Learning outcomes

On completion of the course the student is expected to know how to

- distinguish and define Political science problems and independently collect and work on research material relevant to the formulated questions

- understand texts with quantitative elements and work with basic quantitative methods

- independently discuss and work with political science problems within the fields of European Politics and in conjunction define didactic capability and be aware of the teachers didactic choices, obtain fundamental knowledge of the general guidelines and goals within the school-system and obtain necessary didactic skills required to teach within the subject

- independently define, formulate and carry out a limited research assignment relevant to the theory and chosen problem and using political science methods, write and defend a scientifically structured essay

- independently act as opponent which means discussing another student's essay and the contribution it makes

- actively participate in seminar discussions and give presentations of articles and of one's own work

Content

The course has three sub-courses:

1) Methods, 7.5 credits

2) The European Union, 7.5 credits

3) Essay-course, 15 credits

The first part is a methods course introducing various research methods used in political science. Here some basic methodological concepts will be examined and the different stages of the research process will be discussed. Qualitative as well as quantitative methods of analysis will be introduced during the course. Special attention will be given to quantitative methods.

The second course is a course in the European union. The aim of the course is to provide a basic understanding of how the EU political system works, and how the Union affects member-states. Didactics of the subject is a theme during this course.

The third and final part consists of doing an independent and specific project chosen by the student and elaborated in consultation with an advisor. The work is to be presented at a final seminar in the form of a written essay.

1) Methods, 7.5 credits

Contents

The focus of this course is on various research methods used in political science. It explains basic methodological concepts and discusses the main steps of the research process. Students are introduced to quantitative as well as qualitative analysis techniques, albeit with a special emphasis on the quantitative side. An important additional aim is to communicate an understanding of the relative strengths and weaknesses of quantitative versus qualitative techniques. The question of how to provide evidence for the existence of causal relationships in political science constitutes another central aspect of the course.

Learning outcomes

After completing the course, student are expected to possess:

- satisfactory methodological knowledge relevant to the main areas of political science

- sufficient methodological skill to formulate research questions and undertake basic empirical research on their own

- basic knowledge of the possibilities and limits of science, its role in society, and the human responsibility for the use of scientific knowledge.

- the ability to undertake basic empirical research using quantitative as well as qualitative techniques.

- satisfactory knowledge of the difference between descriptive and causal research questions

- satisfactory knowledge of the relative advantages and disadvantages of quantitative and qualitative techniques

- satisfactory knowledge of the problems involved in establishing causal relationships

- satisfactory skills in interpreting results from basic quantitative and qualitative analyses

- basic skills in computer-based statistical analysis

- basic knowledge of statistical inference

2) The European Union, 7.5 credits

Contents

The aim of the course is to provide a basic understanding of how the EU political system works, and how the Union affects member-states. The course aims at covering: First, the EU is studied as a political system. The key institutions and decision-making processes at the EU level are presented. The students are introduced not only to the formal rules of the game, but also to the political practices developed over time.

Secondly the course covers the processes of Europeanisation: if and how are the political systems at the national level affected by membership in the EU? Are processes of Europeanisation visible in the member-states? How has EU-membership affected executives, parliaments and bureaucracies?

The third theme of the course discusses the didactics of the subject. What do the general guidelines and goals tell us? What is a reasonable goal, what content should be chosen and what methods are appropriate?

Learning outcomes

Having completed the course, students are expected to:

- possess basic knowledge of how the EU political system works;

- possess good knowledge of the basic institutions of the EU;

- possess good knowledge of the decision-making processes within the EU;

- possess a basic understanding of the most important policy fields within the EU;

- possess basic knowledge of Europeanisation

- possess good knowledge of how parliaments, governments and administrations at the national level are affected by EU-membership

- know what didactic capability is and be aware of the teacher's didactic choices

- have fundamental knowledge of the general guidelines and goals within the school-system and be able to examplify how they should be interpreted, concretizised and formulated on a local level within the sub-field of the European Union.

- have required the necessary didactic skills to teach within the subject field (European Union)

3) Essay-course, 15 credits

Contents

The course requirement is to independently carry out a well defined investigation of the student's own choice and set up in consultation with a tutor. The research will be presented at a final seminar in the form of a written paper. One important part here is for the students to analyse and consider, together with others, the design of different types of research tasks; not only the ones used by the student himself but also those of his fellow students. At the final seminar the author is expected to give a short oral presentation of his essay as well as reflect upon and answer questions about his own study. Furthermore, each student shall initiate the discussion about one other paper by acting as opponent, as well as actively participate in discussions on the other papers presented in the same seminar group.

Learning outcomes

The aim of this course is for the student to gain the insights and skills required for the meaningful participation in a research process, i.e. being able to examine the validity of arguments presented at seminar meetings. The essay assignment should hereby train the student to distinguish and define a research problem in political science, to delimit and carry out a minor investigation relevant to this problem, and to present the results in a clear and concise way. One aim is for the student to learn the appropriate methods for surveying the existing knowledge as well as gathering adequate new data. The student should then gain concrete experience of different investigation methods and learn how they can be used to solve the various tasks of a research project. The student shall also become familiar with different modes of interpreting and analysing research material and learn to draw well considered conclusions. Furthermore the course should make the student understand the value of analysing, in a dialogue with others, the design of different research methods and to constructively consider the views of others.

Instruction

Course 1: Methods

Teaching takes the form of lectures and mandatory seminars. The lectures cover the central topics of the course and give an introduction to computer-based statistical analysis. The seminars are the most important part of the course. They provide students with an opportunity to exercise their skills with regard to the main steps of the research process. At each seminar, the students are required to hand in individual, written solutions to a set of assignments. These solutions are then extensively discussed during the subsequent seminar under the guidance of a seminar teacher.

Course 2: The European Union

The course is composed of a mixture of lectures and seminars. The lectures address the basic themes and issues. During the seminar students get the opportunity to discuss questions linked to the basic themes.

The literature includes books, articles and working material.

Course 3: Essay-course

The teaching is done in several different forms. Advice is given at lectures on how the students are expected to work with the essay. All students are given a tutor who will meet the individual needs of each student with regard to the essay assignment. In addition, seminars are given where the authors are given the opportunity to discuss the research in process. A main feature of the teaching are the final seminars where the finished products will be presented and discussed. On this occasion the students are given the opportunity to thoroughly evaluate how the different types of projects have been carried out from beginning to end, and what conclusions can be drawn from the specific problems dealt with in the process.

Assessment

Course 1: Methods

The course ends with a written exam. The purpose of the exam is twofold. First, it provides the basis for grading the students. Second, it encourages the students to review the contents of the course, thereby consolidating the knowledge they have acquired.

To reach the grade G (pass), students must:

(1) participate in all mandatory seminars as well as present serious attempts to solve all exercise assignments;

(2) reach at least the grade G (pass) on the written exam.

Course 2: The European Union

Examination is based upon participation in compulsory elements of the course and a written course paper (PM).

In order to pass the following is required:

(1) participation in compulsory elements of the course;

(2) the grade 'passed' on the written course paper.

To pass the course with distinction the student is required to participate in compulsory elements of the course as well as receiving the grade 'passed with distinction' on the written course paper.

Course 3: Essay-course

At the examination the main important thing is the design and quality of each student's essay concerning the preciseness of the problem definition, theoretical insight and reference to previous studies, methodological awareness and skill, and how well supported and clear the conclusions are. Creativity, analytical precision and depth are especially qualifying. Although the content of the essay naturally forms the core of the assessment, the importance of opposition, defence and activity in general should not be underestimated. In particular, a good seminar contribution may help to raise the grade in situations where the essay as such does not fully meet the requirements for the grade that is being considered.

The opponent should be able to identify relevant questions regarding central parts of the essay, such as defining the research project, aim, method, the analysis of the research material and learn conclusions maid. The opponent is expected to criticize in a constructive and be able to define the good sides of the essay as well what the essay lacks and also be able to suggest improvements. The demands above also apply to those participating in the seminars who are expected to actively contribute to the discussion.

Grading system

Grades are awarded on a scale comprising the grades VG (pass with distinction), G (pass), and U (fail). Applies to all three sub-courses.

Other regulations

The course is for students admitted to the Teacher Training Programme.