Welcome to Developing your research design
Description:
The aim of this course is to offer participants an opportunity to qualify their Ph.D.-project design within sociology. We do this in sessions where course participants present and reflect upon their research plan, while receiving feedback from other Ph.D.-students and from experienced Ph.D.-supervisors. Another aim of the course is to discuss general topics such as thesis form (monograph or articles), thesis quality demands, and writing and publication of articles.
The course targets Ph.D.-students in the first phase of their thesis work (within their first year).
This is a two days course focusing on participants’ projects. Based on the logic of the course and the reading list, each participant writes a short paper (6 – 8 pages) about his or her project, applying the following structure:
What is your research question and main approach, what is your “imagery” (see H. Becker text for this particular concept and related heuristic ideas in Abbott, see reading list), in the study?
Sampling and object of inquiry? (What parts of the empirical reality do you focus on and why?). You may use Monika Krause’s distinction between “material research object” and “epistemic target” to reflect on this.
Concepts: what are your main theories and concepts?
Logic: what are your methods and analytical strategies?
All participants make short presentations after which follows a discussion of each Ph.D.-project. 1 hour for each.
Besides paper discussions, the course features short presentations and discussions of central topics related to Ph.D.-projects: Research questions and research design, theory and theorizing, thesis form, writing and publishing articles, where to publish, challenges in the Ph.D.-project, etc.
Each participant writes short papers (6-8 pages) about his or her project based on the logic of the course and the reading list. Papers may be written in English or Danish.
Course language will be English or Danish, dependent on the participants.
Organizer:
Lars Skov Henriksen and Annick Prieur, Department of Sociology and Social Work, Aalborg University
Lecturers:
Lars Skov Henriksen and Annick Prieur, Department of Sociology and Social Work, Aalborg University
ECTS:
2
Time:
28-29/8 2023
Place:
Aalborg University
Zip code:
9220
City:
Aalborg
Number of seats:
10 ( PhD fellows at Department of Sociology and Social Work, Aalborg University have first priority)
Deadline for registration:
August 10, 2023.
Deadline for paper upload:
August 21, 2023.
Reading list will be communicated to participants after registration.
Participation fee:
The course is free of charge
Important information concerning PhD courses: We have over some time experienced problems with no-show for our courses. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 2,000 DKK for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up.
If you have questions you are welcome to contact Marianne Høgsbro at inst.issa.phd@socsci.aau.dk, Lars Skov Henriksen at larsskov@socsci.aau.dk, or Annick Prieur at ap@socsci.aau.dk
- Teacher: Lars Skov Henriksen
- Teacher: Annick Prieur
Time: 18 - 20 September 2023
Zip code: 9220
Click here to find information and enrollment regarding this course: https://phd.moodle.aau.dk/course/view.php?id=2224
- Click here to find information and enrollment regarding this course: https://phd.moodle.aau.dk/course/view.php?id=2222
Click here to find information and enrollment regarding this course: https://phd.moodle.aau.dk/course/view.php?id=2221
Click here to find information and enrollment regarding this course: https://phd.moodle.aau.dk/course/view.php?id=2220
Number of ECTS: 4 ECTS (Abstract of research paper submitted before the course. Students will also present their work and get feedback on it during the course) Lecturer(s): Brady Wagoner Caroline Demuth Sarah Awad Eric Jensen Location: Nordkraft, Aalborg University, Aalborg Course description: This four-day course introduces different perspectives and techniques in visual methods. It provides practical guidance for visual data collection, analysis and dissemination, which includes such techniques as working with various visual props, annotated drawings, photo-elicitation, using first- and third-person video, among others. There will also be focused discussions of and feedback on students’ research projects, in relation to visual methods. The course as a whole makes the general argument that visual material can be used both as a powerful complement to traditional verbal and textual data, as well as a site of investigation in its own right. Course schedule: Day 1. Introduction and photo-elicitation 10.00-10.45 Introduction and overview of visual methods-- Brady Wagoner and Sarah H. Awad 10.45-12.30 Visuals in science communication and evaluation research--Eric Jensen 12.30-13.30 Lunch 13:30-15:00 The social life of images, including photo elicitation techniques – Sarah H. Awad 15:00-15:30 Coffee break 15:00-17:00 Photo-elicitation techniques exercises — Sarah H. Awad and Brady Wagoner Day 2. Annotated drawings, including mental maps 9.30-12:30 Lecture and exercises with annotated drawing methods, using empirical examples from research on zoos, museums, mental maps of cities and creative work spaces—Eric Jensen 12:30-13:30 Lunch
Day 3. Using and analyzing third-person video 9.30-12:00 Lecture on multimodal analysis of video material--Carolin Demuth 12:00-13:00 Lunch
Day 4. Using and analyzing first-person video, with the subjective camera methodology 9.30-12:00 Lecture on subjective camera technology—Brady Wagoner 12:00-13:00 Lunch |
Teaching methods: A combination of lectures, panel discussions, group work, practical exercises and small group discussions.
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Description of paper requirements: Before the start of the course, participants must send a short (half to full page) description of their research project, including possible links to visual methods. Three months after the course, participants are expected to write a short paper on their research that can later be submitted for publication. Wagoner will provide feedback to students on their written work to help them get it published.
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Key literature: Day 1 Awad, S. H. & Wagoner, B. (2018). Image Politics of the Arab Uprisings. In Wagoner, B., Moghaddam, F. & Valsiner, J. (Eds). The Psychology of Radical Social Change: From Rage to Revolution. Cambridge: Cambridge University Press. [20 pp] Berger, J (1972). Ways of Seeing. Penguin: London [166 pp]. *Radley, A. (2010). What people do with pictures, Visual Studies, 25, 267-279 [22 pp] Reavey, P. (2021). Handbook of Visual methods in psychology. New York: Psychology Press (incl. ch. 1, 2, 4, 7, 22, 28, 32) [235 pp] *Rose, G. (2008) Visual Methodologies. London: Routledge (Chapter 1) [32 pp]
Day 2 Awad, S. H. & Wagoner, B. (2018). Image Politics of the Arab Uprisings. In Wagoner, B., Moghaddam, F. & Valsiner, J. (Eds). The Psychology of Radical Social Change: From Rage to Revolution. Cambridge: Cambridge University Press. [20 pp] Jensen, E. & Laurie, C. (2017). Doing Real Social Research. London: Sage (pages 296-301) [7 pp] Lonchuk, M. & Rosa, A. (2011). Voices of graphic art images. In Märtsin, M., Wagoner, B., Aveling, E. L., Kadianaki, I., & Whittaker, L. (Eds), Dialogicality in focus: Challenges to theory, method and application. Nova Science Publishers. [17 pp]
Day 3 Demuth, C. (2012). Video-based Discourse and Conversation Analysis in Cultural Developmental Psychology: Mother-Infant Interactions in Kikaikelaki, Cameroon and Muenster, Germany. In: Karin Schweizer, Tanja Schielein, Mechthild Kiegelmann, Tiberio Feliz, & Guenter Huber (Eds). Qualitative Psychology Nexus, Vol. IX: Beyond text: Video and other Medium Use in Qualitative Research. Center for Qualitative Psychology, pp. 31-52. Available at: http://psydok.sulb.uni-saarland.de/volltexte/2012/3417/ Paasch, B. S. & Raudaskoski, P. L. (2018). Multimodal Interaktionsanalyse. In: Davidsen, J. & Kjær, M (eds.). Videoanalyse af social interaktion. p. 151-184, Samfundslitteratur Raudaskoski, P. L. & Kjær, M. (2016). Interaktionsanalyse. In: Horsbøl, A. & Raudaskoski, P. (eds.). Diskurs og praksis: teori, metode og analyse. 1. ed, p. 111-134.. Samfundslitteratur (Metoder i samfundsvidenskab og humaniora; No. 1). Wiggins, Sally (2017). Discursive Psychology. Theory, Method and Applications. London: Sage Optional further readings: Davidsen, J. & Krummheuer, A. (2018). Transkription af videodata. In: Malene Kjær and Jacob Davidsen (Eds.). Videoanalyse af social interaction, pp. 97-112, Samfundslitteratur Demuth, C. (2018/2020) Videoanalysen. In: G. Mey & K. Mruck (Eds) Handbuch Qualitative Forschung in der Psychologie (2nd extended and revised edition), Heidelberg: Springer Reference Psychologie. https://meteor.springer.com/container/contribute.jsf?id=114469 Demuth, C. (2021). Managing Accountability of Children’s Bodily Conduct: Embodied Discursive Practices in Preschool. In: Sally Wiggins & Karin Osvaldsson Cromdal (eds). Discursive psychology and embodiment: Beyond subject-object binaries. Pp. 81-111, Palgrave Macmillan Goodwin, C. (2000) Action and embodiment within situated human interaction. Journal of Pragmatics, 32: 1489-1522 Paasch, B. S. & Raudaskoski, P. L. (2018). Multimodal Interaktionsanalyse. In: Davidsen, J. & Kjær, M (eds.). Videoanalyse af social interaktion. p. 151-184, Samfundslitteratur Raudaskoski, P. L. (2010) Observationsmetoder (herunder videoobservation). In S. Brinkmann & L. Tanggaard (eds.). Håndbog i de kvalitative metoder. København : Hans Reitzels Forlag: 81-96. Day 4 *Wagoner, B. & Brescó, I., Herbig, L. (2022). Studying the stream of experience at memorial sites: The subjective camera methodology. In M. Watzlawik & S. Salden (Eds.), Courageous Methods in Cultural Psychology: Beyond the symbolic nature of language. New York: Springer. [30 pp] Kusenbach, M. (2003). Street phenomenology. Ethnography, 4, 455-485. [30 pp] Lahlou, S. (2011). How can we capture the subject's perspective? An evidence-based approach for the social scientist. Social science information, 50(4), 607-655 [43 pp]
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”Skriverliv – skrivning som kreativ analytisk praksis” 4.-6. september, 2023
Tilmelding senest 30. juni og indsendelse af paper til hannepc@ikp.aau.dk - senest 1. august (tilmelding efter "først-til-mølle")
NB! Kurset er pt. fyldt og tilmeldinger vil blive tilføjet venteliste!
En uforfærdet tilgang til skrivning kan give et lettere og mere glædesfyldt liv som PhD-studerende og ikke mindst resultere i en PhD-afhandling af høj kvalitet. Formålet med kurset er at give skrivning en plads i hverdagen, at opbygge et forråd af skrivestrategier, og at lære sig selv at kende som skrivende – kort og godt at skabe sig et skriverliv. Deltagerne vil gennem hele kurset arbejde med eget materiale og skrive tekster med udgangspunkt i deres eget PhD-projekt. Kurset bygger på de nyeste indsigter fra skriveforskningen og er samtidig et praktisk ’hands-on’ kursus med masser af tekstproduktion og dialog om egne og andres tekster.
Foruden afprøvning af strategier og input til nye vaner kan deltagerne tage fra kurset med tekst, der er lige til at arbejde videre med derhjemme.
Kurset er en kombination af oplæg, skrivning og dialog i grupper og på plenum. De tre dage har hver et tema,
som vil blive præsenteret på kursets første dag i form af en skrivemodel. Hver dag vil bestå af korte oplæg på baggrund af kursuslitteraturen, guidede skriveøvelser og refleksioner i grupper og plenum. Formålet er, at deltagerne få mulighed for at drøfte deres skriveudfordringer og skrivestrategier med underviserne og de andre kursusdeltagere, og afprøve strategier, der kan bringe deres skrivning videre.
Dag 1: Fyld værktøjskassen (mandag kl.10-17.00)
På dag 1 præsenteres tre elementer i skriveprocessen - vi kalder dem Værktøjskassen, Byggematerialerne og Bygningsværket. På kursets første dag vil vi fokusere på Værktøjskassen. Vi kigger ind i skriveværkstedet, og deltagerne får mulighed for at afprøve og eksperimentere med en række værktøjer og fylde sin egen individuelle skrive-værktøjskasse:
Hvad ved vi fra skriveforskningen om motivation og vaner? Hvad virker for dig? Hvordan giver du skrivningen den plads og energi i hverdagen, som du ønsker, og som er hensigtsmæssig? Det er spørgsmål, vi vil arbejde med på kursets første dag.
Formiddagen har overskriften ’Fokus’, hvor deltagerne præsenterer sig selv og deres forskningsprojekt, vi arbejder med modellen og med skrivevaner. Om eftermiddagen er overskriften ’Spørgsmål’, hvor vi arbejder med deltagernes forskningsspørgsmål som styreredskab gennem PhD-forløbet.
Kl. 15-17 er der mulighed for sparring i mindre grupper.
Dag 2: Håndter byggematerialerne (tirsdag kl. 9-16.00)
Dag 2 er viet til skrivningens Byggematerialer. Byggematerialerne er tekstens indholdselementer, som fx kan være empirisk materiale, der skal analyseres; litteratur, der skal udvælges og præsenteres eller indledninger og konklusioner, der skal binde teksten sammen. Vi arbejder med, hvordan vi gennem skrivningen kan fokusere tænkningen, skærpe forståelsen og udvælge det rette indhold:
Hvad består en akademisk tekst af overordnet set? Hvordan fungerer forskningsspørgsmål og abstracts som styringsredskaber? Hvordan skal de forskellige elementer vægtes? Hvordan får du dem til at spille sammen (kohærens)? Hvordan finder du balancen mellem indlevelse i og distance til dit materiale? Det er spørgsmål, vi vil arbejde med på kursets anden dag.
Formiddagen har overskriften ’Billeder’. Vi arbejder med forskellige former for visualisering: displays, tabeller og modeller som analyse- og formidlingsredskaber. Eftermiddagens overskrift er ’Ord’ og handler om, hvordan man kan udvikle og nuancere sit ordforråd, bevidst brug af metaforer, og brug af sætningsskabeloner. Kl. 15-16 er der mulighed for sparring i mindre grupper.
Dag 3: Skitser bygningsværket (onsdag kl. 9-15)
Dag 3 har vi fokus på Bygningsværket, som er de teoretiske, metodiske og/eller empiriske felter, som PhD-projektet er rettet mod og bidrager til. Bygningsværket kan være det praksisfelt, hvor forskningen kan gøre nytte. Det kan være en faglig eller politisk diskussion, hvor man kan gøre sin stemme gældende. Og det er naturligvis det eller de forskningsfelt(er), som PhD-projektet er indlejret i eller rettet mod. Bygningsværket er en metafor for det, man gerne vil bidrage til, og lægger op til overvejelser over, hvad ens bidrag består af.
Det kan være et nyt perspektiv på et allerede stort og velbeskrevet forskningsfelt, en bro mellem to felter, eller man vil måske gerne vil være med til at ’bygge’ et felt, der kun er sporadisk udforsket. Dagen handler om at skærpe sansen for sin egen stemme og blive bevidst om, hvilket teoretisk, metodisk og/eller empirisk bidrag, man er i gang med at skabe:
Hvornår er jeg selv og teksten klar til andres blikke? Hvordan kan jeg arbejde med at revidere og løbende forbedre min tekst? Hvordan får jeg den feedback, jeg har brug for? Hvordan kan jeg selv blive en bedre skriver af at give feedback? Det er spørgsmål, vi vil arbejde med på kursets tredje og sidste dag.
’Dialoger’ er formiddagens overskrift. Vi arbejder med, hvordan andre mennesker kan bidrage til at skabe klarhed i en tekst og fremdrift i forskellige faser af skrivningen, og hvordan man kan etablere og udvikle skrivegrupper og sund peer feedback. Eftermiddagen har med overskriften ’Produkter’ fokus på tekster, der skrives undervejs i et PhD-projekt. Vi vil desuden hjælpe hinanden med at lægger planer for deltagerens skriverliv fremover.
Paper
Kursusdeltagerne skal indsende et paper på max ti sider. Paperet skal angive navn, titel på PhD-projektet og hvor langt i PhD-forløbet, deltageren er. Paperet skal ikke bruges til at beskrive PhD-projektet som helhed.
Det skal være en tekst, som deltageren er i gang med at skrive til afhandlingen og gerne vil have feedback på – det kan være udkast til et indledende eller afsluttende kapitel, en analyse, diskussion eller en artikel.
Vi opfordrer deltagerne til at begynde paperet med en kort indledende tekst om skriveudfordringer og skriveambitioner i relation til et eller flere af kursets temaer. Deltagerne bliver inden kurset inddelt i grupper, der skal læse gruppemedlemmers papers og forberede feedback. Papers bliver desuden brugt til målretning af kursets oplæg og øvelser.
Litteratur:Kursuslitteraturen er inddelt i to kategorier:
Obligatorisk læsning: Tekster om skrivning, som giver deltagerne en fælles referenceramme, vi kan trække på i diskussioner og øvelser.
Anbefalet læsning før eller efter kurset: Bøger, artikler, blogs og digitale mødesteder om akademisk skrivning, livet som PhD-studerende, PhD-skrivegrupper og –vejledning, dygtige forfatteres skriveråd og opmuntring (denne liste vil blive udbygget i løbet af kurset med input fra deltagerne).
Obligatorisk læsning:
Barnacle, R., & Dall’Alba, G. (2014). Beyond skills: embodying writerly practices through the doctorate. Studies in Higher Education, 39(7), 1139–1149.
Burford, J. (2017). Conceptualising doctoral writing as an affective-political practice. International Journal of Doctoral Studies, 12, 17–32.
Cloutier, C. (2016). How I write: An inquiry into the writing practices of academics. Journal of Management Inquiry, 25(1), 69-84.
Gravett, K. (ahead-of-print). Disrupting the doctoral journey: Re-imagining doctoral pedagogies and temporal practices in higher education. Teaching in Higher Education, 1-13.
Langum, V., & Sullivan, K. P. H. (2020). Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education.
Linguistics and Education, 60. Meier, N. & Wegener, C. (2017). Writing with resonance. Journal of Management Inquiry, 26(2), 193–201.
Ragins, R. B. (2012). Editor's comments: Reflections on the craft of clear writing. Academy of Management Review, 37(4), 493-501.
Thurlow, S. (2021). Creativity is for poets and pop singers, isn’t it? Academic perspectives on creativity in doctoral writing. Arts and Humanities in Higher Education, 20(2), 187-206.
Blogpost: http://blogs.lse.ac.uk/lsereviewofbooks/2017/12/15/materiality-of-research-word-matters-wordsmatter-on-fine-tuning-our-vocabularies-of-academic-writing-to-become-better-writers-by-ninna-meierand-charlotte-wegener/
Anbefalet læsning:
Barley, S.R. (2006). When I write my Masterpiece: Thoughts on what makes a paper interesting. Academy of Health Care Management Journal, 9(1), pp. 16-20.
Becker, H. S. (2007). Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. 2nd ed. London: University of Chicago Press.
Goodall Jr, H.L. (2008). Writing Qualitative Inquiry: Self, Stories, and Life. Walnut Creek: Left Coast Press, Inc.
Kamler, B. & Thomson, P. (2014). Helping Doctoral Students Write: Pedagogies for Supervision. Oxon: Routledge.
King, S. 2012. On Writing. London: Hodder & Stoughton.
Maher, M., Fallucca, A., & Halasz, H. M. (2013). Write On! Through to the Ph. D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35(2), 193–208.
Tanggaard, L. & Wegener, C. (2016). A Survival Kit for Doctoral Students and Their Supervisors. Travelling the Landscape of Research. Thousand Oaks, CA: SAGE.
Wegener, C. (2014). Writing with Phineas. How a fictional character from A. S. Byatt helped me turn my ethnographic data into a research text. Cultural Studies <=> Critical Methodologies, 14(4), 351–360.
Wegener, C. (2016). Skriv med glæde. En guide til akademisk skrivning. København: Samfundslitteratur.
Wegener, C., Meier, N., & Ingerslev, K. (2016). Borrowing brainpower – sharing insecurities. Lessons learned from a doctoral peer writing group. Studies in Higher Education, 41(6).
Blogs:
https://patthomson.net/
https://doctoralwriting.wordpress.com/
https://thesiswhisperer.com/
Forelæsere: Charlotte Wegener (Institut for Kommunikation og Psykologi) og Ninna Meier (Institut for Sociologi
og Socialt arbejde)
ECTS: 3
Tid: 4-6. september
Sted: Aalborg Universitet - Aalborg Universitetsbibliotek, Rum "Edison", Kroghstræde 3
Postnummer: 9220
By: Aalborg
Antal pladser: 16
Deadline: 30. juni. Tilmelding sker efter "først-til-mølle" pr. mail til hannepc@ikp.aau.dk. Deadline for indsendelse af paper (til hannepc@ikp.aau.dk) 1. august.
- Teacher: Ninna Meier
- Teacher: Charlotte Wegener
Kurset er desværre aflyst!
Science Visualization, November 13-17, 2023
Deadline for registration: October 23 / Registration through moodle or by mail to hannepc@ikp.aau.dk
Location: Aalborg University, Rendsburggade 14, 9000 Aalborg (room TBA)
Course description, incl. learning objectives and prerequisites:
The Ph.D. student will gain insight into theory, methods, and tools to communicate research visually to different target groups (including the archetypes of peer-to-peer, special interest groups, and the general public) The student will be introduced to the field of visual research dissemination, via visual storytelling, animation and interactive formats. The course offers a theoretical, methodological and practical introduction to visualizing and communicating one's own field of research, both to peers and target audiences of non-peers. The course's theoretical and methodological framework is interdisciplinary with perspectives from the visual industry practice, storytelling and didactic communication Each day is divided between lectures and discussions of reading materials and practice cases, and group work where the phd.d. students will work from the mindset of a producer to practice the processes of planning af science visualization project of their own.
Learning goals - after the course the students will:
‣ be able to break down own research into different dissemination categories, targeted at different audiences
‣ know communication methods and pitfalls in the communication between the visual industry and researchers
‣ be able to organize and be part of the design of visual science communication productions
‣ have acquired competencies to take the role as the producer on own research dissemination
‣ be able to critically reflect on purpose and form, and the connection between these, on the visual research productions
The target group
The target group of the course is Ph.D. students in both the humanities, social sciences and technical-natural science fields. As student, you will put your subject-professionalism into play through visual science communication.
Teaching methods:
Lectures, workshops, and presentations with feedback
Description of paper requirements, if applicable:
Prior to attendance the Ph.d. student must submit a 500-1500 words position paper on one or more central scientific ideas/problems in their research that they wish to work with in relation to visual communication on the course
Organization
The Science Visualization Ph.D Course is organized as a collaboration between The Animation Workshop, VIA University College - Center for Animation, Visualization and Digital Storytelling/Sci-Vi program and Aalborg University, Communication and Psychology’s Center for Interaktive Digitale Medier & Oplevelsesdesign (InDiMedia).
Lecturer(s):
·
Peter Vistisen - PhD, is
Associate professor of Design & Visualization at Aalborg University, at the
Department of Communication & Psychology.
· Sia Søndergaard - Project manager and producer at The Animation Workshop / VIA University College at the department of Center for Animation, Visualization and Digital Storytelling. Head of Sci-Vi - Science Visualization and Animation
· Thessa Jensen - PhD, Associate professor of digital participatory culture at Aalborg University, at the Department of Communication & Psychology
· Anders Høeg Lammers//Anders is a journalist and the researchers' editor at Videnskab.dk. acting as a link between researchers and readers. Another part of Anders' job is to convince researchers that it makes sense to communicate their material to non-researchers and to give them some tools on how to do it.
· Uri Kranot - Director, animator. Kranot is behind a number of award-winning animated shorts and VR projects, which he created with his partner, Michelle Kranot. The Kranot couple lead the ANIDOX programme, a development lab and creative platform for animated documentaries at The Animation Workshop in Viborg.
· Cosimo Miorelli - Berlin-based illustrator and live-painter. Since 2017 active member of the Sci-Vi Community
· Henrik Malmgren - CEO & Animation Director at Goodjobstudio
· Jody Ghany Nordby – Animation producer at Jody Prody Studios.
· Ágota Végsö - Hungarian animated film director, illustrator, and producer. Since 2014 production manager and producer leading a collaboration between The Animation Workshop and TED-ed.
Programme:
Monday (Day 1): Theory of
visual science dissemination – What is visual science
communication/dissemination?
(Peter Vistisen, Sia Søndergaard, Thessa Jensen and Anders Høeg Lammers)
9.15-9.45 – Sia Søndergaard welcomes and introduces Sci-Vi
9.45-10.45 – Peter Vistisen discusses the theoretical principles of Sci-Vi
10.45-11.00 - Break
11.00-12.00 – Thessa Jensen introduces the notion of ethics in public dissemination
12.00-12.30 – Lunch break
12.30-14.45 – Anders Høeg Lammers, Videnskab.dk Workshop on building the foundational focus for you Sci-Vi
14.45-15.15 – Sum up of the day - intro to pitch format
Tuesday (Day 2): The researcher as storyteller and sci-vi producer
(Peter Vistisen, Sia Søndergaard, Uri Kranot)
9.15-12.00 - Storytelling with Uri Kranot: How do you communicate science through storytelling? Talk and Workshop
12.00-12.30 - Lunch break
14.15-15.15 - Sia Søndergaard: How do you plan and produce visual science communication?
Wednesday (Day 3): Methods of science dissemination and visual (design) thinking - Which processes characterize visual science dissemination?
(Peter Vistisen, Cosimo Miorelli, Henrik Malmgren, Ágota Végső, Jody Ghany Nordby)
9.15 – 9.30 – Introduction to the day
9.30 – 9.50 – Ágota Végső /producer- TEDed
10.10 - 10.30 - Henrik Malmgren/animator– the animator as designer
10.30-10.45 - Break
10.45-11.05 – Cosimo Miorelli/visual artist - artistical processes of Sci-Vi
11-05-11.25 - Jody Ghany Nordby/animator - Jody Prody Studios method and work
11.30-12.00 - Lunch
12.00 – 14.45 – Workshop on storyboard generation with artists
14.45 – 15.00 – Sum up
Thursday (Day 4): Individual preparation of pitch material
The seminar room 6.235 in Rendsborgsgade 14 is booked for the entire day for you to work on you pitch, storyboard and potential thesis reflections on the use of Sci-Vi in your dissertations. By midday we will have an optional brief status and Q&A.
Friday (Day 5): Pitch sessions all day
9.15-14.00: 10-15 minutes pr pitch session including feedback and advice-sessions with Peter Vistisen and Sia Søndergaard and the fellow course participants.
- Teacher: Peter Vistisen
PHD COURSE IN MUSIC THERAPY RESEARCH
April 23-30, 2023
The aim of the course is to train doctoral researchers with advanced theoretical, technical, and applied clinical research knowledge in fields related to music therapy The course will include a rich mixture of course work and cover topics related to methodology, epistemology and theory of science with working methods consisting of workshops, round table discussions, lectures, and presentations of research in progress
For more information www mt phd aau dk/forms guidelines/phd course/
Teaching at the course will be undertaken by Prof Dr Hanne Mette Ridder, by invited speakers as well as by professors from Aalborg University
The full programme and time schedule will be announced at www.mt-phd.aau.dk
Credits 5 ECTS
Participants at the course are Aalborg PhD students, external PhD students as well as clinicians who are considering setting up at research study related to music therapy research
VENUE
The course takes place in the centre of Aalborg in Musikkens Hus: www.musikkenshus.dk
PLEASE BE AWARE OF THE FOLLOWING DEADLINES
January 28 Registration for the course (with mail to Hanne Mette Ridder)
February 28 Working TITLE of your presentation (mail to HMR)
March 28 ONE PAGE SUMMARY (mail to HMR)
FEE and REGISTRATION
For registration, please contact HMR (Hanne Mette Ridder, hmr@ikp aau dk The fee for participation is 4 000 DKK and covers participation, course material, lunch, tea/coffee and social/cultural events (For internal PhD students the fee is 2000 DKK) Accommodation is not included and is arranged by the students themselves (see www visitaalborg com)
Hands-on Analysis of Qualitative Interviews
Block 1: June 14-15, 2023 (in Aalborg)
- OCT 9: Auditorium 1.008, room 2.21 and 2.22 Building C
- OCT 10: Room 2.1.009 - 8.15-12.00 and room 0.091 -12.30-18.15, Building C
- OCT 11: Room 3.084B - 8.15-12.00, Auditorium 14.30-16.15
Programme - Block 2
Day 1: Monday 9th October - Auditorium 1.008
10-11:15: Welcome back, introduction to the three days, home exercise, confirm joint dinner (4 group presentations 10 min. per group + 10 group discussion)
11:15-12.30 Theoretical framework Narrative Identity (+ group exercises) v. Manuel de la Mata
· Identity and self
· Identity & narrative
· Dialogism in Bakhtin (Voice exercise)
12:30-13 Lunch
13.00-13.45 Introduction to Narrative Identity continue v. Manuel de la Mata
13.45-17.00 + short break: apply to own data (14:30 coffee)
19: Joint Dinner
Day 2: Tuesday 10th October - Room 2.1.009
9-9:15: Good morning
9:15-10:00: Introduction to identity dilemmas v Chalotte
10:00-10:15 Coffee
10:15-12:30 Group exercise on identity dilemmas
12-12:30 Lunch
12:30-13:30 Presentations and discussion + 10 min. break) - Note! change of room to room 0.091
13:30-13:45 Coffee
13:45-15 Introduction to I-Positioning + exercise v. Chalotte
15-16: Group exercise on I-positionings
Day 3: Wednesday 11th October - room 3.084B
9-9:15: Good morning
9:15-10:00: Individual feedback/apply to own project and data (group)
10:00-10:15 Coffee
10:15-12:30 Individual feedback/apply to own project and data (group)
12-12:30 Lunch
12:30-13:30 Individual feedback/ apply to own project and data (group)
13:30-13:45 Coffee (Note! Change of plenum room from 14.30 to Auditorium 1.008)
13:45-15:15 apply to own project and data (group)
15:15-16: Evaluation and Farewell!
This five-day Ph.D. course provides participants with an introduction to the steps, processes and reflections involved in analysing qualitative interviews, including working with concrete data. The course is interdisciplinary, and we invite students from different disciples to join the course. The main learning objectives for the course are that the participants gain theoretical and practical knowledge on how to analyze data from qualitative interviews and other types of qualitative data. This includes understanding ontological, epistemological and methodological assumptions in qualitative research and why they are important. The main focus of the course is the particiapants’ development of concrete tools for reflective thinking and practice on how to analyze data from qualitative interviews and other types of qualitative data. During the course we will narrow ourselves to two concrete approaches; 1) Reflective Thematic Analysis by Braun and Clarke (2006, 2013, 2022), and 2) Narrative Identity Analysis, e.g. Discourse Analysis and Positioning Analysis from the approaches developed by for instance Michael Bamberg (De Fina et al., 2006; Bamberg et al., 2011) & Davies & Harré (1990). As highlighted by the title this course is mainly about HOW to work with interview data and preferably with the participants’ own data from qualitative interviews or/and data provided by the course holders (English and Danish data). The course is held in English and participants are invited to bring data in any language, but if the language is not Danish, Scandinavian, English or Spanish the students will be expected to be fully proficient in the respective language. The course is split into two blocks and students are expected to work independently with peers in the time period between the two blocks.
Tentative course description: The course consists of two teaching blocks of respectively two and three full course days. The first block will primarily focus on Reflective Thematic Analysis and how to apply it, whereas the second block will focus on Narrative Identity and Positioning and how to apply it. Block 1: Day 1: Introduction, lectures, group work 1 & 2, discussion Day 2: lectures, group work 2 & 3, panel discussion and how to prepare for block 2 of the course, evaluation of block 1
Block 2:
Day 1: Introduction, lectures, presentations, group work 4, discussion Day 2: lectures, presentations group work 5, discussion Day 3: lectures, presentations, group work 6, discussion and wrap-up The teaching methods of the course will be Problem-Based-Learning including a mixture of lectures, group work, peer comments, group discussions, and comments and feed-back on individual papers and research projects. |
Paper requirements:
The students are required to present a short paper describing their own Ph.D. project, and focusing on data generation and analyses. The procedure for this will take place in two steps:
1) On application to the course the student is required to send a one to two-page abstract describing her/his Ph.D. project, the stage of the project, the design/methods, and e.g. the amount of interview data expected available at the time of the course. The application should also include a short and tentative description of the stage of data analyses that the student expects to have reached when the course starts (e.g. development of research question/interview topics, pilot interview, transcription, initial data analysis etc.) and the students expectations for the course.
After completion of the first block of the course the students will be required to continue elaborating on her/his data analyses and to write up a 5–7-page paper describing the data analysis procedure which has been applied (codes etc.) and tentative suggestions for themes (results). This work should be sent to the course teachers one week before the second block (2nd October). The students will receive individual feedback during the second block. The students will also work in designated groups during the periode between block I and block II and prepare short presentations during the course.Literature:
Bamberg, M. (Eds.), Discourse and identity (pp. 1–23). Cambridge, UK: Cambridge University Press
Bamberg, M., De Fina, A. & Schiffrin, D. (2011). Discourse and identity construction. In. S. J.
Schwartz et al. (Eds.). Handbook of Identity Theory and Research, (pp. 1-23).
Bamberg, M & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and
identity analysis In: Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies, 28, 3, 377-396.
Braun, V. & Clarke, V (2006), Using thematic analysis in psychology. Qualitative Research in Psychology(vol. 3, 2, 77-101 doi/abs/10.1191/1478088706qp063oa
Braun, V. & Clarke, V. (2014). Successful qualitative research: A practical guide for beginners. London: Sage
Braun, V. & Clarke, V. (2016) (Mis)conceptualizing themes, thematic analysis, and other problems with
Fugard and Potts´(2015) sample-size tool for thematic analysis. International Journal of Social Research Methodology, Vol 19(6), 739-743.
Braun, V. & Clarke, V. (2019). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales, Qualitative Research in Sport, Exercise and Health. DOI: 10.1080/2159676X.2019.1704846
Braun, V., Clarke, V. & Hayfield, N. (2019). ´A starting point for your journey, not a map´: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology, 1-22, doi:10.1080/14780887.2019.1670765.
Braun, V. & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, DOI: 10.1080/14780887.2020.1769238
Braun, V. & Clarke, V. (2021). Thematic Analysis: A Practical Guide. Sage Publications Ltd, London
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the
Theory of Social Behavior, 20(1), 43–63.
De Fina, A., Schiffrin, D., & Bamberg, M. (2006). Introduction. In A. De Fina, D. Schiffrin, & Bamberg (eds.) Discourse and Identity. Cambridge: Cambridge University Press.
Glintborg, C. & Berger, N.P. (2018) Narrative forskningstilgange, p. 14-27. I Glintborg, C., Hedegaard-Sørensen, L. & Kirkebæk, B. (red). Professionelle blikke. Når fortællinger forandrer identitet. Frydenlund Academic.
Jensen de López, K. & Lyons, R. (2020). Narratives and identity construction of children with developmental speech and language disorders. In Glintborg, C.C. & de la Mata, M. (eds) Identity Construction and Illness in persons with disabilities. Routledge, p. 104-114.
Jensen de López, K., Feilberg, J.,Baena, S., Lyons, R., Harding, S., Kelic, M., Klatte, I., Mantel, T. C., Novogrodsky, R., Ulfsdottir, T.S., Zajdó, K, Rodriguez-Ortiz, I. R. (2021). `So, I told him to look for friends!`Barrries and protecting factors that may facilitate inclusion for children with Language Disorder in everyday social settings: cross-cultural qualitative interviews with parents. Research in Developmental Disabilities, Special Issue on Parental Involvement across cultures.
Lyon, R., Glintborg, C., & McAllister, L. (2019). Narrative inquiry and its use in communication disorders research. In R. Lyons & L. McAlister (Eds.) Qualitative research in communication disorders: An Introductory Guide for Students and Clinicians. Guildford, UK: J & R Press.
Lecturers: Chalotte Glintborg, Kristine Jensen de López, Manolo de la Mata
ECTS: 5
Time:
Block 1: June 14-15, 2023 (in Aalborg)
Block 2: October 9-11, 2023 (in Copenhagen)Deadline: Registration (including abstract and data analysis description) is sent per mail to Hanne P.Clausen (hannepc@ikp.aau.dk) - no later than May 20.
- Teacher: Chalotte Glintborg
- Teacher: Kristine Jensen de Lopez
Arts & Health: Research and Evaluation Methods for Creative Arts Therapies in Clinical and Nonclinical Practice
Week 47: November 20th, 21st, 22nd, 2023
At the end of the course, students will be asked to prepare a written paper (approx. 5-7 pages, excluding references) relating to their research/PhD project.
Fee: DKK 1500 payable only by students enrolled at foreign universities
Description:This PhD course prepares students to conduct empirical studies on the effects and applicability of therapeutic interventions rooted in Creative Arts Therapies (CATs), specifically studies that aim to identify and evaluate well-being and mechanisms of change within the broader field of Arts and Health. Arts and Health is a growing research field, and there is mounting evidence for the role that different art forms have in improving health and well-being (Clift and Camic, 2016; Fancourt and Finn, 2019; Nitzan and Orkibi, 2020; Sonke et al., 2021; de Witte et al. 2021), whether as part of everyday life (not for health purposes but with a secondary health benefit), within arts programs designed to promote health, or as specific therapeutic interventions within educational, community, and healthcare settings. Creative arts therapies (CATs) are characterized by the clinical and evidence-informed use of the arts within a therapeutic relationship that relies on experiential and action-based interventions (De Witte et al., 2020c). This course prepares students to conduct empirical studies on the effects and applicability of therapeutic interventions involving CATs. Special focus will be placed on combining qualitative and quantitative measures (mixed methods), and cross disciplinary collaboration between arts, psychology, and health science in both clinical and nonclinical settings.
Lectures will be given on the following topics:
· Theoretical foundations of CATs
· Change process research
· Conducting mixed method evaluations: tools, frameworks, research design
· Ethical considerations in CATs
· Evaluating wellbeing and change mechanisms
· Hedonic and eudaimonic perspectives on well-being
Learning Objectives:
The purpose is for the PhD students to develop research competencies in relation to
conducting robust and ethical research studies across the field of Arts and Health, and
specifically with creative arts therapies in both clinical and non-clinical settings. Students
will become familiar with the challenges in conducting change process research in health
and well-being, and identify tools and methods to address these challenges in their research
practice and assessing CATs and other arts-based interventions. Students will develop
knowledge about different methodological approaches within the research environment
covering humanities and health research and learn how to implement these approaches in
their own research.
Teaching methods:
The course lasts 3 days and is a combination of lectures, creative engagement, hands-on
activities, case studies, and student presentations. Each day will begin with a hands-on,
creative activity, so please come prepared in comfortable clothing. Day 1 involves
presentations from students about their ongoing PhD research projects, and introduces the
core topics and concepts in the course. Students will present their own research
experiences and research designs, for discussion, feedback, critical reflection, and sparring.
Day 2 introduces the foundations and challenges in conducting mechanisms of change and
quality of life research in CATs within the field of Arts and Health, including standard
research methods and outcome measures for evaluating physical and mental health and
wellbeing. Day 3 considers focuses on change mechanisms, and introduces topics of ethics,
challenges, and benefits in participatory research. Students will have time to synthesise the
key takeaways from the course and their relevance for their research projects.
Organizers/Lecturers:
Elizabeth Jochum (IKP), Stine Lindahl Jacobsen (IKP), Susan Imus (Guest, Columbia College
Chicago), Shiri Lavy (Guest, University of Haifa), Ditte Egholm (IKP), Stevan Skov (IKP)
ECTS: 3
Required Literature:
De Witte M, Orkibi H, Zarate R, Karkou V, Sajnani N, Malhotra B, Ho RTH, Kaimal G, Baker
FA, Koch SC. From Therapeutic Factors to Mechanisms of Change in the Creative Arts
Therapies: A Scoping Review. Front Psychol. 2021 Jul 15;12:678397. doi:
10.3389/fpsyg.2021.678397. (pdf)
Fancourt, D., and Finn, S. (2019). What Is the Evidence on the Role of the Arts in
Improving Health and Well-Being? A Scoping Review. World Health Organization. (pdf)
Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a
new conceptual framework for defining well-being. Social Indicators Research, 110, 837-
861. (pdf)
Shafir T, Orkibi H, Baker FA, Gussak D, Kaimal G. Editorial: The State of the Art in Creative
Arts Therapies. Front Psychol. 2020 Feb 5;11:68. doi: 10.3389/fpsyg.2020.00068. (pdf)
Recommended Literature:
Blatner, A. (1992). Theoretical principles underlying creative arts therapies. Arts
Psychother. 18, 405–409. doi: 10.1016/0197-4556(91)90052-C (pdf)
Clift, S., and Camic, P. M. (2016). “Introduction to the field of creative arts, wellbeing, and
health: achievements and current challenges,” in Oxford Textbook of Creative Arts, Health
and Wellbeing. International Perspectives on Practice, Policy, and Research, eds S. Clift
and P. M. Camic (Oxford: Oxford University Press), 4–9.
Gersch. Irvine & Susana Sao Joao Goncalves (2006) Creative arts therapies and
educational psychology: Let's get together, International Journal of Art Therapy, 11:1, 22-
32, DOI: 10.1080/17454830600674050 (pdf)
Imus, S. D. (2021). “Creating breeds creating,” in Dance and Creativity Within Dance
Movement Therapy: International Perspectives, eds H. Wengrower and S. Chaiklin (New
York, NY: Routledge), 124–140. (pdf)
Johnson, D. R. (1998). On the therapeutic action of the creative arts therapies: the
psychodynamic model. Arts Psychother. 25, 85–99. doi: 10.1016/S0197-4556(97)00099-
3 (pdf)
Kern ML, Benson L, Steinberg EA, Steinberg L. The EPOCH Measure of Adolescent Well-
Being. Psychol Assess. 2016 May;28(5):586-97. doi: 10.1037/pas0000201. Epub 2015 Aug
24. PMID: 26302102. (pdf)
Koch, S. C. (2017). Arts and health: active factors in arts therapies and a theory
framework of embodied aesthetics. Arts Psychother. 54, 85–91. doi:
10.1016/j.aip.2017.02.002 (pdf)
Orkibi, H. (2020). Creative Arts Therapies. The Society for the Psychology of Aesthetics,
Creativity, and the Arts - Division 10 of the American Psychological Association. (link)
Ryff CD. Psychological well-being revisited: advances in the science and practice of
eudaimonia. Psychother Psychosom. 2014;83(1):10-28. doi: 10.1159/000353263. Epub
2013 (pdf)
van Dierendonck D, Lam H. Interventions to enhance eudaemonic psychological wellbeing:
A meta-analytic review with Ryff's Scales of Psychological Well-being. Appl
Psychol Health Well Being. 2023 May;15(2):594-610. doi: 10.1111/aphw.12398 (pdf)
Fee: DKK 1500 - only payable by students enrolled at foreign universities
Time: Nov. 20-22, 2023
Place: Musikkens Hus
Zip code: 9000
City: Aalborg
Number of seats: 12 (in person only, remote attendance not possible).
Deadline for Registering: October 15, 2023
- Teacher: Elizabeth Jochum
Application to Hanne Porsborg Clausen: hannepc@ikp.aau.dk Application deadline: 16th of June 2023; Acceptance June 23rd. Accommodation payment before August 1st To apply, please provide a motivated application including half a page of what you expect to gain from the summer school. Further, provide the title of your PhD, an abstract of your PhD (max 1 p.) and a short CV (max 1 p.). Further indicate, if you want to present and get feedback to one chapter in your thesis. Participation in the summer school is free, however you have to pay for accommodation and food (see below). The summer school can have 18 participants.
|
Contemporary culture, through the powerful impact of new technologies and economic incentives, has increasingly emphasized the value of speed. We want not only our machines but also our human performances to function more quickly and efficiently. We expect faster results and rhythms in our daily life, and we grow impatient with things that take more time. Fast food is now ubiquitous, and its unsatisfactory aesthetic qualities have stimulated a response of resistance, such as the slow food movement.
Our ability to savor art in a slow and deep manner is increasingly threatened in a lifeworld that always privileges speed. At the same time, the design of human computer interaction and digital services demand a much deeper insight into the aesthetics of experience. Aesthetic experience has traditionally found its value in a fullness and wholeness that calls for extended attention that requires taking one’s time.
We will combine reading and lectures in aesthetic philosophy and learning theory with a temporally extended, full-bodied aesthetic experience of interacting with works of art by traveling with and in them as they move slowly through an aesthetically attractive countryside in North Jutland. The course will be interdisciplinary, combining perspectives of artists, art critics, philosophy, and theories of learning and human-computer interaction.
German philosophers of art distinguish between two forms of experience. On the one hand, there is Erfahrung that requires taking time and that is characterized by development and movement towards wholeness and completion of meaning and form. The word contains the verb form of “fahren” which means travel and thus implies taking time. In contrast, there is Erlebnis, that is a more sudden and sensational experience, something that is simply lived through. The summer school will focus on aesthetic experience in the sense of Erfahrung and will take the idea of travel literally by involving travel with and in selected artworks.
- Aesthetic Experiences of Slowness: Time, space, materiality, and atmosphere
- How artworks afford the experiences of slowness? And how are the participants enacting the experiences of slowness?
- What is the individual/group resistance / pleasure/dynamics to get into the mood of slow experience?
- How do the participants integrate the experience of slowness to their hyper-networked and busy everyday life?
- How does slowness enable a clearer perception of the environmental contexts in which our aesthetic experiences and perceptions of art unfold.
- How to reflect the aesthetics experience of slowness in the PhDs thesis-work?
Significance and learning objectives:
To provide a framework and to experience the aesthetics of slowness.
To theorize on the experiences of an artwork: time, space and materiality.
Learning objectives:
Knowledge:
To demonstrate theoretical and historical knowledge of the concept of aesthetics experience and the aesthetics of slowness.
Skills:
Being skillful in exploring the aesthetics of slowness
Being skillful in publishing about the aesthetics of slowness
Being skillful in relating the aesthetics of slowness to own research agenda.
Competences:
Being competent in researching the phenomenology of the aesthetics of slowness, and understanding the complexity of the application of the phenomenon to different use practices (art, learning, human-computer interaction and philosophy).
The summer school will be organized as a mini collaborative inquiry project with lectures and PhD students collaborating on the research questions. The summer school will use the mobile sculptural installation, Campingwomen as a shared humanities lab for exploring these questions. The course will build on an experiential learning approach providing a lab for the participants to explore, experiment, reflect and conceptualize and re-design their own area of research. A mix of methods will be used: introspective documentation of experiences contrasted with scientific measurements, curated conceptual discussions, and lectures on the core concepts.
Further, the students will get an opportunity to work on their own PhD projects and reflect on the findings from the summer school. The summer school will produce a shared publication: “On the Aesthetics of Slowness.” We are at the moment exploring the possibilities contributing to a special issue on the Journal of Somaesthetics to be published in 2024.
The course will use the digital learning platform Moodle as a shared infrastructure for the course. All the materials will be uploaded in Moodle.
Lectures:
Marit Benthe Norheim & Claus Ørntoft: Relational Arts.
-The artists’ studios as experiential and experimental spaces.
Richard Shusterman: Somaesthetics, Aesthetic Experience, and the Dynamics of Time.
Else Marie Bukdahl: Milan Kundera’s, Paul Virilio, and J.-F. Lyotard’s concept of “The Aesthetics of Slowness” - focusing on Visual Art.
Lone Dirckinck-Holmfeld: When the Women comes.
–The Campingwomen as a space for Learning: Experience, ownership, slowness and materiality.
All lectures will reflect on research methods to be used.
Time | Sunday 13th of August | Monday 14th of August | Tuesday 15th of August | Wednesday 16th of August | Thursday 17th of August |
9 - 11 | Morning lecture | Morning lecture | Morning lecture | Morning lecture | |
11 - 18 | 16 – 18: Arrival Solhjem Hostel in Bjergby | Working in the lab: Camping women and the research design | Inquiring the aesthetic experience of slowness as ´fahren´ with the Campingwomen. Data collections | Reflecting the aesthetics experience in the PhD fellows thesis work | Final plenary: Conceptualizing time, space and materiality. Shared publication Evaluation 16:00 - departure |
18-22 | Dining together at Stenshede in Mygdal and informal gathering exploring slowness | Dining together and mutual reflection | Dining together and conceptualizing the experience | Dining together. Groups present their work using methods from critical design |
Key literature – selected chapter (preliminary) Benjamin, W., Demetz, P., & Jephcott, E. F. N. (2018). Reflections: Essays, aphorisms, autobio- graphical writings. Boston: Mariner Books, Houghton Mifflin Harcourt. Bukdahl, E.M (2019) Can site-specific art create new thinking, engagement, and even action? Lecture at Art and the City / My Liberty in Laznia Centre for Contemporary Art in Gdansk 11. October 2019. Dewey, J. (1995). Art as experience ([Nachdr.]; 1. Perigee print 1980). New York, NY: Berkley. Dirckinck-Holmfeld, L. (2016). Opening up the Humanities. Camping Women as a Humanities exploratori- um. Akademisk kvarter / Academic Quarter, 13, 165 - 177. Shusterman, R. (2000). Performing live: Aesthetic alternatives for the ends of art. Ithaca, N.Y: Cornell University Press. Shusterman, R. (2012). Thinking through the body: Essays in somaesthetics. Cambridge, UK ; New York: Cambridge University Press. Virilio, P. (1991). The lost dimension. New York, N.Y.: Semiotext(e). |
Virilio, P., & Beitchman, P. (2009). The aesthetics of disappearance. Los Angeles, CA: Semiotext(e)
- Teacher: Lone Dirckinck-Holmfeld
- Teacher: Marit Benthe Norheim
Course description, aim and content
The aim of the course it to familiarize students with classical and contemporary perspectives in the sociology of emotions, to enable students to critically discuss theoretical assumptions, methodological approaches, and empirical results within the sociology of emotions and to construct a theoretical framework and methodological approach to a specific research problem in the student’s own ongoing or planned project.
The study of emotions is inherently multidisciplinary as it engages with biological and psychological as well as social and cultural theory and research. With this point of departure, the focus of the sociological discipline, as well as of this course, is on the social, and sociologically relevant, aspects of emotions. The course offers a broad overview of theories and research in the sociology of emotions, spanning from the classics to contemporary theories and research. Both structural and situational/interactional approaches to the role of emotions in social life are explored. Part of the course deals with the students’ research projects, through which there is opportunity to discuss project ideas in relation to the various perspectives on emotions presented. There will also be opportunity to discuss various methods employed and ways to apply and develop theory in the analysis of empirical data. All participants are required to read and relate some key texts (compulsory literature), but thereafter encouraged to focus independently on their own area of research.
The course begins with a series of lectures on sociological approaches to emotions, some current debates, and the exemplification of ongoing research projects. These lectures are followed by a series of short workshops where participant’s ideas and possible approaches are worked out with guidance from the teachers. An online midterm seminar, to discuss abstracts for exam papers, will be arranged about midterm of the course period. For the remaining part of the course students develop their papers and expand their chosen area of specialization, adding relevant emotion sociological literature. The course ends with the presentation and discussion of a working paper (optionally as a draft journal article) at the final seminar of the course.
Written and oral presentations take place throughout the course. Participants partake in at least two seminars (midterm and final) where they present their own work as well as comment on the work of other participants.
The course offers both a broad perspective on the state of the art of the sociology of emotions, as well as in-depth specialization in the chosen research area of each student.
The course is offered in collaboration between The Department of Sociology at the University of Copenhagen, the Department of Sociology and Work Science at the University of Gothenburg and the Department of Sociology and Social Work at Aalborg University.
The course runs on half-time (50%) over ten weeks.
Course teachers
Åsa Wettergren, asa.wettergren@socav.gu.se
Poul Poder, pp@soc.ku.dk
Merete Monrad, monrad@socsci.aau.dk
Course language
The teaching language of the course is English.
Target group
This PhD course addresses both PhD students unfamiliar with the sociology of emotions and PhD students who are more experienced with the field. The first group will obtain knowledge about the key concepts, theoretical traditions and methodological discussions in the field. The second group will obtain new perspectives on their own work through the attentiveness to theoretical development, methodological concerns and discussions of how to apply theories and concepts in specific analyses.
Location
The introductory series of lectures, seminar and workshops is located at the Department of Sociology and Work Science at the University of Gothenburg and the final seminar is located at the Department of Sociology and Social Work at Aalborg University in Copenhagen. The midterm seminars will take place online via Zoom. The course has no fee but travel and accommodation costs as well as all meals need to be covered by each student’s home department.
Seminars
The purpose of the online midterm seminars is to develop one’s research with emotion sociological perspectives in a synopsis of the course paper (1500-2000 words), which will be commented and discussed at the seminar. Students will read and comment on each other’s synopsis. See further information below.
The final seminar is a paper seminar with two appointed student commentators on each paper.
Course teachers will be participating in the seminars and commenting on the papers too.
Registration for the course
The course is only open for doctoral students. Students from Sweden register in FUBAS and any queries regarding this will be answered by Sandra Schriefer (sandra.schriefer@gu.se). Danish students register with AAU in PhD moodle. In your e-mail (Swedish students) state that you are registering for the PhD-course sociology of emotions, including name, address, telephone number, e-mail address, affiliation and supervisor. All students (Swedish and Danish) include a ½ page statement of the expected relevance of the course for your doctoral research. Swedish students upload this in FUBAS, and Danish students need to upload in PhD moodle . If more than 18 students register for the course, we will use these descriptions as a basis for deciding who will be enrolled in the course. Once you know that you are accepted for the course you will be asked to submit an extended paper describing your project (max 2000 words) no later than August 14th. This paper will be discussed in groups during the first seminar. See deadlines below.
Registration deadline
Before June 9th 2023 in FUBAS (Sweden) or via PhD moodle (Denmark).
Examination
Learning outcomes will be examined through an individually written working paper (see below).
The paper will be presented and discussed in a paper seminar. For their paper, students are required to engage with and refer to some mandatory parts of the literature (see the literature list!) and to a relevant amount of extra literature of their own choice pertinent to their paper topics (for suggestions see e.g. Reference literature in the literature). Students choose their own specialization, preferably in line with their topic of doctoral research.
Papers can be written either in the form of a scientific article or as a chapter for their dissertation, or as a standard academic paper. 10.000 words (maximum) including abstract and references.
Learning outcomes
After completion of the course the doctoral student shall be able to:
- Knowledge and understanding
- Present and discuss a broad overview of the different approaches in the sociology of emotions in general and of theoretical assumptions within the chosen areas of specialization in particular
- State and analyze the main empirical results within the chosen area of specialization
- Present and discuss current areas of conflict within the chosen area of specialization
- Competence and skills
- Orally and in writing present, explain and problematize research within the sociology of emotions in a format that meets international standards.
- In a more elaborate paper synthesize the theories and research within the chosen area of specialization and construct a theoretical framework and methodological approach to a specific research problem in the student’s own ongoing or planned project.
- Judgment and approach
- Critically discuss theoretical assumptions and empirical results within the sociology of emotions in general and the chosen area of specialization in particular.
- Critically discuss methods used within the chosen area of specialization.
- Critically discuss trends and future development of the chosen area of specialization.
Types of assessment
The student’s performance is assessed by a) active participation at lectures b) an individual course paper and c) participation in two seminars where one’s own work is presented and others’ work is discussed actively.
Grading and criteria
The grading scale encompasses the grades Fail (U), and Pass (G).
Pass = the student demonstrates satisfactory fulfillment of the learning outcomes through active participation in all the parts of the course, and by the submission of an exam paper.
Course evaluation
Course evaluation is organized by the teachers on the paper seminars.
ECTS
7,5
18. You will receive an email after registration deadline if your participation is accepted.
Participation fee
Free of charge
Important dates
August 30– 1 September: Course introduction, lectures; held at the University of Gothenburg.
October 11: Midterm seminar, online
November 16-17: Lectures and paper seminars, held at the University of Aalborg at the Copenhagen Campus (Frederikskaj 10B København SV)
Deadlines
9 June: Registration in FUBAS or PhD moodle at Aalborg University
14 august: 2000 words (maximum) description of the students’ doctoral research (research questions, context, methods, theoretical framework) and the role of the sociology of emotions in the project. These short papers will form the basis of the workshops in Copenhagen.
5 October 5 pm: Synopsis of course paper, 1500-2000 words, to Åsa, Merete and Poul and peers to discuss in the online seminar.
9 November 11 pm: Full paper draft to peer group and Åsa, Merete and Poul
9 November: Commentators list is circulated. Each student will be the primary commentator on one paper and the secondary commentator on one more (but preferably read all).
18 December 11 pm: Final papers sent to Åsa, Merete and Poul
Contact Åsa, Merete, or Poul if you have any queries!
We have over some time experienced problems with no-show for our courses. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 2,000 DKK for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up.
If you have questions you are welcome to contact PhD programme secretary Marianne Høgsbro inst.issa.phd@socsci.aau.dk
- Teacher: Merete Monrad
- Teacher: Poul Poder
Welcome to Writing the PhD dissertation: Structure, Quality and Contribution
Course description, incl. learning objectives and prerequisite: Form and content are linked in academic writing. Thus, structure, coherence, and flow are important elements that support the quality of a PhD dissertation. PhD students must learn to make decisions about their research and writing while they are doing this research and while they are writing their PhD dissertation. Thus, the ’academic craft’ involves systematic reflection and choices about focus, research question, unit of analysis, theory and concepts, philosophy of science approach, design, methods, ethics, and analysis. However, the academic craft is also demonstrated through how those choices are presented and argued for in writing and through one’s capacity to develop a text in which these choices and their consequences are clearly presented and reflected upon. This work starts in the beginning of the PhD process and lasts until the defense. The course is therefor designed to be useful to PhD students at any stage of the process. While the course is open to PhD students from all disciplines, it is important to note that the course organizers will draw on research and examples from their own work and research fields. Moreover, participation requires active engagement with and reflection upon the course literature and one’s own work. The Purpose of the PhD course is to focus on the academic craft that is needed to write and edit the constitutive parts of a dissertation so that these parts join to a structured and coherent academic text of high quality where the boundary conditions and contributions of the dissertation are clearly presented and discussed. During the course lectures, group and solo exercises, and shared discussions we will expand participants’ ’toolbox’ and experiences with making the necessary decisions about and in their writing. The course material draws on social science and humanities research into academic writing, especially regarding clarity, concepts/constructs, form-content relationships, the role of theory, context, quality criteria (e.g., reliability, coherence, transparency, and analytical generalizability). It is also a very practical course with a strong focus on participants’ own PhD project and writing, with exercises and time for discussions and advancing participants’ own text. The course is open to PhD students from all disciplines, but it is important to note that the course literature and the lecturers draw on examples from social science and humanities, primarily qualitative research. |
Ninna Meier and Caitlin McMullen, Aalborg University
ECTS:3
Time:
8-9-10 November 2023
Place:
Aalborg University, Campus Copenhagen.
Number of seats:
Maximum 16 participants, first-come, first-served principle
Participation fee:
The course is free of charge
Deadline:
Participation deadline: 1st September 2023
Paper deadline: 1st October 2023
Important information concerning PhD courses: We have over some time experienced problems with no-show for our courses. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 2,000 DKK for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up.
If you have questions you are welcome to contact PhD programme secretary Marianne Høgsbro inst.issa.phd@socsci.aau.dk
The course is full
- Teacher: Caitlin McMullin
- Teacher: Ninna Meier
- bliver mindre tilbøjelig til at udsætte skriveopgaver
Flowskrivning for ph.d.-stipendiater
SKRIV EFFEKTIVT, SKRIV MED GLÆDE
Når du bliver grebet af noget, der fuldstændig opsluger dig – et skriveprojekt, en løbetur, et stykke musik eller en god film – er du i flow. I denne tilstand aktiveres hele din hjerne, og din indlærings- og produktionsevne er optimal.
På kurset Flowskrivning får du input til, hvordan du skaber de bedste rammer og forudsætninger for at være i en produktiv, flydende og glædesfyldt proces med din forskningsrelaterede tekster og skrivning i det hele taget. Flowet og din effektivitet hænger både sammen med dine skrivekompetencer og med din evne til at fordybe dig og opnå kontrol over indholdet af din bevidsthed, altså din generelle måde at tænke på dit skrivearbejde på.
Læringsmål og udbytte
Flowskrivning-workshoppens formål er at styrke din evne til
at skabe en mere effektiv, fokuseret og komfortabel skriverproces, der både
fører til bedre tekster og et mere tilfredsstillende arbejdsliv som
ph.d.-skrivende – og måske også et bedre liv i det hele taget.
Kursets mange konkrete værktøjer, øvelser og refleksioner træner bl.a. din evne
til at diagnostisere din egen arbejdsproces – så du kan ændre og optimere dine
skrivevaner og med øvelsen bliver langt mere produktiv. Det gælder både
antallet af idéer og færdige, gode tekstsider.
Det bliver bedre
Flowskrivning-metoderne adresserer en lang række af de arbejdsopgaver, der er forbundet med at skrive akademiske tekster, bl.a. research, planlægning, forskrivning, gennemskrivning, komponering, feedback og revision. Du
- bliver mindre stresset og sparer tid
- undgår skriveblokering
- får en jævn og produktiv skriveproces
- udvikler et mere naturligt og flydende sprog
- skriver flere færdige sider – og får flere ideer
- bliver mere tolerant i forhold til at skrive dårligt – så du vover mere.
Rent praktisk
vil kurset forløbe som en vekselvirkning mellem oplæg, øvelser og refleksion i plenum og små grupper. Fokus ligger udelukkende på skriveprocessen, ikke på gode råd vedrørende sprog og form.
Du er velkommen til at medbringe en bærbar computer, men det er ingen forudsætning for at deltage. Bogen ’Flowskrivning’ bliver udleveret på kurset. Kurset afholdes på dansk.
ECTS: Kurset i Flowskrivning udløser 1 ECTS.
Underviser: Bo Skjoldborg
Dato: 4. april 2023 kl. 9:30-16:00
Sted: Kroghstræde 1, 9220 Aalborg
Antal pladser: 25
Deadline for tilmelding: 21. marts 2023
OBS: Kurset er kun for ph.d.-studerende ved SSH
Spørgsmål vedrørende praktiske forhold kan rettes til Katrine Søndergaard kes@adm.aau.dk.
Bo Skjoldborg er
forfatter, cand. phil. i dansk og indehaver af kommunikationsvirksomheden
Powerwriting.dk, der løser skrive- og undervisningsopgaver for en række større
danske organisationer og
efteruddannelsesinstitutioner. Igennem mange år har han specialiseret sig i skriveprocesser, hvilket bl.a. har udmøntet sig i kurset ’Flowskrivning – Skriv effektivt, skriv med glæde’, som har tiltrukket mere end 7000 professionelle skrivere fra forskere og forfattere til filmfolk, journalister, tekstforfattere, studerende og andre, der skal skrive meget i forbindelse med deres arbejde.
I 2008 udgav han bogen ’Flowskrivning – vejen til flydende skriveprocesser’ – og i 2010 ’Skriv så de
reagerer – på jobbet og i det hele taget’ (begge på Dansk Psykologisk Forlag). Bøgerne er siden genudgivet i mange oplag – og i 2019 udkom desuden ’Skriv! Hurtigt og frit’.
Se også: www.powerwriting.dk
Welcome to Reflexive theorizing in organizational research
Who are we avnd how do we become who we are, doing the things we end up by doing? In social research, critical scholars have increasingly drawn attention to the limitations of theory offering explanations of these questions based on a logic of objectivity or scientific rationality alone (Cunliffe, 2022; Mowles, 2021; Sandberg & Tsoukas, 2011). From a critical perspective, if we are socially formed then we can never be fully objective about our own formation: our views will always be partial. But rather than apologizing for our own partiality, reflexivity enables us to mobilize our partial points of view in pursuit of more helpful and resonant accounts of who we are and what we find ourselves doing together. Reflexivity is a methodological resource, or at least that’s the claim that we will explore together as part of this course.
To become reflexive is to assume and to acknowledge that both practitioners and researchers together produce the empirical material that is used to generate knowledge about organizational life (Cunliffe, 2011). Here, reflexivity is an active questioning of taken-for-granted conceptions about the nature of social reality, knowledge, and the validity of our methods of inquiry as social beings (Cunliffe, 2002b, 2008), as well as the conditions or our own forming. It pays attention to the social embedding of knowledge (Mowles, 2021) and thus tries to uncover and acknowledge the partiality of different points of view while standing firm about the value of theories arising from subjective and intersubjective ontologies and epistemologies (Cunliffe, 2022). It assumes no privileged position somehow outside the social, but it also has a tendency to unravel our certainties. So in discussing reflexivity we also have to concern ourselves with the question of the criteria by which we can evaluate the quality of knowledge claims (Tracy, 2010) and we have to ask ourselves too whether reflexivity has its limitations (Mowles, 2015).
On the course we will introduce how a variety of different scholars/thinkers have approached the same problematic of reflexivity, from pragmatism (Dewey, 1919;1922), through social constructionism (Gergen, 1997), and dialogic understandings (Shotter, 2005), through phenomenology (Heidegger, 1927), to hermeneutics (Gadamer, 1975) and process sociology (Elias, 2000; Tsoukas, 2019). Within all these perspectives scholars struggle with the question of how social beings can better understand their sociality.
Learning objectives
· Students achieve a working understanding of a taxonomy of research methods and their theoretical underpinnings.
· Students improve their ability to identify and articulate their own theoretical assumptions, preferences and research perspective and locate it in the taxonomy above.
· Students understand the relevance of reflexivity theoretically and practically for their research.
· Students experience the difference that reflexivity can make to them as researchers through experiential pedagogy.
Students become more fluent in talking, listening and being moved by others: they become more group-minded.Teaching methods:
Having introduced some traditions of thinking about reflexivity, the course will then demonstrate in practice how reflexive theorizing can be achieved in ways that are rigorous and persuasive. We will try to walk the talk together in taking reflexivity seriously as a practice and in a group setting. The reflexive theorizing will have to be developed in ways that are consistent with the participant’s chosen research method.
The workshop is highly participatory and students are encouraged to work with their own research – both metatheoretically and also practically when it comes to the particular methods used. We will conduct hands-on exercises where participants get a chance to reflect on how different ways of approaching reflexivity may be helpful in their research.
Organizer:
Karina Solsø, PhD, Vising Lecturer, Department of Culture and Learning & Visiting Lecturer at University of Hertfordshire, UK
Chris Mowles, Professor, Director of the Doctor of Management Programme, University of Hertfordshire, UK
Lone Hersted, Associate Professor, Head of the research group POLO (Processes and Learning in Organizations), Department of Culture and Learning, Aalborg University
Morten Ziethen, Associate Professor, Department of Culture and Learning, Aalborg University
The four lecturers will provide feedback to the ph.d students’ extended abstracts.ECTS: 3
Date: 13th to 15th November 2023
Place: Kroghstraede 3, Aalborg
Number of seats: 20
Deadline for registration: October 1st 2023
Deadline for extended abstract: 15th October 2023
Important information concerning PhD courses
We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 1000 for each course where the student does not show up. Cancellations are accepted before deadline 1st May. Registered illness is of course an acceptable reason for not attending on those days, but please let the secretary know. Furthermore, all courses open for registration approximately three months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.
- Teacher: Karina Solsø Iversen
Welcome to Vignette Method
This course is intended for PhD students who want to use vignette method to address causal explanations or systematic comparisons in an interpretive or qualitative research project. The course is primarily targeted students of political science, sociology, international relations, and public administration, but students of other social science disciplines such as public policy and anthropology can also benefit from it. The course is organized around the typical steps of a vignette method process - from how to develop vignettes, how to use them in data collection, how to analyze reactions to vignettes to how to interpret and draw valid conclusions from vignettes analyses. The course introduces vignette method by focusing on reasons for using it, how to use it and not least when to use it in the data collection process and more general in respect of understanding when vignette method is the optimal choice of method. Students will come to understand the logic of vignette method and students will be able to decide if, when and how to develop vignettes suitable with their own research question. The course provides students with a theoretical knowledge of vignette method, including insights into how they can be used in practice in an interpretive or qualitative research process.
Course description and content:
This course is intended for PhD students who want to use vignette method to address causal explanations or systematic comparisons in an interpretive or qualitative research project. The course is primarily targeted students of political science, sociology, international relations, and public administration, but students of other social science disciplines such as public policy and anthropology can also benefit from it. The course is organized around the typical steps of a vignette method process - from how to develop vignettes, how to use them in data collection, how to analyze reactions to vignettes to how to interpret and draw valid conclusions from vignettes analyses. The course introduces vignette method by focusing on reasons for using it, how to use it and not least when to use it in the data collection process and more general in respect of understanding when vignette method is the optimal choice of method. Students will come to understand the logic of vignette method and students will be able to decide if, when and how to develop vignettes suitable with their own research question. The course provides students with a theoretical knowledge of vignette method, including insights into how they can be used in practice in an interpretive or qualitative research process.
Students will learn to develop vignettes while becoming familiar with contemporary thinking about deliberative manipulation to integrate experimental logic into an interpretive or qualitative investigation. During the course we will focus on understanding the scientific criteria behind vignette method, and we will focus on variance theory versus process theory as forms of causal explanation and we will address the pros and cons of stimulation in an interpretive or qualitative research design.
The course is organized with the following five objectives in mind: (1) To examine the scientific criteria of vignette method and to give students basic training in how to develop vignettes suitable for interpretive or qualitative research questions. (2) To expose students to issues of conceptualization, theory, research design, and strategies of framing vignettes and selecting attributes and wording of the vignette’s profile description. (3) To assist students in how to organize and process vignettes through the phase of data collection, analysis, and conclusion drawing. (4) To provide students with knowledge about how to choose the best strategy of vignette method for the research question and finally (5) how to draw conclusions from vignette analyses.
The course will cover the basic techniques for collecting, interpreting, and presenting analyses of vignettes. Throughout the course we will operate on two interrelated dimensions, one focused on the theoretical approaches to various types of vignette method, the other focused on the practical techniques of how to formulate, develop and validate the vignettes used in the interpretive or qualitative research design.
Theoretically, the course considers questions such as the following: What is a vignette and what is vignette method? What questions is it best suited for? By what criteria does it meet or fail to meet the standards of scientific evidence? What is the role s of causality in interpretive or qualitative research? Can vignette methods be used to test hypotheses, or only generate them? Can vignettes support making and analyzing thematic connections? Do interpretive or qualitative vignette analyses have a small-N problem? In what ways is vignette research “grounded”?
Practically, the course considers questions such as the following: What scientific criteria apply for vignette method? How do researchers construct the ‘right’ vignette to the ‘right’ research question? What collecting techniques can be used to enhance the quality of vignette analyses? What scientific position ground the vignette analyses? What is the unit of analysis? How do researchers organize the vignettes and how do they use them in practice? How can they make sense of their interpretations of vignette analyses in a transparent, authentic, and inclusive way? And how can they draw conclusions from their vignettes analyses?
After the course students will have knowledge of how to choose between vignette methods, including insight into hands-on tools that can be used during a research process using vignettes.
Learning goals:
After the course, the participant should have a basic understanding of:
- The scientific criteria of vignette method and how to develop vignettes suitable for interpretive or qualitative research questions,
- Issues of conceptualization, theory, research design, and strategies of framing vignettes and selecting attributes and wording of the vignette’s profile description,
- How to organize and process vignettes through the research phases of data collection, analysis and conclusion drawing,
- How to choose the best strategy of vignette method for the research question and,
- How to draw conclusions from vignette analyses.
- Organizer and lecturer:
Marie Østergaard Møller, PhD., Associate Professor, Department of Politics & Society, Aalborg University, Denmark.
Phone: +45 28403379
E-Mail: mol@dps.aau.dk - ECTS:
5 - Time:
21-25 August 2023 - Place:
Aalborg University, campus Aalborg - Zip code:
9220 - City:
Aalborg - Number of seats:
12 - Deadline:
25-6-23 - Paper:
Students must submit a 10 pages paper after the course for evaluation (a post-reflection paper) - Participation fee:
The course is free of charge
- Teacher: Marie Østergaard Møller
Ethnography in education and policy research offers a particular set of methods to describe and analyse education and other policies and settings from the inside. This approach has proved successful in theory-sing policy processes as well as demonstrating the impact of educational reforms on teachers and students. It involves participant observation, interviewing and immersion in the field for extended periods.
In ethnographic approaches to researching education policy, the researcher is the prime research instrument for the gathering of data. It necessitates access to the sites where policies are produced and/or enacted, which might involve different entry problems. It requires the researcher to invest a considerable amount of time in fieldwork and thus makes it a particularly suitable strategy to Ph.D. projects and researchers, who typically have more time available for the research than more tenured researchers. However, different time modes can be identified that allow for constituting different ethnographic practices.
The course aims at providing tools for planning, doing, and reflecting on ethnographic field work in education and policy contexts. It is targeting Ph.D. students whose project involve the use of ethnographic methods, also within other fields than education, or/and students that have interests in education and policy issues.
- Teacher: Martin Bak Jørgensen
- Teacher: Annette Rasmussen
Kurset henvender sig til ph.d.-studerende inden for skole og dagtilbud. Formålet er dels at klæde ph.d.-studerende på til at forstå de debatter der kører omkring pædagogik i DK samt at indgå i dem på en ordentlig, konstruktiv, saglig og videnskabelig måde, og dels at øge deres kendskab til problematikkerne omkring at anvende forskellige teoretiske/videnskabsteoretiske tilgange og forskellige metoder til at belyse de samme fænomener.
Mere præcist sigter kurset på at give de studerende:
Viden
om
· Tværfaglige tilgange til forskning og de videnskabsteoretiske problemstillinger knyttet hertil
·
Modeller for viden i tværfaglige
sammenhænge, fx videnskabelig perspektivisme
·
Grundpositioner i den pædagogiske
debat. Hvad er pædagogik, hvad er videnskab, hvad er politik og hvordan smelter
de sammen?
· Begreber som evidens og mixed methods.
Færdigheder
i
· At formidle tværfaglige problemstillinger
·
At belyse pædagogiske projekter og
initiativer fra forskellige perspektiver
·
At navigere egen forskning i
krydsfeltet mellem videnskab og politik
Kompetencer
til
· Tværfaglig analyse af pædagogiske og skolepolitiske problemstillinger
·
At deltage i videnskabelige og
politiske debatter omkring det pædagogiske område
·
Videnskabsteoretisk begrundelse
for og kritisk stillingtagen til konkrete projekter i form af indsatser eller
undersøgelser
Da kurset i princippet er relevant for alle inden
for uddannelse, læring og pædagogik vil en afledt effekt være at ph.d.-studerende
inden for skole/pædagogik/uddannelsesforskning lærer hinanden at kende på tværs
af adresser og miljøer.
- Teacher: Keld Thorgård
- Teacher: Christian Ydesen
In these times of multiple overlapping societal challenges and crises, collaborative organizing to investigate, develop and generate new, and more democratic approaches, as well as productive partnerships for learning, engaging and creating change, are vital if the social and human sciences are to adequately inform better futures. Developing collaboration, organizing and learning across actors, organizations, sectors, and disciplines, is a necessary part of moving towards sustainable futures, as is the development of sustainable organizations.
Recently, Pragmatism and Pragmatist approaches have re-emerged as a source of practical insight into the development of organization, collaboration, partnership, and engagement with evolving problem situations – both in terms of research approaches (the doing of research) and processes of organizing, learning and producing change. This course offers students an opportunity to engage with inspirations from Pragmatist approaches, whether their doctoral research is already informed by Pragmatism or they are open to exploring alternative approaches in their research. The course design also leverages the lecturers’ connections with a flourishing international community of organization scholars who themselves draw inspiration from Pragmatism to reinvent and reorient their research towards more dynamic approaches to the social processes of organizing . This PhD Course invites junior researchers to engage with this community as they develop the practical skills of collaboration based on Pragmatism’s rich theoretical and processual legacy.
Curiosity is the first prerequisite for the course, and prior knowledge of Pragmatism is not essential. The objective is to inspire junior researchers having different levels of acquaintance insight with the pragmatic way of thinking, hence, the course focuses on stimulating and advancing the participants, learning and competence.
Pre-seminar video presentations, upload May 1 2023
Three-day seminar, AAU Aalborg East Campus, May 8-10 2023
Follow-up, Online seminar, June 6 2023
- Teacher: Line Revsbæk
- Teacher: Barbara Simpson
- Teacher: Anja Overgaard Thomassen
Feminist methodologies: Workshop on field relations and methodological
reflections
Description:
This course on feminist methodologies addresses both
those explicitly employing a poststructuralist feminist methodology, but also
those simply curious about how such an approach may inform concrete fieldwork.
The target group for the course includes both those about to do fieldwork and
those who would like to engage in further reflection on the outcome of already
accomplished fieldwork.
The starting point for thinking in terms of feminist methodology is that as researchers we can never be simply ‘flies on the wall’ during fieldwork. Accepting this as a premise for doing fieldwork, how can such consciousness about our own position in the field be thought into our research design, analyses, and the entire research process?
We wish to engage with PhD students who are producing/have produced qualitative material (e.g. in the form of interviews, observations, ethnographic field work etc.) and discuss how this aspect of their PhD work relates to their theoretical framework. Wishing to establish the link between the concrete fieldwork and more abstract theoretical and methodological assumptions, the course takes its starting point in two questions:1) What was/is my own position vis-à-vis my research participants in my own concrete fieldwork? 2) How do my methodological reflections establish the premises for producing qualitative material?
Teaching format:
The course has a
workshop format combined with lectures. This means that participating PhDs will
be required to present and discuss each other’s work. A reading list will be
distributed in advance of the workshop and all are expected to read and be
prepared to discuss the readings in relation to concrete examples from their
own and others’ work presented during the workshop. Each participant will need
to send a 2-3 page ‘pre-reflection paper’ outlining initial ideas for answering
our questions “1) What was/is my own position vis-à-vis my research
participants in my own concrete fieldwork? 2) How do my methodological
reflections establish the premises for producing qualitative material?”
These pre-reflections will be the basis for forming groups for the group work planned during the workshop.
After the workshop, participants will have the opportunity to submit at ‘post-reflection paper’ (5-10 pages) outlining their methodological consideration for their PhD thesis. Deadline for submission will be 3 weeks after the end of the course, and written feedback will be provided by one of the course teachers.
Organizer:
Associate Professor Marlene Spanger, Dept. Politics
& Society, Aalborg University.
Senior researcher Helene Pristed Nielsen, Veterancentrets Videnscenter.
Lecturers:
Senior research fellow Kathy
Davis, Dept. of Sociology, VU University, Amsterdam, will teach together with the course coordinators Marlene Spanger and
Helene Pristed Nielsen.
ECTS:
Participation and preparation for the workshop
(reading + pre-reflection paper): 2 ECTS.
Submission of post-reflection paper: +1 ECTS.
Time:
March 29-30, 2023
Place:
Aalborg University, Campus Copenhagen, A.C. Meyers Vænge 15, Copenhagen, room:
tba
City:
Copenhagen
Number of seats:
Minimum 12 participants, maximum 18 participants
Deadlines:
Application deadline: January
16, 2023.
Pre-reflection papers: March 5, 2023.
Please note that to participate, you will need to send a 2-3 page ‘pre-reflection paper’ outlining initial ideas for answering our questions “1) What was/is my own position vis-à-vis my research participants in my own concrete fieldwork? 2) How do my methodological reflections establish the premises for producing qualitative material?”. Deadline for this is March 5, 2023.
Participation fee:
The course if
free of charge
No-show fee:
We have over some time experienced problems with no-show for both project and
general courses. It has now reached a point where we are forced to take action.
Therefore, the Doctoral School has decided to introduce a no-show fee of DKK
1,000 for each course where the student does not show up. Cancellations are
accepted no later than 2 weeks before start of the course. Registered illness
is of course an acceptable reason for not showing up on those days.
Furthermore, all courses open for registration approximately three months
before start. This can hopefully also provide new students a chance to register
for courses during the year. We look forward to your registrations.
If you have questions, please contact program secretary Marianne Høgsbro: inst.dps.phd@dps.aau.dk
Submission of post-reflection paper (3 ECTS):
The post-reflection paper should be max. 10 (normal) pages. The deadline is the May 15, 2023.
Submit the post-reflection paper to Marlene Spanger (spanger@dps.aau.dk). You will get feedback at latest the June 30, 2023.
If you have any questions contact Marlene Spanger (spanger@dps.aau.dk) or +45 50444180
- Teacher: Helene Pristed Nielsen
- Teacher: Marlene Spanger
- Structured literature search – How to apply a structured method to prepare and carry out your search e.g. for a literature review
- Evaluating and organising your search - How to prepare and apply relevant criteria for assessing and documenting the search results. How reference management tools can facilitate the process of organising search results
- Other perspectives on searching – How to use text mining, citation search and other tools to find relevant literature
Welcome to Academic Information Searching - Methods, Sources and Documentation (HUM/SAMF) 2023
Description: The objective of this course is to provide an understanding of the various aspects that are important when searching for literature as part of your PhD.We recommend that you take this course in the beginning of your PhD.
The course covers these areas:
The course is a “toolbox for research”-course with a mix of presentations and hands-on activities, either individually focusing on your own PhD-project or in small groups with a shared focus. Remember to bring your computer.
Preparation prior to the course: Please read the articles on the reading list (in the folder "Course Documents").
Assignments: There will be both class activities and a home assignment. The home assignment will be introduced during the course. You are required to complete the assignment after the course and hand it in by a specific date, usually a week later.
Accommodation: There will be coffee and tea during the day. You will have to bring your own lunch. Alternatively, you can buy food at the canteen at Kroghstræde 3.
Course language: English
Organizers: Louise Thomsen, M.Li.Sc. e-mail: lt@aub.aau.dkLecturers: Helle Brink, M.Li.Sc. e-mail: hb@aub.aau.dk, Gitte Thomsen M.Li.Sc. e-mail: gt@aub.aau.dk and Louise Thomsen, M.Li.Sc. e-mail: lt@aub.aau.dk
ECTS: 1
Time: 29 Match 2023
Place: Aalborg University
Zip code: 9220
City: Aalborg
Number of seats: 20
Deadline: 08 Match 2023
Important information concerning PhD courses: We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 3.000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.
- Teacher: Helle Brink
- Teacher: Gitte Thomsen
- Teacher: Louise Thomsen
- Course description
This 4-session writing course is aimed at PhD students and junior researchers who are looking for assistance with dissertation or article writing in English, or who want to expand their linguistic and strategic repertoire for writing in English.
The course focuses on the fundamentals of academic writing, i.e. sentence length and structure (e.g., conciseness and simplicity), paragraph structure (unity and logical development), cohesion (flow), and vocabulary (precision and useful academic phrases). We will also analyse and discuss the structure and rhetorical functions of different sections of research articles, e.g., Introduction, Discussion and Conclusion. Finally, we will look at different ways of expressing your voice as an academic writer, for example, by choosing a certain citation pattern or inserting evaluative words and phrases to position yourself in relation to your own and other scholars’ research. The overall aim of the course is to make your own writing clearer, more readable and thus more persuasive.
The course includes teacher feedback on four shorter texts during the course of the semester. The course is therefore designed for participants who have started the writing phase of their research project (PhD students) or are working on a research paper at the time of enrolment (junior researchers). If you are unable to submit samples of writing in progress, you will be expected to complete four short writing assignments based on your research topic. The texts will be returned to you with detailed written (electronic) feedback, and you will also have access to oral feedback from the instructor towards the end of each session. This feedback will help you improve your writing by raising your awareness of academic writing conventions and common pitfalls for non-native writers.
The course will consist of a mixture of teacher explanations, participant input, discussions and exercises. It will provide you with practical tools, tips and strategies to make you better able to critically evaluate and revise your own writing.
All materials will be provided by the instructor. PowerPoint presentations, including keys to exercises, will be made available after each session. The materials used in the course are tailor-made and based on recent research, and the texts used for analysis are drawn from research papers in the participants’ field of research.
- Organizer
PhD programme on Sociology and Social Work, Aalborg University - Teacher
Academic language consultant Nina Nellemann Rasmussen, University of Copenhagen - ECTS
1,5 - Format
The course consists of 4 sessions (of 3 x 45-minutes) on the dates below to give you more time for writing and rewriting: 6/12, 3/1, 24/1 and 13/2 from 9.30-12.15. You will need to attend all courses and to be present in person in Copehagen. - Place
Aalborg University, Campus Copenhagen;
- Number of seats:
16 - Deadline:
11/11-2022 - Participation fee:
Free of charge
If you have questions you are welcome to contact PhD programme secretary Marianne Høgsbro: inst.issa.phd@socsci.aau.dk
The PhD course if fully booked and it is no longer possible to be added to the waiting list.- Description:
Form and content are linked in academic writing. Thus, structure, coherence, and flow are important elements that support the quality of a PhD dissertation. PhD students must learn to make decisions about their research and writing while they are doing this research and while they are writing their PhD dissertation. Thus, the ’academic craft’ involves systematic reflection and choices about focus, research question, unit of analysis, theory and concepts, philosophy of science approach, design, methods, ethics, and analysis. However, the academic craft is also demonstrated through how those choices are presented and argued for in writing and through one’s capacity to develop a text in which these choices and their consequences are clearly presented and reflected upon. This work starts in the beginning of the PhD process and lasts until the defense. The course is therefor designed to be useful to PhD students at any stage of the process. While the course is open to PhD students from all disciplines, it is important to note that the course organizers will draw on research and examples from their own work and research fields. Moreover, participation requires active engagement with and reflection upon the course literature and one’s own work.
The Purpose of the PhD course is to focus on the academic craft that is needed to write and edit the constitutive parts of a dissertation so that these parts join to a structured and coherent academic text of high quality where the boundary conditions and contributions of the dissertation are clearly presented and discussed. During the course lectures, group and solo exercises, and shared discussions we will expand participants’ ’toolbox’ and experiences with making the necessary decisions about and in their writing.
The course material draws on social science and humanities research into academic writing, especially regarding clarity, concepts/constructs, form-content relationships, the role of theory, context, quality criteria (e.g., reliability, coherence, transparency, and analytical generalizability). It is also a very practical course with a strong focus on participants’ own PhD project and writing, with exercises and time for discussions and advancing participants’ own text. The course is open to PhD students from all disciplines, but it is important to note that the course literature and the lecturers draw on examples from social science and humanities, primarily qualitative research.
Course participants are – after acceptance into the course is confirmed – expected to submit a 10-page (max) paper/essay in which they present their own work in relation to one or more of the key concepts of the course (structure, coherence, quality, contribution) and reflect upon their own ambitions for and challenges with regards to writing
- Lecturers:
Ninna Meier and Caitlin McMullin, Aalborg University - ECTS:
3 - Time:
11, 12, 13 April 2023 - Place:
Aalborg University, Campus Copenhagen. Room will be announced later - Number of seats:
Maximum 16 participants, first-come, first-served principle - Participation fee:
Free of charge - Deadlines:
Participation deadline: 13th March 2023
Paper deadline: 3th April 2023
If you have any questions you are welcome to contact Marianne Høgsbro: inst.issa.phd@socsci.aau.dk
The PhD course if fully booked, it is no longer possible to be added to the waiting list
- Teacher: Caitlin McMullin
- Teacher: Ninna Meier
- Beskrivelse:
I akademisk skrivning hænger form og indhold sammen. Derfor er elementer som struktur, sammenhæng og rød tråd vigtige for kvaliteten af den tekst, som formidler forskningsaktiviteterne og de resultater, som den PhD-studerende producerer. Det, vi kan kalde ’det akademiske håndværk’ handler ikke kun om systematisk refleksion angående fokus, forskningsspørgsmål, analyseenhed, teori og begreber, videnskabsteori, design, metode og etik, samt analyseproces. Kvaliteten af håndværket handler i høj grad også om skriftligt at argumentere for de valg, som man tager eller har taget desangående og at opbygge en tekst, hvor disse valg og deres konsekvenser er tydelige i indhold og struktur. Dette arbejde starter tidligt i processen og pågår kontinuerligt i løbet af en ph.d. proces. Kurset er derfor designet til at deltagere kan få glæde af oplæg, øvelser og pensum uanset hvor de er i ph.d. forløbet.
OBS: Kursuslitteraturen og undervisningen trækker på humanistisk/socialvidenskabelig forskning, men kurset er åbent for deltagere fra alle forskningstraditioner.
Formålet med ph.d.-kurset er at sætte fokus på det akademiske håndværk, der skal til for at skrive og redigere en afhandlings elementer, så de ved afhandlingens færdiggørelse fremstår som en struktureret, sammenhængende tekst af høj kvalitet, og hvor resultaternes gyldighedsbetingelser og bidrag er tydeligt præsenteret. På kursets tre dage arbejder vi med dette gennem forelæsninger, konkrete øvelser, og fælles diskussioner med henblik på at opbygge og udvide deltagernes ’værkstøjkasse’ og erfaring med at tage de nødvendige beslutninger, som færdiggørelse af en afhandling kræver.
Kurset bygger på nyeste forskning i akademisk skrivning, særligt angående klarhed, struktur, form-indhold relationen, kvalitetskriterier som reliabilitet, kohærens, transparens og analytisk generaliserbarhed. Samtidig er det et praktisk kursus, hvor deltagerne arbejder konkret med deres egen tekst i forhold til kursets emner.
Efter optagelse: Kursusdeltagerne skal indsende et refleksions-paper på max 10 sider. Præsentation af phd-projektet og det/de foreløbige forskningsspørgsmål må fylde max 1 side, da det centrale i paperet skal være en refleksion over skrivemæssige udfordringer og ambitioner er i relation til deres afhandlings struktur, kvalitet og bidrag.
Teaching methods:
Kursets 3 dage har hvert et tema. Hver dag vil bestå af underviseres oplæg på baggrund af kursuslitteraturen, guidede skriveøvelser, parvise refleksioner og feedback, samt dialoger i plenum.
Deltagerne vil få feedback på deres egne skriveambitioner og -udfordringer af underviserne og de andre kursusdeltagere. Vi vil desuden undersøge og diskutere, hvordan håndværket i at give en tekst form hænger sammen med tekstens indhold og dermed det konkrete fænomen/proces/felt, som deltagerne har undersøgt.
Kursusdeltagerne skal indsende et 10 (max) siders paper hvori de præsenterer deres eget arbejde i relation til kursets nøglebegreber, samt reflekterer over hvad deres skrivemæssige udfordringer og ambitioner er i relation hertil.
- Undervisere:
Ninna Meier, Charlotte Wegener og Kasper Trolle Elmholdt, Aalborg Universitet - ECTS:
3 - Time:
31/1-2/2 2023 - Kursussted:
Aalborg Universitet, Aalborg. 9220 Aalborg Øst. Seminarrum bliver udmeldt senere. - Antal deltagere:
16 (først til mølle princippet) - Deltagergebyr:
Der er ingen gebyr for deltagelse - Deadlines:
For tilmelding: 3. januar 2023. Paper deadline: 17. januar 2023. Der skal indleveres et paper på max 10 sider.
Hvis du har spørgsmål er du velkommen til at kontakte Marianne Høgsbro: inst.issa.phd@socsci.aau.dk
Kurset er fyldt op og det er ikke længere muligt at komme på venteliste
- Teacher: Kasper Trolle Elmholdt
- Teacher: Ninna Meier
- Teacher: Charlotte Wegener