Upon successful completion of this course:
- Students are able to explain the life course perspective and its key principles
- Students are able to apply the life course perspective to core sociological topics, that is, education, work and family
- Students are able to formulate (new) research questions from a life course perspective
- Students are able to derive (new) hypotheses from a life course perspective
- Students are able to critically reflect on scientific studies from a life course perspective
- Students are able to explain the added value of qualitative methods, particularly for quantitative life course research
- Students have gained basic knowledge of and basic skills in conducting qualitative research, which includes:
- Formulating research questions that can be answered with qualitative interviewing
- Making topic lists and interview guides
- Conducting semi-structured interviews
- Transcribing, coding and analyzing qualitative interviews
- Students have developed their English language skills in reading, speaking and writing
|
 |
|
This course introduces the life course perspective as an overarching framework for sociological research. We apply the life course perspective to core sociological topics, that is, education, work and family. The course consists of two integrated parts: a theoretical part and a methodological part.
In the theoretical part, we discuss the key principles of the life course perspective and the main questions it aims to answer. We also discuss life course events and transitions and their path and context dependency, with a focus on the extent to which life courses have changed over time. You will read literature on these subjects and identify how the life course perspective contributes to theoretical and empirical knowledge. You will also formulate (new) research questions and deduce (new) hypotheses applying a life course perspective.
In the methodological part, you are extensively introduced to qualitative interviewing. We explore the ways in which qualitative methods may enrich quantitative ones, as the cross-fertilization of quantitative and qualitative methods (or mixed methods) is particularly useful when applying a life course perspective. In groups, you will conduct and analyze a qualitative interview on a core topic in sociology (education, work, family or a combination of these topics).
Active (group) participation is required to successfully complete this course. You will watch knowledge clips, attend workgroups, discuss literature, carry out assignments and conduct your own (small) qualitative research using semi-structured interviews. Furthermore, the development of English language skills (reading, speaking and writing) constitutes an integral part of this course. It means all assignments, examinations and communication takes place in English.
|
|
|
|
Life Course Transitions: Education, Work and Family is one of the final courses of the Bachelor Sociology at Radboud University. At this stage, students have gained knowledge about social problems related to culture, social relations and inequality (CSI). Students have also obtained knowledge on research methods and have acquired statistical skills. The main aim of the Bachelor Sociology is to teach students (1) to formulate research questions, (2) to summarize sociological theories and derive hypotheses from those theories and (3) to test those hypotheses with (advanced) statistical techniques.
This course teaches students an additional method, which shows that a life course perspective can be fruitfully applied in quantitative, qualitative and mixed methods sociological studies. Students learn to (1) apply a life course perspective in formulating (new) research questions, (2) combine existing sociological theories with a life course perspective to derive (new) hypotheses and (3) think through the implications of using the life course perspective when designing and doing research. As such, the course overarches and builds on other thematic courses like Social inequality (‘Sociale ongelijkheid’) and Societal prejudice (‘Maatschappelijke vooroordelen’). It assumes basic knowledge of statistical analysis (descriptive statistics, inferential statistics and regression analysis) and research designs. Finally, the qualitative interview training expands the scope of the mainly quantitatively oriented Bachelor Sociology.
|
|
|
The final grade is a weighted average of the grade for the review (50%) and the grades for the qualitative interviewing parts: a group portfolio (40%) and an individual reflection (10%). A grade of 5.5 or higher for all elements is required to complete this course.
Review (50%)
The theoretical part of the course is concluded with a final assignment that tests to what extent the course goals, especially those related to the theoretical part of the course, have been reached. For the final assignment, students review a scientific journal article and assess to what extent the life course perspective has been successfully applied in that article. Also, some questions are asked that must be incorporated in the review (e.g., formulate a new research question that builds on the current article or which life course research principle is most prominent in the article and why). More information about the final assignment will be provided during the course.
Qualitative interviewing (50%)
For the methodological part of the course, students hand in a group portfolio (40%) and an individual reflection (10%). The group portfolio comprises all steps taken by the group members in conducting and analyzing their qualitative life course research. It basically consists of the group assignments that are handed in after the workgroups.
The individual reflection is a discussion of what you have done, what has happened along the way and what could have been done differently. Hence, it is about what you have learned from the qualitative interviewing process. More information about the qualitative interview, group portfolio and individual reflection will be provided during the course.
|
|
|
|