of migration and gender.Key Topics Covered1. Theoretical Foundations: Social stratification, labor market theories, and health inequality frameworks with a focus on gender and migration.2. Labor Market Inequalities: Class, ethnicity, race, gender, and nativity-based disparities in employment and wages.3. Health Inequalities: Disparities in access to health care and health outcomes among migrant populations shaped by gender and migration.4. Structural Mechanisms: Economic discrimination, segregation, institutional barriers, and their implications for labor markets and health systems.5. Migration and Gendered Integration: The intersection of migration and gender in shaping opportunities in labor markets and health systems.6. Ethnic Entrepreneurship: Pathways to business ownership and economic mobility among migrant groups.7. Global and Comparative Perspectives: The impact of migration on labor market and health inequalities across different national and regional contexts.

Throughout the semester, students will:1. Present and critically analyze an empirical or theoretical paper on gender and migration, focusing on issues such as socioeconomic inequality, health access, or integration processes.2. Submit a final paper on a self-selected topic, integrating course literature to explore a gendered aspect of migration and inequality.

 

Reading list:

Background Literature1. Kelly, J., and Evans, M.D.R. (1993). “The Legitimation of Inequality.” American Journal of Sociology, 99, pp. 75-125.2. Hodson, R., and Kaufman, R.L. (1982). “Economic Dualism: A Critical Review.” American Sociological Review, 47(6), 727-739.3. Bonacich, E. (1976). “Advanced Capitalism and Black/White Race Relations in the United States: A Split Labor Market Interpretation.” American Sociological Review, 41(1), 34-51.4. Boyd, Monica, and Elizabeth Grieco. (2003). “Women and Migration: Incorporating Gender into International Migration Theory.” Migration Information Source.5. Donato, Katharine M., and Donna Gabaccia. (2015). Gender and International Migration. Russell Sage Foundation.6. Massey, D. S., et al. (1993). “Theories of International Migration: A Review and Appraisal.” Population and Development Review, 19(3), 431-466.7. Portes, A., & Zhou, M. (1993). “The New Second Generation: Segmented Assimilation and Its Variants.” The Annals of the American Academy of Politicaland Social Science, 530(1), 74-96.Gender and Labor Market Inequalities8. Raijman, Rebeca, and Moshe Semyonov. (1997). “Gender, Ethnicity, and Immigration: Double Disadvantage and Triple-Disadvantage Among Recent Immigrants in the Israeli Labor Market.” Gender and Society, 2, 108-125.9. Becker, Charles M., et al. (2003). “Short-Term Migration Responses of Women and= Men During Economic Turmoil: Lessons from Kazakhstan.” Eurasian Geography and Economics, 44(3), 228-243.10. Donato, Katharine M., et al. (2006). “Shifts in the Employment Conditions of Mexican Migrant Men and Women: The Effect of U.S. Immigration Policy.” Work and Occupations, 35(4), 462-495.

Gendered Health Inequalities in Migration11. Abraído-Lanza, A. F., et al. (2006). “Toward a Theory-Driven Model of Acculturation in Public Health Research.” American Journal of Public Health, 96(8), 1342-1346.12. Viruell-Fuentes, E. A., et al. (2012). “More Than Culture: Structural Racism, Intersectionality Theory, and Immigrant Health.” Social Science & Medicine, 75(12), 2099-2106.13. Akresh, I. R., & Frank, R. (2008). “Health Selection Among New Immigrants.” American Journal of Public Health,98(11), 2058-2064.

Migration Networks14. Curran, Sara R., & Rivero-Fuentes, E. (2003). “Engendering Migrant Networks: The Case of Mexican Migration.” Demography, 40(2), 289-307.15. Toma, Sorana, & Vause, Sophie. (2014). “Gender Differences in the Role of Migrant Networks: Comparing Congolese and Senegalese Migration Flows.” International Migration Review, 48(4), 972-997.

Gender-related risks16. Kofman, Eleonore. (2019). “Gendered Mobilities and Vulnerabilities: Refugee Journeys to and in Europe.” Journal of Ethnic and Migration Studies, 45(12), 2185-2199.17. Donato, Katharine M. (2010). “U.S. Migration From Latin America: Gendered Patterns and Shifts.” The Annals of the American Academy of Political and Social Science, 630(1), 78-92.18. Fleury, Anjali. (2016). “Understanding Women and Migration: A Literature Review.” KNOMAD Working Paper Series, No. 8.

The role of data19. Hennebry, Jenna, et al. (2021). Gender and Migration Data: A Guide for Evidence-Based, Gender-Responsive Migration Governance. Geneva: International Organization for Migration (IOM).20. United Nations. (2004). World Survey on the Role of Women in Development: Women and International Migration.

 

• Course title: Academic Writing Workshop
• Number of ECTS: 6
• Course code: LC_CAT-50
• Module(s): SKILLS
• Language: EN
• Mandatory: Yes

Improve facility in (academic) writing in English.

This course is designed for students currently writing various assignments (different lengths and formats) and preparing to write an MA dissertation in their final year. The focus will be on frequent production of writing to develop texts that are clearly structured and use an appropriate academic style and clear authorial voice. Participants will work on adding accuracy, clarity and conviction to their academic writing in English. They will have the opportunity to work on their own writing during sessions and will gain regular feedback on their work. Peer review will be integral to the course, with constructive criticism and collaborative critique taking place in a supportive environment. In addition to addressing participants’ needs as they arise, some of the sessions will examine aspects of the following areas: the writing process, argumentation, writing style, paragraph structure and overall cohesion, grammatical and lexical accuracy, referencing, and incorporating and applying concepts and theories in the students’ subject area. Some specific sections of the course will include:•    The writing process – Consolidating effective writing strategies. Preparation, production, reviewing, and editing.•    Argumentation – Developing and sustaining coherent arguments, developing a confident authorial voice, using convincing language, describing your own work convincingly.•    Writing style – Using appropriate tone and formality, enlarging your vocabulary and variety of sentence structures, reducing wordiness.•    Paragraph structure and overall cohesion.•    Accuracy – Grammar and language suitable for this level with emphasis on appropriate academic expression and the correct use of punctuation, tense, etc. Avoiding common errors in grammar and expression.•    Referencing – Appropriate use of direct quotations, paraphrasing, summarising, literature review, effective use of signal phrases. Adhering to citation conventions.•    Incorporation and appropriate use of key concepts and theories in your field.

Participation, presentation, written assignments

Reading List:

ASA Style Guide, www.asanet.org

Becker, Howard

S. 2007. Writing for Social Scientists: How to Start and Finish Your

Thesis, Book, or Article (Second Edition). Chicago: University of

Chicago Press.

Becker, Howard S. 1998. Tricks of the Trade: How to

Think about Your Research While You’re Doing It. Chicago: University of

Chicago Press.

Booth, Wayne C., Gregory G. Colomb, and Joseph M.

Williams. 2008. The Craft of Research (Third Edition). Chicago:

University of Chicago Press.

Swales, John M. & Christine B. Feak. 2012. Academic Writing for Graduate Students. Ann Arbor: University of Michigan Press.

• Course title: Research Design
• Number of ECTS: 6
• Course code: SSES-17
• Module(s): METHODS
• Language: EN
• Mandatory: Yes

Students will gain insights into and be able to distinguish different research designs, including qualitative and quantitative designs. They will learn to formulate research questions, combine different designs (if applicable), and to reflect critically on ethical issues involved in the research process. The students will learn to explore the variety of research designs and gain knowledge in deciding which methodological design may be appropriate for investigating their own research questions.

This seminar deals with the major elements involved in the process of preparing and performing a research project, introducing research designs that are frequently used in social science and educational research. To begin with, the seminar focuses on general perspectives and strategies in comparative methods, addressing the questions why to compare, what to compare, and how to compare. It provides an introduction to comparative strategies and methods, particularly those used in cross-national comparison. Moreover, in the seminar, we will discuss the major steps in developing quantitative research designs for social science and educational research. We will focus on quantitative survey designs and experimental designs. We will also treat longitudinal designs and quasi-experimental designs. Finally, all research implies ethical considerations regarding the rights and wellbeing of the study participants. With this in mind, we will discuss ethical standards and guidelines that seek to provide direction for the decision-making processes involved in the research process. In particular, we will discuss ethical principles that must be observed in any research that involves human participants. Overall, the seminar will support students in preparing a research design applicable in the context of their master’s thesis.

Weekly excerpts, one discussion paper and a brief presentation of the week’s literature; written assignment: seminar paper on research design(s), which will be the basis for the research design section of the thesis.

Reading List (selection):

Ebbinghaus, Bernhard (2005). When Less is More: Selection Problems in Large-N and Small-N Cross-National Comparison. International Sociology, 20(2): 13-152.

Elliott, Jane, Holland, Janet, & Thomson, Rachel (2007). Longitudinal and Panel Studies. IN Alasuutari, P., Bickman, L. & Brannen, J. (Eds.), The SAGE Handbook of Social Research Methods. Los Angeles: Sage, 228-248.

Mahoney, James (2003). Strategies of Causal Assessment in Comparative Historical Analysis. IN Mahoney, J. & Rueschemeyer, D. (Eds.) Comparative Historical Analysis in the Social Sciences. New York: Cambridge University Press, 337-372.

Remler, Dahlia K., & Van Ryzin, Gregg G. (2021). Natural and quasi experiments. IN ibid Research Methods in Practice: Strategies for Description and Causation (3rd ed.). Los Angeles: Sage, 467-500.

Sartori, Giovanni (1994). Compare Why and How: Comparing, Miscomparing and the Comparative Method. IN Dogan, M. & Kazancigil (Eds.) Comparing Nations Concepts, Strategies, Substance. Oxford: Blackwell, 14-34 (reprint of Journal of Theoretical Politics 1991).

Schriewer, Jürgen (2006). Introductory Article: Comparative Social Science: Characteristic Problems and Changing Problem Solutions (Special Issue: Comparative Methodologies in the Social Sciences: Cross-Disciplinary Inspirations). Comparative Education, 42(3): 299-336.

Smelser, Neil (1976). Programs of Comparative Sociology: Emil Durkheim and Max Weber. IN ibid Comparative Methods in the Social Sciences. Engelwood Cliffs: Prentice Hall, 38-71.

The Norwegian National Research Ethics Committees (2022). Guidelines for Research Ethics in the Social Sciences and the Humanities (5th ed.). Oslo, NNREC.

• Course title: Research Atelier Education
• Number of ECTS: 6
• Course code: SSES-18
• Module(s): EDUCATION
• Language: EN
• Mandatory: Yes

The Research Atelier wants to build on previous methods courses by providing a hands-on opportunity to apply previously-acquired research skills to empirical analyze sociological and educational phenomena.

 

The Research Atelier intends to provide a practice-oriented extension of the methods training provided in the previous semesters. Students will be presented with a choice of MASSES-related topics from which they can select and will be guided through the entire research process. They will start by preparing a thorough research design, then review the relevant literature, proceed with data collection, analysis, and interpretation. The final step consists in presenting and reporting the research findings embedded into the wider literature. The docent will guide the students in every step of the process, moderate discussions and facilitate decisions, while giving participants the creative space necessary to produce original and innovative findings. The Research Atelier will assure that both quantitative (statistical analysis) and qualitative (e.g. document analysis, interviews) methods are combined and that all participants actively engage in all steps of the research process.  Reading List: https://libguides.usc.edu/writingguide/purpose  

 

Evaluation:

Participation in the seminar, weekly preparation.

 

 

• Course title: Social Inequalities and Education
• Number of ECTS: 6
• Course code: SSES-19
• Module(s): SOCIETY
• Language: EN
• Mandatory: Yes

This course seeks to equip students with (i) a critical and advanced understanding of economic and sociological debates  surrounding education and inequality and (ii) relevant methodological tools. It will extend their capabilities in social science research and give them the tools to use for their own examinations of contemporary problems and policies in European welfare states.

Building on the readings and discussions of the previous courses in the Society module, this course will focus on reading, analyzing, and replicating contemporary studies on social inequalities and education. Social inequality will be discussed by studying the causes and consequences of the unequal distribution of income, wealth, power, and prestige. We will discuss the ideas and theories used to defend and criticize inequality and we will examine empirical studies that deal with socio-economic inequalities and education.The course consists of two parts. In the first part, we will review the fundamental principles for measuring inequality, examine the main empirical indicators and data sources (notably the Luxembourg Income Study) and we will discuss how economists and social scientists have looked at the relationship between inequality and education. The second part looks at key issues in inequality research, including social class and inequality, changing return to education, comparative welfare regimes, and the consequence of education on social change and health outcomes.A special feature of the course is the linkage to the Luxembourg Seminar on Social Inequalities and Public Policies (SEMILUX) that takes place at the Luxembourg Institute of Socio-Economic Research (LISER), also housed in the Maison des Sciences Humaines once per month.

Mark will be based on active course participation, written assignment and oral (video) presentation.

Students will first write a 10-page essay where they review literature and/or analyse and describe data in relation to the course topics. (Deadline: 16 January 2024, 11:59 pm.) This part of the evaluation will contribute 70% to the final grade.

Students will also provide a 10-minutes video talked over a set of overhead slides in which they present their work to the course docents. This part of the evaluation will contribute 30% to the final grade.

Detailed instructions will be provided during the course.

Reading list : Grusky, David B. and Jasmine Hill, eds. (2018). Inequality in the 21st Century: A reader. New York, NY: Routledge.Nolan, Brian, Weimar Salverda, and Timothy M. Smeeding, eds. (2009). Oxford Handbook on Economic Inequality. Oxford: Oxford University Press.(Other documents will be circulated)

• Course title: Thesis Preparation
• Number of ECTS: 6
• Course code: SSES-20
• Module(s): THESIS PREPARATION
• Language: EN
• Mandatory: Yes

Learning Outcomes:The seminar features a workshop space to test ideas, discuss potential research questions, and begin conducting preliminary empirical analyses in preparation for the research and writing of the thesis.

Description: Collaboratively with the Methods module course “Research Design” and the Skills module course on “Academic Writing in English,” the activities of the “Thesis Preparation” seminar will facilitate the development of the thesis topic, theory selection, research questions, and empirical data collection. In this course, we will use peer review and group discussions to constructively critique each other’s ideas, analyses, and writings. In small groups or tandems, you will give each other feedback on potential topics. Finally, preparing a presentation of the thesis topic and research design and writing a comprehensive thesis exposé (10-12 pages) will conclude the seminar. On November 7, there will be a first group discussion of potential topics and on December 12 (with docents/ mentors), we will have our Colloquium in which each student will present her/his thesis topic in a 15-minute presentation. On the basis of the feedback from the potential thesis advisor and the participants in the colloquium, a 10-12 page thesis exposé (integrating research design) will be written as a guide for the fourth, concluding semester. The themes of individual sessions will be: Topic selection, literature review, theory discussion, research questions, data and methods (and triangulation), and implications for research and policymaking.   Reading List: Texts and the official Thesis Writing Guides will be provided on Moodle and/or distributed in print throughout the course .

Evaluation:

Participation, presentations, thesis exposé (10-12 pages) due Friday, 31 January 2019 by 17:00 via Moodle upload.