UNIVERSITY OF KENT
Module Specification
1. The title of the module:
European Social Policy & the Role of Organised Civil Society (SO831)
2. The School which will be responsible for management of the module:
School of Social Policy, Sociology and Social Research
3. The Start Date of the Module:
September 2007
4. The number of students expected to take the module:
10-15 students
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None
6. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]):
M (FHEQ Level: 7)
7. The number of credits which the module represents:
20 credits
8. Which term(s) the module is to be taught in (or other teaching pattern):
Autumn Term 2007
9. Prerequisite and co-requisite modules:
None
10. The programmes of study to which the module contributes:
MA in European Public Policy/ MA in Migration Studies/
11. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of this module successful students will be able to:
· Identify major trends in the development of collective provision in welfare in Europe
· Understand the evolution of EU-driven organised civil society policies
· Understand and apply key concepts and theories of welfare and ‘third sector’ provision
· Understand the role of organised civil society in designing and implementing nationally organised and EU institution-led social welfare policies
· Critically assess the various models and ideologies of welfare provision in Europe
· Analyse national welfare states within a comparative framework
· Understand the impact of the European Union on national welfare states
· Identify common challenges that European welfare systems face today
These subject specific learning outcomes contribute to the wider programme learning outcomes, in particular to enable students to:
· Critically reflect upon key themes, verbal discussion and the written analysis of relevant social and political issues through an understanding of social science perspectives.
· Apply general theoretical and conceptual frameworks to the analysis of specific issues and problems affecting welfare states in an international scale, migratory movements being a key theme in contemporary welfare states.
· Develop reasoned arguments, synthesise relevant information and exercise critical judgement
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of this module successful students will also have developed skills in:
· Communication, in terms of organising information in a clear and coherent way, responding to written sources and presenting information orally (Key Skill 1, Communication).
· Application of theory and research evidence to understanding of key issues in welfare (Key skills 1, Communication, 4, Working with Others, and 6, Problem Solving )
· Key skills for working with others by working co-operatively on seminars and expressing reasoned arguments orally (Key Skills 4, Working with Others, and 5, Learning and Performance )
· Problem solving. Students will be able to identify and define problems and explore possible solutions individually and in group (Key Skills 4, Working with Others and 5, Learning and Performance).
· develop logical arguments based upon sound reasoning and understanding of the material and express these arguments in a written format (Key Skills: 1, Communication 5, Learning and Performance and 6, Problem Solving)
· Be able to gather library and web-based resources appropriate for postgraduate study; make critical judgments about their merits and use the available evidence to construct a developed argument to be presented orally or in writing (Key Skills 1, Communication, 3, Information Technology and 6, Problem Solving)
13. A synopsis of the curriculum
The curriculum will include the following 12 lectures:
· Introduction to the module. Rationale, overview and orientation: why do we need national social welfare systems? How does the civil society/the third sector contribute?
· The specific roles of organised civil society in designing and implementing welfare policies
· Varieties of welfare capitalism (typologies of welfare regimes)
· Welfare regimes revisited
· Policy field comparisons: social security/income maintenance and pensions
· Policy field comparison: health services and social care
· The EU as an actor in social policy: background, constraints and current architecture and competences
· The EU as an actor in the civil society sphere policy: background, constraints and current architecture and competences
· Europeanisation and social policy
· Globalisation and European Social Policy
· The future of social policy and organised civil society in the European Union
· Revision of the course
14. Indicative Reading List
Anheier, H.K. (2005) Nonprofit Organisations: Theory, Management, Policy, Routledge.
Anheier, H.K. and Kendall, J. (2001) Third Sector Policy at the Crossroads: An International Nonprofit Analysis, Routledge.
Ascoli, U. and Ranci, C. (2003) Dilemmas of the Welfare Mix: The New Structure of Welfare in an Era of Privatization, Plenum publishers.
Borzaga, C. and Defourny, J. (2004) The Emergence of Social Enterprise, Routledge, London.
Clasen, J. (1999) Comparative Social Policy: Concepts, Theories and Methods Oxford: Blackwell
Cochrane, A.; Clarke, J.; Gewirtz, S. (2002) Comparing Welfare States 2nd Edition Open University Press & Sage.
Cousins, M. (2005) European Welfare States, Sage Pub.
Crouch, C. (1999) Social Change in Western Europe, Oxford University Press
Esping-Andersen, G. (1990) The Three Worlds of Welfare Capitalism, Cambridge: Polity Press.
Esping-Andersen, G. (1999) Social Foundations of Postindustrial Economies. Oxford: Oxford University Press.
Evers, A. and Svetlik, I. (1993) Balancing Pluralism: New Welfare Mixes in Care for the Elderly, Avebury, Ashgate, especially chapters by chapters by Evers, Svetlik and Johnson.
Evers, A. and Laville, J-L (eds) (2003) The Third Sector in Europe, Edward Elgar.
Fink, J.; Lewis, G. & Clarke, J. (2001) Rethinking European Welfare The Open University & Sage.
Goodin, R. & Mitchell, D. (2000) (eds) The Foundations of the Welfare State. Edgar & Elgar
Hill, M. (2006) Social Policy in the Modern World, Blackwell Publishing
Johnson, N. (ed) (1995) Private Markets in Health and Welfare: an International perspective, Oxford.
Kendall, J. (ed) (2007) Handbook of Third Sector Policy in Europe, Edward Elgar, forthcoming.
Kroger, T. & Sipila, J. (2005) (eds) Overstretched. European Families up against the demands of work & care
Lavalette, M. & Pratt, A. (2006) (2nd edition) Social Policy. Theories, Concepts and Issues
Pestieau, P. (2006) The Welfare State in the European Union Oxford University Press
Powell, M: Hewitt, M. (2002) Welfare State and Welfare Change Open University Press.
Powell, W.W. and Steinberg, R. (2006) The Nonprofit Sector: A Research Handbook, 2nd edition, Yale University Press.
Sainsbury, D. (1999) (ed.) Gender and Welfare State Regimes, Oxford: Oxford University Press
Sklair, L. (2002) Globalization: Capitalism & its alternatives Oxford University Press
Taylor-Gooby, P. (2005) (ed.) Making a European Welfare State? Convergences and conflicts
Over European Social Policy Blackwell Pub.
Taylor-Gooby, P. (2005) (ed.) New Risks, New Welfare Oxford University Press.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
The module will be composed of 12 lecture hours and 12 seminar hours. Total study hours including weekly preparation and the research and writing of the final paper should not exceed ca. 175-180. Thus, a total of 24 contact hours and ca. 176 study hours translate into 200 total hours for the module.
The lectures will consist of presentations of the key approaches and themes listed above by the instructor, while the seminars will consist of an elaboration and analysis of the material guided as necessary by the instructor. Each lecture is accompanied by a reading list, which students will be expected to have read. The participants in the seminar will discuss the reading and lecture material.
The intended learning outcomes will be achieved as a result of the interaction of independent study, lecture and seminar.
The reading and lecture will achieve the generic learning outcomes (Key skills 1-4), while the seminars and independent study will serve to develop understanding of the concepts and the ability to apply the particular knowledge gained through reading and lecture to concrete cases.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Students will be assessed, primarily, through their performance on a research paper of 3000-4000 words, to be handed in at the end of term, and worth 55% of the final grade. The research paper will have a theoretical component, should develop a reasoned argument and will discuss a particular research question relevant to the course. The instructor will be available to discuss selection of topics. The research paper will serve to further develop the understanding and application of facts and theories with relevance to one particular subject. This in-depth research of one subject will also serve to achieve the generic learning outcomes of conducting in-depth independent research, synthesizing material, applying theoretical concepts and developing arguments.
Each student will also develop a brief (500 word) book/article review of one reading for one seminar and will prepare a handout of this review for colleagues in the seminar. This review, which will highlight the main points of the reading and include questions for discussion, will serve as one guide to discussion – along with the instructor – and will count for 15% of the final grade.
The final exam, designed to test the depth and breadth of the students’ knowledge and understanding of the material addressed in the module, will count for 30% of the final grade. The examination will be of two hours duration, during which time students normally will answer (a) a compulsory Section A to test understanding of a small number of key concepts introduced during the course, and reward attention to the breadth of study undertaken; and (b) Section B, with a choice two questions taken from a total of eight to reflect more detailed understanding of particular topics and issues. A determination of the understanding of material and application of theoretical concepts will be achieved by this examination.
17 Implications for learning resources, including staff, library, IT and space
Staff: In its first year, SSPSSR lecturers located at UKC will travel to UKB. A key issue is likely to be the availability or otherwise of direct trains from Ashford to Brussels, as the absence of such transport options would put a strain on the capacity of the staff in question
Library: Purchase of relevant books to be available in UKB
IT: No additional resources required.
Space: provided by UKB
18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can be anticipated, learning and teaching methods and forms of assessment do not present any disadvantages to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School / ......
Date
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