Entry requirements

120 credits including Political science advanced level or equivalent education.

Learning outcomes

The student will have the opportunity to deepen his knowledge within one of the

sub-disciplines of political science. The aim is to give the student a systematic understanding of the basic questions in order to critically assess and analyse politics and international conditions within a scientific framework. The student will gain the knowledge and skills required for an independent and critical assessment, the ability to solve problems independently and to follow the research development in the field.

This study program will give the students additional advanced knowledge leading to a competence for making inquests, with special skills relevant to the social science research fields. The courses will prepare the student for a professional career as an examiner and analyst within both the private and public sectors, in a national as well as international context. These studies are also a preparation for research and teaching, and will make the students eligible for doctoral studies. The teaching in this program is done by active scientists which guarantees contact with the current research and its latest findings.

On completion of the program the student is expected to know how to:

- independently identify central political issues within the chosen field in a scientific perspective

- actively follow the development and research in the field

- identify and formulate political science problems relevant to social development

- collect and analyse data relevant to the theory and research problem at hand, being aware of the limitations of the material

- independently define, set up and carry out a research assignment with relevance to the theory formation of the field and the chosen problem, and thereby

- apply a qualitative and quantitative political science method, independently write and defend a scientific paper

- independently act as opponent and be able to place the work of others in a wider context

Content

In the Autumn term the first part of the program is a specialisation in one of the following sub-courses (15 ECTS): Comparative Politics, Political Theory and Governance and the State.

In the Spring term the students choose one of the following sub-courses ( 15 ECTS): European Integration, Political Sociology and Culture Analysis, International Politics; or two of the following three (7.5 ECTS): Comparative European Politics, Political Economy and the Welfare State, Comparative Constitutional Politics.

The second part of the program means doing an independent and well defined project assignment which the student will choose and set up together with an advisor. The work will be presented in the form of a written essay at a final seminar where the author will give a short oral presentation of the same. Each student will also initiate the discussion about at least one other essay by acting as opponent, and actively partake in the discussions of the other essays being presented in the same seminar group.

1a) Governance and the State, 15 credits

AUTUMN SEMESTER 2009

Learning outcomes

The objective of the course is to familiarise students with theories and research regarding the role of the state and the governing process in democratic societies. Students will develop their ability to read, interpret and formulate ideas in relation to advanced texts in the several areas of contemporary political science, including state theory, comparative political research on the state and public administration. Students will also develop their skills in communicating these ideas in oral and written scientific form.

Contents

The course is divided into two main sections. The first section seeks to familiarise students with theories and research within political science that studies the state as an actor, investigating its origins, transformation over time and responses to the shifting surroundings that condition its' governing ability and interaction with society. Challenges to the authority of the nation state in recent times include globalisation, Europeanisation and ideological movements favouring a greater freedom for market actors. The second part of the course enters more deeply into the interiors of the state, examining the prerequisites for effective governance and the various institutions that shape power relations, political decision-making and policy outcomes in modern democracies. The research fields covered in this section include the policy process, implementation and the role of professions.

Instruction

The teaching in the course will take the form of lectures and seminars. During the lectures, the teacher will present the course material to students in order to guide and facilitate their reading of it. Weekly seminars led by teachers will allow students the opportunity to discuss the readings, thereby facilitating an active and self-initiated learning process. The seminars will be prepared by the students through short reading reports. The seminars will also feature brief oral presentations by the students.

Examination

Course examination will be conducted in three different ways: 1) active participation in weekly seminars, 2) submission of short weekly reading reports (3-4 pages), and 3) a final paper of about 10–13 pages length. The course grade will be based on a combination of the three examination forms, where the final paper will account for 50 % of the grade, weekly reading report of 40 % and class participation of 10 %.

Grading system

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

1b) International Politics, 15 credits

AUTUMN SEMESTER 2010

Learning outcomes

The goal of this course is to introduce postgraduate students to selected parts of the contemporary theoretical literature on International Relations (IR) by focusing on research based monographs written primarily for professional academics within the field. The rationale for this focus is to give students a first-hand opportunity to get an informed picture of the current state of the art of central (if selected) aspects of this sub-field within political science, including some of its major debates and ongoing theoretical controversies. In so doing, the course also aims to give them an opportunity to practise and to increase their ability to conceptualise and theoretically analyse the empirical domain of international politics in a critical, scientific and independent manner.

Course content

The course will consist of research monographs dealing with various aspects of the sub-field, including current debates between approaches such as realism and social constructivism, the role and characteristics of non-state actors, regional constellations, security policy, normative issues in world politics, as well as gender-based approaches within the field.

Instruction

The course will be based on the seminar form, which in addition to active participation includes the writing of a short weekly paper, an oral presentation, as well as a longer term paper. The language of instruction will be English.

Examination

Course grades will be based on the weekly papers, the oral presentation, seminar participation in general and - most importantly - the term paper.

Grading system

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

1c) Comparative Politics: Institutions and Legacies, 15 credits

AUTUMN SEMESTER 2009

Goal (expected study resluts)

The course aims at providing a good understanding of research in the field of comparative politics.

After completion of the course the students are expected to:

- have obtained a deeper understanding and knowledge of: institutional theories in social and political science; about commonalities and differences between the three varieties of institutionalism (historical, rational choice, and sociological); and about the point of institutionalist theories compared to other theories and how they matter and are used in empirical research regarding, for example economic growth, democracy, and equality in different parts of the world.

- more thoroughly understand the importance of legacies for contemporary politics

- be acquainted with the research done by senior scholars in comparative politics in the department

- be able to apply and/or discuss the theories in a smaller study ('Final paper').

Content of the course

The course builds on insights about political impact of institutions the students have gained from the A level course on "Citizens, the state and politics" and from the B level course on "Problems of democracy". The course discusses the commonalities and differences between the three varieties of institutionalism: historical, rational choice, and sociological. After finishing the course the students are expected to have a deeper understanding about the point of institutionalist theories, their common traits and disagreements, and how they matter and are used in empirical research.

The second overarching aim of the course is to study and discuss the importance of legacies, and bottom-up processes that may determine outcomes for contemporary politics. In any given time actors are influenced, constrained, and helped by structures they have not chosen but inherited. Be it cultural values, class structures, elite patterns, organisation of political economies, or gender-based hierarchies – such legacies influence politics, the nature of conflict and democratic quality. Nevertheless, it is obvious that such constraints can be broken under certain conditions when rapid political change occurs. Such examples will be studied as well and used to determine strengths and weaknesses in institutionalist theories.

The focus on institutions has an important backdrop in recent advances in political science. "Institutions now stand at the heart of much theorising and explanation in political science", says Paul Pierson (2004). We take institutions to mean the 'rules of the game' in politics; rules that can be formally drafted in a constitution or informally given by tradition; they can be in place and valid for a whole polity or restricted to a village or a small profession. Institutions can be changed; indeed, political conflict is often about actors' attempts to alter them. Several articles deal with institutional change.

Legacies and institutions, sometimes closely intertwined, are first discussed more generally and theoretically and then in relation to gender, transitions to democracy in East and Central Europe, and finally in relation to development in Africa, Asia and Latin America.

Part I: Top-Down and Bottom-Up Perspectives on Development – How far can we go with institutional theories?

Lecturer: Sten Widmalm

In this first part of the course we begin with an introduction to the course, and a presentation with a rather broad perspective on institutions and development. We look at what creates or breaks development in other parts, especially poor ones, of the world, and we discuss how far we can go with institutionalist oriented theories. We will look at research contributions arguing strongly in favour of such perspectives, and we will look at a number of contributions that pose several problems to them. The question posed here is: How far can institutionalist oriented theories take us when trying to understand and pursue development?

Part II: Institutionalist theories

Lecturer: Hans Blomkvist

This theme discusses the difficulties and incentives for collective action (cooperation) through Scott Barrett's book on global public goods, including the problem of climate change. Through Paul Pierson's influential book and several often-quoted articles we will discuss the three varieties of institutionalism and the research agenda they present. We will also address the questions of how institutions can facilitate cooperation and perhaps the least understood problem in institutional analysis: how and why do institutions change?

Part: III:

Gender and political institutions

Lecturer: Christina Bergqvist

This theme deals with the welfare state institutions, legacies and public policies from a gender perspective. The field of feminist comparative policy seeks to study empirically and theorise gender. How are states, public policy and gender-based hierarchies in public as well as private domains related? What driving forces do we find behind gender equal policies? We will especially focus on recent discussions about policies to reconcile work and family life and the consequences for birth rates, market participation, and gender equality.

Part IV: State and Nation-building in Post-Communist Europe

Lecturer: Li Bennich-Björkman

This theme focuses the state, responses to state-building and nation-building in Russia and other post-communist and post-Soviet states. Not least will the interaction between successes and failures of state-building and legacies of national identity be dwelled upon since it played a crucial role in bringing down the Soviet empire.

Part V: The 2004 "Orange revolution" in Ukraine

Lecturer: Astrid Hedin

Case study: The 2004 "Orange revolution" in Ukraine. In this part of the course, we look at a post-communist democratisation in Eastern Europe as an example of institutional change. Which long term and short term variables, actors and structures were most crucial? Students practice analytical skills with a case study of the 2004 "Orange movement" in Ukraine.

Teaching

The course consists of lectures and seminars.

Examination and Course Requirements

The course consists of a mixture of lectures and smaller group seminars. Attendance at the seminars is compulsory and students are expected to take an active part in the discussion. The course – being an advanced course open to Master's level as well as PhD students – places great emphasis on the ability of students to work and discuss the course readings independently, both in written and oral form.

The requirements of the course are:

- Handing in a number of reading reports (about 1700 words) which are due at the seminars. In the reading reports, students are expected to survey the literature and critically discuss its strengths and weaknesses. Please note that these reports should not be handed in electronically, but rather at the seminar in a printed – and stapled – version. 1)

- A final course paper of 10–12 pages (i.e. maximum length of 4,500 words). The deadline will be announced. The topic can be chosen freely, but the paper should discuss research questions covered during the course and make active use of the course readings.

- Attendance and active participation at the group seminars.

Grades will be given according to the Swedish three-level system (Vg, G and U). The course grade will reflect a combination of all requirements, where the reading reports will make up about 40 % of the grade, the final paper 50 %, and seminar participation corresponds to about 10 %.

As stated above, the topic for the final paper can be chosen freely, but the paper should discuss research questions covered during the course and make active use of the course readings, and it should focus on one of the themes in the course. You can discuss the outline of the paper with one of the course teachers. Also, you may also hand in a synopsis (max. 2 pages long) that will be discussed at a special seminar (see the schedule). The final paper should be about 10-12 pages, a maximum of 4,500 words (excluding list of references). If your paper is longer than 4,500 words it will not pass. 3) If you would like to write your paper so that it forms a part of your D-essay (D-uppsats) or Research plan for your PhD ("introduktionspromemoria") that is no problem; on the contrary, we encourage you to do just that. But in that case your paper must still be an independent contribution in relation to your coming D-level/master-thesis (i.e. you cannot simply copy the whole or any parts of this contribution and include it in your coming D-level/master-thesis). These are things we look at when we grade the contributions:

To what extent

1) Is a question explicitly formulated?

2) Is the paper organised around that question?

3) Is (part of) the course literature used to address the question?

4) Is the question formulated so that a meaningful and relevant answer can be retrieved from the course literature?

5) Is the question answered?

6) Is the paper well written, i.e. is it easy to follow the line of argument?

Some examples of final papers will posted on the web.

In case you need to get in touch with any of the professors before or after their classes, the easiest way is to send an email to their address: Firstname.Secondname@statsvet.uu.se

*****

1) In the unlikely event of a student missing a seminar, an additional make-up assignment will be handed out for that particular seminar. If you miss a seminar, it is also unlikely that you will be able to obtain a (VG) grade for that particular part of the course

2) Vg = Pass with distinction, G = Pass, and U = Fail.

3) This may seem harsh, but it is important to learn how to focus and limit a text, an ability that is valuable not least in many different jobs.

In-depth studies related to the requirements of degree

The course provides the students with the opportunity to practice independent evaluation and critical treatment of institutional theories by relating these theories both to empirical contexts and to theoretical discussions.

1d) Political Theory, 15 credits

AUTUMN SEMESTER 2009

Learning outcomes:

This course presents different perspectives on political theory and introduces some fundamental problems which have been reflected upon by classical as well as modern political thinkers. It will thereby give the students an opportunity to take their own stand on these issues.

Contents:

The course is divided in four parts. On the basis of lectures and the literature, the students will write memos and discuss fundamental issues in political theory at the seminars. The purpose of the fourth part of the course is to provide the liberty for the students to develop a more comprehensive normative, historical or conceptual argument of their own. The course paper will be discussed at a final seminar.

The purpose of the first part of the course is to explore the foundations of political theory and political thought. What does one do when investigating political ideas? What does interpreting something mean, e.g., interpreting a text or an image with a political meaning? The students investigate the tension existing between interpretating political thought out of its historical, linguistic, cultural, political and theoretical context on the one hand, and searching for a valid or fertile argument on the other hand. Moreover, seminars will explore the foundation of normative political theory, i.e., theorising regarding arguments about what is justified and what is not. Which rational reasons are there for not holding that such normative theorising is an expression of mere opinion? Departing from Plato's Gorgias, the seminars will investigate the nihilist position, according to which there is no right or wrong in moral and political issues, and the converse argument, namely, that we can know that nihilism is wrong since it is self-contradictory.

The second part of the course addresses the relation between the 'political liberalism' of John Rawls on the one hand and natural right as represented by John Finnis. What is to be considered 'good', and which kind of good should or can the state foster? What is the relation between politics, morality, and the law? Are there universal principles that every legal system should embody?

The third part of the course gives an analytical and critical overview of contemporary liberal theories. The main book is "Contemporary Theories of Liberalism" by Gerald Gaus. The major theme is different conceptions of public reason within Post-Enlightenment Liberalism. Broadly speaking, it deals with different definitions and derivations of the common good. On what grounds should citizens agree on the principles for a political constitution? Can the agreement be based on common moral insights, or is it a pragmatic compromise between self-regarding individuals and groups? Is an "overlapping consensus" regarding constitutional justice possible in a multicultural society?

Teaching:

The course is divided in four parts. On the basis of lectures and the literature, the students will write memos and discuss fundamental issues in political theory at the seminars. The purpose of the fourth part of the course is to provide the liberty for the students to develop a more comprehensive normative, historical or conceptual argument of their own. The course paper will be discussed at a final seminar.

Examination:

Examination is based upon the assessment of a course paper, shorter seminar papers and active participation in seminars. Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

1e) The State, Society and Development, 15 credits

AUTUMN SEMESTER 2009 (very few seats)

Learning outcomes

After completing the course, the student is expected to:

- have a deepened knowledge of the politics of bureaucracy, i.e. what parameters condition the implementation of public policy in both developed and developing countries

- be familiar with theories of political science and law that address governance issues such as the rule-of-law, bureaucratic legitimacy etc.

- be able to critically analyse the ongoing governance-debate, and its assumed components

- get an understanding of the span between the functional and dysfunctional public administration

- be able to apply these theories on real world cases

Contents

Every functioning democracy needs an administrative structure, that is a state. How the state is organised is a crucial factor not only for the possibility of economic growth, but moreover, it is a prerequisite for the implementation of health care reforms, educational and environmental policies etc. There is no absolute or final blueprint to how the administrative state should be organised. In the literature and in the political discourse you will find – sometimes conflicting – values that a democratic state is expected to adhere to. In the first part of the course we will focus on state building, and the state in a comparative perspective. This is an issue of great consequence for any democracy. How the state is organised (financially, professionally and regulation wise) has consequences for with what success political goals are carried out. If policies in developing – as well as in industrialised – states are to be effective, they must be designed and implemented in ways that are politically and bureaucratically feasible.

During this course we will take a closer look at the role and governance of the public administration. In everyday discussion on public administration values as democracy, the rule-of-law, and efficiency are emphasised. These concepts are typically used to enhance the democratic legitimacy of the work of the public administration. Ultimately it is a question on how to acquire and uphold the trust of the people.

Instruction

The course consists of weekly lectures and small group seminars. Attendance at the seminars is compulsory and students are expected to take an active part in the discussion. The course – being an advanced course (Master's level) – places great emphasis on the ability of students of work and discuss the course readings independently, both in written and oral form.

Examination and Course Requirements

The requirements of the course are:

- Weekly reading reports at 3–4 pages (i.e. maximum length of 1,500 words), 1.5 spaced, 12 points, which are due at the seminars. In the reading reports, students are expected to survey the literature and critically discuss its strength and weaknesses. Please note that these reports should not be handed in electronically, but rather at the seminar in a printed - and stapled - version. 1)

- A final course paper of 10–12 pages (i.e. maximum length of 4,500 words), 1.5 spaced, 12 points. The topic can be chosen freely, but the paper should discuss research questions covered during the course and make active use of the course readings.

- Attendance and active participation and group seminars.

The course grade will reflect a combination of all requirements, where the reading reports will make up about 40 % of the grade, the final paper 50 %, and seminar participation correspond to about 10 %. Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

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1) In the unlikely event of a student missing a seminar, an additional make-up assignment will be handed out for that particular seminar.

Specialisation (in relation to degree requirements)

This is a research oriented course at an advanced level and the literature consists of research reports, dissertations and scientific articles. The students will especially develop their ability to understand and assess scientific reasoning and conclusions, and to oppose different theories to one another. The goal is for the students to develop the skill to critically analyse, i.e. be able to identify, discuss and question, the very building blocks by which a scientific argument or conclusion is supported. The course gives the students the opportunity to practise the independent assessment and critical examination of scientific theories by relating them to both

empirical research and theoretical debate, and to formulate their own standpoints and arguments relevant in a specific context.

1f) Economic Growth, Justice and Distribution 15 credits

SPRING SEMESTER 2010

Learning outcomes

This course aims to provide students with a political economy perspective on economic development and to discuss at length key ideas about economic growth, justice and distribution. Political science and economic perspectives are integrated, while emphasizing the applied analysis of policy processes and ideas. After successful completion, the student should have assimilated the main perspectives on the political aspects of economic development, as well as problematizing them from a normative perspective.

The student that completes the course, the student is expected to:

- be able to formulate questions and perform empirical research on issues related to economic development according to academic standards.

- have the ability of applying a political economy perspective on development questions

- have a good knowledge of the most actual strategies of economic reform advocated by the development community

- have a good knowledge of poverty reduction strategies

- have a good knowledge on different normative perspectives on economic development and argue from these perspectives

- have a good knowledge of the role of international organisations in the formulation and implementation of economic reform strategies

- have a good knowledge of various measures of economic growth. Development and inequality.

- have basic skills to analyse strengths and weaknesses in various reform strategies.

Contents

The course is in four parts. Each part contains three to five lectures and ends with a seminar. Block A examines the determinants of economic growth in developing countries. We look at the role of property rights, political institutions, and demographic and economic factors promoting economic growth and attempt to map the relationship between them.

Block B focuses on several different views on international economic justice, with an emphasis on distributive justice. We try to develop a theoretical baseline for arguments on global justice and evaluate the main directions in the current academic debates. We place a special emphasis on the gender dimension of economic justice.

Block C examines the problems of economic inequality and poverty. We discuss different measures of poverty and inequality. And emphasise the relationship between economic growth, poverty alleviation and income distribution. We advocate a grassroots perspective on poverty and the political games surrounding poverty reduction strategies.

Block D examines economic globalisation. We discuss the role of international institutions in the globalisation process and the relationship between international and domestic decision-making. We illustrate this by focusing on the political economic aspects of reforms in the transition countries. We emphasise different diffusion mechanisms for economic reform ideas and try to identify the present orthodoxy regarding recipes for economic development.

Instruction

A combination of lectures and compulsory seminars is aimed at supporting individual reading. At the seminars the students are expected to participate actively in the discussion regarding the seminar questions or exercises. For the seminars the students are divided into groups. The course literature is discussed and analysed within each group. Each student is expected to prepare carefully for the group discussions; the preparations include the presentation of written seminar assignments.

The course literature consists of books, academic articles and political documents. The literature reading is reinforced with seminar discussions and written assignments.

Examination

Examination is by means of seminar participation, seminar assignments, a mid-term exam and a final paper. In order to obtain credit for the course, the following are required:

- Attendance and active participation in compulsory seminars

- Submission of seminar assignments (40% of final grade)

- Passing the mid-term exam (30% of final grade)

- Passing the final paper (30% of final grade)

Gradings

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

Course level in relation to degree requirements

The course will increase the students' general knowledge within the field of economic growth, justice and distribution. The written assignments for the seminars and empirical research aim to increase students' analytical skills as well as their ability to present and discuss their knowledge with different groups of students.

1g) European Integration, 15 credits

SPRING SEMESTER 2010

Learning outcomes

After completed course, students are expected to:

- possess deeper knowledge of the European integration as political problem;

- possess good knowledge of how European integration are being described and explained in contemporary research;

- possess good knowledge of how democracy and legitimacy in the EU are being described and explained in contemporary research;

- possess good knowledge of normative problems related to the construction of the EU;

- possess good knowledge of patterns of conflict in the EU compared to national political systems;

- possess basic knowledge of how the EU can be further developed in order to be sustainable in the long run

Contents

The aim of the course is to deepen our knowledge of integration in Europe as a political problem. It links descriptive, causal and normative analyses of European integration. The course covers three main themes: First, theories of European integration and supranational governance: How can European integration be described and explained? Why do European governments choose to integrate in spite of the democratic deficit thereby created? Second, the problems of democracy and legitimacy in the EU: How democratic and legitimate is the EU as a political system? Is it possible and desirable to democratise the EU? What are the implications of European integration for democracy in the member states? Third, comparative federalism and the EU: What patterns of conflict do we find in the European Union? What are the main characteristics of the EU political system compared to fully developed federations? Are the current political arrangements sustainable in the long run or should the EU be further developed towards a federation?

Instruction

In order to profit by from the course, basic knowledge of the European Union is required, e.g. knowledge equivalent to the aims defined for the course European Union C.

The course is composed by lectures and a series of seminars. All seminars are compulsory. Prior to the seminars all students will be required to prepare a written assignment or an oral presentation. All participants are expected to take active part in seminar discussions.

The literature is composed by books, articles and working material.

Examination

Examination is based upon participation in seminars, which are compulsory, and upon the assessment of a written seminar paper. The following grades will be applied: passed with distinction (VG), passed (G) and failed (U).

The course grade will reflect a combination of all requirements. For passing the course all student are required to participate actively at seminars and hand in all assignments. The course paper will be decisive the final grade, however all contributions made during the course will be taken into account.

2h) Political Sociology and Cultural Analysis, 15 credits

SPRING SEMESTER 2010

Learning outcomes

The aim is to provide a broad introduction to the rich research about citizens, culture and behaviour, how these fields have developed over time and where they stand today. The course forms an advanced, cumulative, step in relation to the knowledge gained in these fields of research already at lower levels. In particular, "The State, Citizens and Policies" at the A-level and "Citizens, Attitudes and Participation" at the C-level contain elements that return in this course. The course presents various methodological approaches, and contains literature from political science, sociology and anthropology. The objective is to familiarise the students with both the latest research in these fields, but also have a retrospective perspective and dwell on classic contributions. There is a focus on methodological approaches, and how to apply these to problems identified by the students.

After having completed the course the students are expected to possess the following skills and abilities:

- an adequate understanding of the present standing of the political sociological research field.

- an ability to summarise and critically evaluate research on an advanced level in this field.

- a capacity to formulate independently generated and theoretically based research questions within political sociology.

Contents

How do we understand and exercise political and social power? Under what conditions and for what purposes are social movements created? What role does networks and social capital play for the outcomes in political life? How the values and beliefs constituting political culture are formed and why is culture so central in order to understand politics and society? What do we know about political participation and the reasons for why it varies between classes and other groups? These are the major themes addressed in this course. Firstly, political culture is focused, followed by social capital and political participation. Thereafter, the concentration is on political and social power and social movements. The following week is devoted to political elites and social networks.

The last weeks are reserved for the writing-up of a final paper of approximately 4000-4500 words concerning a theme addressed during the course.

Instruction

Lectures and seminars are the major forms of teaching.

Examination

The course is examined by oral presentations and by written products. The students are supposed to participate actively in the seminar discussions. In addition, each student will make an oral presentation in English of approximately fifteen minutes concerning a topic, a question or critique that he/she decides in accordance with the teacher. The written examination consists of two parts. First, reading reports to every seminar of max 6000 characters (including space). In case of missed seminar, a longer and more elaborated reading report should be written. Secondly, a final paper (4000-4500 words) which addresses a topic of the course and makes extensive analytical use of the relevant literature. The papers will be discussed in a final seminar.

Grading

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

Course level in relation to degree requirements

The course is at advanced level and research-oriented. The literature consists of research monographs and scientific articles, most of them in English. This implies that the students attending this course will develop their abilities to understand, and assess, scientific arguments and conclusions. The intention is to further strengthen the capacity to judge critically and be able to identity how choices made by the researcher or author about definitions, theories and empirical data affects the conclusions that can be drawn. In relation to that, a capacity to identify alternative methodological ways to investigate a given topic is also part of the course. In contrast to lower levels, some more emphasis is put on the oral skills in the sense of being able to present a material in front of an 'international' audience (that is in English). The capacity to write comprehensive yet analytically is trained throughout the course.

2b) The Politics of the Welfare State 7.5 credits

SPRING SEMESTER 2010

(Optional with another course that is 7.5 ECTS)

Goals

The main objective of the course is to provide students with an understanding of the workings and underlying issues of welfare politics, one of the most contested issue areas in advanced capitalist democracies today. "The welfare state" refers to our modern Western type of state, i.e. a large, activist state that seeks to regulate both civil society and the market in order to distribute economic resources more evenly and to ensure that all citizens enjoy a basic measure of economic security. Welfare policies also include attempts to regulate labour markets in order to promote employment and family policies. Research on the welfare state, its different national configurations and transformation over time in response to shifting economic, social and political conditions constitute a large and dynamic area of research within political science.

Course content

The course will cover major areas within contemporary research on the welfare state, including the different types of welfare states found among advanced industrialised nations, the complex interaction between states and markets that is at the core of all re-distributive politics, the changing dynamics of industrial relations and labour markets in current times of economic transformation, gender aspects of welfare politics and, finally, the new challenges to welfare states posed by globalisation and regional integration.

Teaching

The teaching in the course will take two main forms; lectures and seminars. During the lectures, the teacher will present the course material to students in order to guide and facilitate their reading of it. Weekly seminars will allow students the opportunity to discuss the readings with the teacher and their peers, thereby facilitating an active and self-initiated learning process. The seminars will be prepared by the students through short reading reports (3-5 pages).

Examination

Course examination will be conducted in three different ways: 1) active participation in weekly seminars, 2) submission of weekly reading reports, and 3) a final paper of about 10-13 pages length. The course grade will be based on a combination of the three examination forms, where the final paper will account for 50% of the final grade, weekly reading report of 40% and class participation of 10%.

Grading

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

2b) Comparative European Politics, 7.5 credits

SPRING SEMESTER 2010

(Optional with another course that is 7.5 ECTS)

Contents

This course is devoted to the comparative analysis of nation level European polities. Europe carries a double heritage of democracy and authoritarian rule. We will focus on both contemporary European democracies, and historical non-democratic regimes and their legacies. Unifying the course themes is an analytic effort to better understand the conditions of democracy, political organisation and civil society in contemporary Europe.

Learning outcomes

The overall goals of the course is to build

- the student's familiarity with political science theories of comparative European politics, and the ability to apply these

- the student's familiarity with European polities and European political history, and his/her ability to exploit this knowledge for comparative political science analysis

- the student's general analytical skills, including writing and oral presentation skills

Grading system

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

2c) Constitutional Politics, 7.5 credits

SPRING SEMESTER 2010

(Optional with another course that is 7.5 ECTS)

Learning outcomes

The goal of the course is to describe and analyse the tension between democratic principles and liberal constitutionalism in modern constitutional debate.

After the course the students are expected to:

- Have a historical and theoretical understanding of the tension and interdependence between liberal and democratic principles.

- Know the different arguments for and against judicial review in modern liberal democracies.

- Know different ways to institutionalise judicial review in a democratic system.

- Formulate an independent normative position in the constitutional debate about judicial review.

Content

The general theme of this course is the tension between liberal constitutionalism and popular rule in modern democracies. All modern democracies are based on a "constitutional marriage" between the idea of majority rule and the idea of natural individual rights against majority rule.

The course focus on a central issue in modern constitutional debate that mirrors the tension between democracy and rule of law, the issue about judicial review. Why should the citizens delegate the interpretation and application of constitutional laws on politically independent judges? The question ultimately concerns the basic principles that justifies democratic government. Is there a standard of correct political decisions independent of the popular will? Are the political representatives of the citizens less competent than judges to make the normative correct interpretation of the constitution?

In the argumentation for judicial review we find different normative constitutional principles. Some argues that judicial review is a way to protect democracy from it self, some argue the it is way to safe-guard an objective and independent standard of justice, and some argues that it is a way to improve long term efficiency.

The course consists of two parts. In the first a historical overview of the tension between democracy and classical liberalism is given. The second part deals with the current debate in normative democratic theory and in liberal political theory about the role and legitimacy of judicial review. We also discuss the present report from the Swedish Constitutional Commission regarding a constitutional reform in Sweden.

Examination

The examination consists of two parts: active participation in seminars and the writing of a course paper and defending the paper in the final seminar.

Grading system

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

2d) Thesis 15 credits

EACH AUTUMN AND SPRING SEMESTER

Contents

This course consists of writing and defending a paper, criticising a paper, and active participation in seminar work. The term paper is designed to improve the student's ability to distinguish and define a problem in political science and to delimit and execute a minor research task of relevance to the chosen problem by applying methods of political science. A preliminary discussion of the problem and its relation to a line of discourse is achieved by choosing an elective course that corresponds to the orientation of the proposed paper. Personal tutors are selected by the students according to sector area during the first weeks of the term. Term paper seminars are compulsory.

Instructions

Personal tutoring and essay seminars.

Examination

Defending a paper, criticising a paper, and active participation in seminar work.

Grading system

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

2e) Methods, 15 credits

AUTUMN SEMESTER 2009

After completing the course, students are expected to:

- possess considerable methodological knowledge relevant to the main areas of political science

- possess sufficient methodological skills to participate in research-and-development activities and independently carry out other qualified tasks within the profession

- be aware of ethical aspects of research-and-development activities

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

Learning outcomes

After completing the course, students are expected to be able to:

- appreciate the philosophical principles on which qualitative and quantitative methods are based

- identify and assess ethical problems related to research on human beings

- adequately apply and assess actor-centred analysis, discourse analysis, and the analysis of ideas

- apply and motivate different logics of generalisation for qualitative as well as quantitative studies

- assess the scientific relevance and quality of qualitative as well as quantitative research

- display awareness of the way qualitative as well as quantitative methods are used outside the scientific community, for example in public commissions of inquiry and policy intelligence analysis

- apply and assess different explanatory models commonly used in social science research

- independently analyse data drawn from public registers as well as sample surveys using relevant statistical software

- apply and assess different types of statistical sampling methods

- apply different logics of statistical inference

- proficiently understand and apply major statistical methods, such as correlation analysis, regression analysis, and logistic regression analysis

Contents

The purpose of this course is to enhance the methodological skills acquired during undergraduate studies. The objective is to strengthen the ability to apply various methods in practical research but also to improve the understanding of the strengths and weaknesses of different methodological techniques.

The course covers both quantitative and qualitative techniques. It emphasises the common principles on which intensive small-n studies as well as extensive large-n investigations are based but also highlights relevant differences between the two as regards inferential logic and techniques.

The course discusses the different stages of the research process and the critical choices that a researcher is confronted with. What should a good research question look like? Which criteria should guide theory formulation? What are the strengths and weaknesses of different research designs? How should empirical data be interpreted? The course discusses, among other things, the philosophy of science, research designs, principles of reliability and validity for different types of data, statistical methods, comparative methods, case studies, and discourse analysis.

Instruction

The course consists of a number of week-long segments in which lectures, mandatory seminars, and exercise assignments are interspersed. The course literature consists of books, articles, and practical examples. The study of the literature is complemented by exercise assignments. Some of the assignments will require the use of a computer.

Examination

Examination form of the course is both written and oral. Written assignments and participation in seminars are required. There could also be a written examination at the end of the course.

Gradings

Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

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

- participate in all mandatory seminars and present serious attempts to solve all exercise assignments

- reach at least the grade G (pass) on the written exam where such is applied.

Instruction

The teaching is given in several different forms: lectures, seminars and individual guidance. A central feature of the course are the final seminars where the course papers and essay projects are presented and examined.

Assessment

The course grade is based on seminar participation, written and oral presentations and there might also be a test. The final examination is the presentation and discussion of the independent essay assignment.

Course level in relation to degree requirements

This is a research oriented course at an advanced level and the literature consists of research reports, dissertations and scientific articles. The students will especially develop their ability to understand and assess scientific reasoning and conclusions, and to oppose different theories to one another. The goal is for the students to develop the skill to critically analyse, i.e. be able to identify, discuss and question, the very building blocks by which a scientific argument or conclusion is supported. The course gives the students the opportunity to practise the independent assessment and critical examination of scientific theories by relating them to both empirical research and theoretical debate, and to formulate their own standpoints and arguments relevant in a specific context.

A substantial part of the course is also devoted to the ability to discuss alternative methods or approaches. Compared to earlier levels, greater attention is here paid to the oral skills of presenting a subject matter to an international audience in an interesting and focused way; skills which are highly useful in working life. In addition, the writing skill will be further practised by several reading reports including both reporting and analytical aspects.

Within that part of the course which focuses on the student's individual project, there is a deepening of the ability to critically, independently and creatively identify and formulate problems, to plan and carry out qualitative research assignments with adequate methods and within given time limits, as well as presenting and discussing conclusions and their underlying arguments, orally and in writing. In this context the skills required for the participation in research and development work, or for working independently in some other qualified field, will be especially developed.

Transitional provisions

The course is only open to students who have begun their studies no later than Spring term –07.