The Doctoral School of Social Sciences and Humanities (2024)

The Nordic-Baltic Doctoral Network in Social Work

is inviting doctoral students from Nordic, Baltic and countries beyond

to participate in the XV Summer School

August 19-23, 2024, at Aalborg University, Denmark

The Nordic-Baltic Doctoral Network in Social Work (NBSW) is a joint network of doctoral schools, universities, and other institutions in social work in seven countries. The network provides research training for PhD students in social work in Finland, Sweden, Norway, Denmark, Estonia, Latvia, Lithuania, and other countries.

We invite PhD students to participate in the summer school of the Nordic-Baltic Doctoral Network in Social Work (NBSW). This summer school aims to bring together PhD candidates in social work from Nordic and Baltic countries and countries beyond for five days of intensive lectures and thorough discussions focusing on research about and with people in vulnerable positions.

Participation in the summer school is free of charge, however, submission of a paper connected with the theme of the summer school is a prerequisite for participation. 

Research about and with people in vulnerable positions

The 2024 summer school will focus on research about and co-creation with people in vulnerable positions. The course provides 5 ECTS credits and has been developed especially for this summer school.

 Research has during the last decades focused more and more on giving voices to and collaborating with people in vulnerable positions – both as informants and as stakeholders in the research process. This focus and the associated processes have challenged both the more traditional perception of informants as objectives in the research process and the researchers’ position as the person managing the research process alone or together with colleagues from academia. Besides it has entailed different and new ethical and practical dilemmas in the research process when involving or co-producing with people who are stigmatized and/or challenged by several physical, mental and/or social issues in their lives.

 The summer school will be based on key-note presentations, the participants’ research experiences/reflections and the papers produced by participants for the summer school. The key-note presentations, the discussions and the papers will all focus on the possibilities and the challenges when including people in vulnerable positions as informants and as stakeholders.

The keynotes will present methodological, theoretical, ethical, and experienced-based issues within the overall topic and will through discussions include participants’ experiences. This will be further explored in the parallel sessions where students’ papers will be discussed and given feedback from senior researchers and participating doctoral students in smaller groups. All student papers must relate to both their research and the overall topic of the summer school. 

 The summer school will each day contain a mixture of keynote presentations related to the perspectives of the overall topic and workshops where the PhD students present and discuss their papers under the guidance of experienced researchers or keynote speakers. Paper will receive feedback from fellow doctoral students and 1-2 senior researchers during the summer school. 

TIME

Start Monday, August 19, 2024, at 14:00 CET.

End Friday, August 23, 2024, at 12:30 CET

PLACE

Aalborg University, Department of Sociology and Social Work https://www.en.soc.aau.dk/

Summer school venue: Hotel Højgaarden, Slettestrandvej 50, 9690 Fjerritslev, Denmark http://www.hojgaarden.dk/

PRICE

The prize is all-inclusive covering transportation from and to the airport (42 km each way), accommodation and all meals (breakfast, lunch, dinner, coffee breaks) during the summer school. Single room: 3800 Danish kroner (€470). Sharing a double room: 3400 Danish kroner (€455) pr. person.

Participation in the summer school is free.

NUMBER OF PARTICIPANTS

The maximum number of participants is 25.

The international NBSW Steering Committee will assess all applications and make the final selection of participants.  

ORGANISING COMMITTEE

The XV Nordic-Baltic Doctoral Network Summer School is organised by Aalborg University in cooperation with the coordination group of the Nordic-Baltic Doctoral Network in Social Work.

APPLICATION FORM

 Please fill in the application until May 12, 2024 (midnight) at the latest:

PRELIMINARY PAPER INSTRUCTIONS

Paper: 5 ECTS credits (4000-5000 words)

Papers and presentations must connect the participant’s doctoral research project with the theme of the summer school.

KEY DATES:

Application deadline:                               12 May at midnight

Decision about participation:                  31 May

Literature list for reading:                        31 May

Registration deadline:                             14 June

Paper submission deadline:                    22 July 3 pm CET

Summer School start:                              19 August

CONTACT:

Lars Uggerhøj                                          Mette Rømer

Professor of Social Work                         Associated Professor of Social Work

lug@socsci.aau.dk                                   romer@socsci.aau.dk

Undervisere: Lene Tanggaard Pedersen og Svend Brinkmann

Sted: 9000 Aalborg - lokale følger.

ECTS: 4

Dato: 4-8 November 2024

Deadline: 1 oktober 2024

1-2 sides motiveret ansøgning med projektbeskrivelse, der fokuserer på projektets kvalitative elementer. Kursets deltagere udvælges på baggrund af ansøgningen. Sendes til hannepc@ikp.aau.dk: 

Beskrivelse:

5-dages kursus som introducerer til kvalitativ forskning. To af de fem dage vil fokusere specifikt og intensivt på det kvalitative forskningsinterview med en blanding af teori og praktiske øvelser, og en dag handler om feltarbejde og deltagende observation. De øvrige dage tematiserer bl.a. forskningsetik og præsenterer nogle nyere tilgange til kvalitativ forskning. Der vil kurset igennem være fokus på kvalitativ forskning som et håndværk, der læres bedst gennem øvelse. Formiddagene består af forelæsninger og lærerstyrede øvelser, mens eftermiddagene organiseres af kursisterne selv i grupper.

Alle deltagere bliver opdelt i fem faste temagrupper, som mødes hver eftermiddag under kurset. I forarbejdet til kurset indgår, ud over læsningen af kursuslitteraturen, at hver temagruppe for­bereder eftermiddagens arbejde til en af kursusdagene. Deltagernes projekter kan også inddrages, men er ikke tænkt som hovedtema.

Mandag

10:00 – 11:00   Introduktion til kvalitativ forskning v/ Svend Brinkmann

11:00 – 13:00   Etik i kvalitativ forskning v/ Svend Brinkmann

13:00 – 14:00   Frokost

14:00 – 15:00   Gruppediskussioner med udgangspunkt i formiddagens præsentationer og egne pro­jekter.

15:10 – 16:00   Tilbagemelding til plenum

16:00 – 17:00   Evt. mulighed for konsultation for interesserede

Litteratur til dagen:

Kvale, S. & Brinkmann, S. (2015). Interview: Introduktion til et håndværk (3. udg.). København: Hans Reitzels Forlag. (kapitel 1-5)

Brinkmann, S. & Tanggaard, L. (2020). Kvalitative metoder, tilgange og perspektiver: En introduktion. In Brinkmann, S: & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Brinkmann, S. (2020). Etik i en kvalitativ verden. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Tirsdag

09:00 – 11:00   Introduktion til det kvalitative forskningsinterview v/ Lene Tanggaard

11:00 – 13:00   Interview-variationer v/Lene Tanggaard

13:00 – 14:00   Frokost

14:00 – 15:00   Gruppediskussioner/-øvelser med udgangspunkt i formiddagens præsentationer og egne projekter.

15:10 – 16:00   Tilbagemelding til plenum

16:00 – 17:00   Evt. mulighed for konsultation for interesserede

Litteratur til dagen:

Kvale, S. & Brinkmann, S. (2015). Interview: Det kvalitative forskningsinterview som håndværk (3. udg.). København: Hans Reitzels Forlag. (kapitel 6-9)

Tanggaard, L. (2007). The research interview as discourses crossing swords – the researcher and apprentice on crossing roads. Qualitative Inquiry, 13(1): 160-176.

Onsdag

09:00 – 11:00   Analysemetoder og læsning af kvalitative forskningsinterviews v/Svend Brinkmann

11:00 – 13:00   Analysehåndværket v/Lene Tanggaard

13:00 – 14:00   Frokost

14:00 – 15:00   Gruppediskussioner/-øvelser med udgangspunkt i formiddagens præsentationer og egne projekter.

15:10 – 16:00   Tilbagemelding til plenum

16:00 – 17:00   Mulighed for konsultation for interesserede

Litteratur til dagen:

Kvale, S. & Brinkmann, S. (2015). Interview: Det kvalitative forskningsinterview som håndværk (3. udg.). København: Hans Reitzels Forlag. (kapitel 10-14)

Jacobsen, B., Tanggaard, L. & Brinkmann, S. (2020). Fænomenologi. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Phillips, L. (2020). Diskursanalyse. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Torsdag

09:00 – 13:00   Deltagende observation og etnografisk feltarbejde v/Lene Tanggaard

13:00 – 14:00   Frokost

14:00 – 15:00   Gruppediskussioner med udgangspunkt i formiddagens præsentationer og egne pro­jekter.

15.10 – 16:00   Tilbagemelding til plenum

16:00 – 17:00   Mulighed for konsultation for interesserede

Litteratur til dagen:

Hastrup, K. (2020). Feltarbejde. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Raudaskoski, P. (2020). Observationsmetoder (herunder videoobservation). In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Czarniawska, B. (2020). Narratologi og feltstudier. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Szulevicz, T. (2020). Deltagerobservation. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Fredag

09:00 – 13:00   Formidling af kvalitativ forskning og aktuelle tilgange: Autoetnografi og litterære beskrivelser v/ Svend Brinkmann

13:00 – 14:00   Frokost

14:00 – 14:50   Gruppediskussioner med udgangspunkt i formiddagens præsentationer og egne pro­jekter.

15:00 – 15:45   Tilbagemelding til plenum

15:45 – 16:00   Evaluering og afslutning

Litteratur til dagen:

Baarts, C. (2020). Autoetnografi. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Tanggaard, L. & Brinkmann, S. (2020). Formidling af kvalitativ forskning. In Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder: En grundbog. København: Hans Reitzels Forlag.

Welcome to: Existential Healthcare Communication as an Aesthetical and Philosophical Practice

Course responsible: Professor Finn Thorbjørn Hansen finnth@ikp.aau.dk

Date: November 25-28, 2024

Deadline: 23 October 2024

Place: Aalborg University, Department of Communication & Psychology, Research Section ‘Arts, Aesthetics & Health’

Max participants: 20

Course language: English

ECTS: 3

Requirements:

Before the course:

We will ask each participant to write and send a short description (4 pages) of their research project and describe in what way they find phenomenological dimensions in their research and what their main phenomenological question and wonderment currently is.

After the course:

We will ask each participant to make a 7-pages reflection on the notion of ‘Existential Health’ as they see it now, and where and how they see the relevance as well as challenges in working with existential healthcare communication through inspiration from aesthetical and philosophical  (contemplative) practices.

Lecturer(s):

·       Professor Finn Thorbjørn Hansen, Head of TEN, Aalborg University

·       Professor Carlo Leget, Chair of Care Ethics, University of Humanities, Utrecht, The Netherlands

·       Associate Professor Rasmus Dyring, Department of Philosophy, Aarhus University

·       Senior Researcher Mai-Britt Guldin, Research Unit for GP and Department of Public Health, Aarhus University

Professor Finn Thorbjørn Hansen is full professor of applied philosophy and head of the research group TEN (Time, Existence & Nature connectedness), Art, Aesthetics & Health, Department of Communication, University of Aalborg (Denmark). He has been a Visiting Professor at Agder University in Kristiansand (Norway) where he was head of an international research project ‘Wonder, Silence and Human Flourishing’(Hansen et al, 2023). His research focus and specialty is the phenomenology and ethics of wonder, existential and ethical phenomenology and ‘philosophical and phenomenological action research’. He has been heading several external funded research projects in the field of Health Care, Higher Education, Innovation and research on Artistic Creation. He is the founder of the Danish Society for Philosophical Practice and have written several books on wonder and philosophical counselling practices. For more information:

https://vbn.aau.dk/en/persons/123561

Professor Carlo Leget is full professor of care ethics and research director at the University of Humanistic Studies in Utrecht, the Netherlands, and director of the Center for Loss and Existential Values in Aarhus. As chair of the care ethics department, he is responsible for the Master in Care Ethics & Policy at his university, and his research focuses on the intersection of care, meaning and end of life issues. Since 2015 he is a member of the Health Council of the Netherlands and the Care Ethics Research Consortium. For more information:

https://www.uvh.nl/contact/vind-een-medewerker?person=nhrjrsEsHowOfbPwC

Associate Professor Rasmus Dyring is associate professor of philosophy at Aarhus University. He works in the cross section between medical anthropology and the philosophy of healthcare doing mainly phenomenological research in conversation with ethnographic material. His main research interests are aging and dementia in a phenomenological perspective with a focus on potentiality and creativity. Dyring is the principal investigator of a VELUX HUMpraxis-project devoted to investigating, and developing practice that facilitates, everyday creativity in life with dementia.

For more information: https://pure.au.dk/portal/en/persons/rasmus-dyring(ed0be392-1816-42d4-bd7d-d8885a31860c).html

Senior Researcher Mai-Britt Guldin is a psychologist and senior researcher at Research Unit for General Practice and Department for Public Health, Aarhus University, Denmark and director of Center for Loss and Existential Values in Aarhus. Her research focus is on loss, grief, and end of life issues and for years she chaired her own research program and authored several books about loss and grief. Currently she is running the Center for Loss and Existential Values in Aarhus.

Course description, incl. learning objectives and prerequisites:

In the research section ‘Arts, Aesthetics & Health’ at Department of Communication and Psychology, Aalborg University, we are in different ways inquiring into the relationship between how liberal arts, aesthetical experiences, and health (or well-being) might be interconnected.

In this four days PhD-seminar we will focus on the phenomenological and existential dimensions of communication and search for meaning in healthcare professions, and professions where both the interhuman (person- and human-centered), worldly and interspecies (nature- and phenomenon-led) care are central.

For decades, professionals and researchers in healthcare and human-centered professions have called for a re-humanization in health, education and welfare. This has been described as responding to an unsettling tendency in these professions of feeling “out of tune with life” or “out of resonance” with the core values of their professions (Kitson et al. 2010; Galvin & Todres, 2013; Uhrenfeldt et al., 2018; Martinsen, 2018; Rosa, 2019; Hansen & Jørgensen, 2020). Lately, this quest for a re-humanization of health, education and welfare has now also been connected to a deeper ontological and existential connection with the world as such (Biesta, 2022; Dyring & Grøn, 2022, Dyring, 2023; Hansen, Eide & Leget, 2023).

The concept of Health and what it phenomenological is like to feel healthy in contrast to naturalistic theories of health have also for some years been connected to a state of “homelike being-in-the-world”(Sevenaeus, 2000, 2011, 2016), “Authentic Homecoming” (Galvin & Todres, 2013), “Existential Rootedness”(Ücok-Sayrak, 2019) or “Ontological Homecoming”(Hansen & Jørgensen, 2020; Hansen, Eide & Leget, 2023).

However, what is meant by authentic or ontological “homecoming” or “world-centered”, “world-open” and “nature- and phenomenon-led” care differ because of different understandings of what an ontological and existential relation and resonance (Rosa, 2019) with the world is. Seen from an eco-phenomenological perspective: How are dignity, humanness, care ethics, care aesthetics (Thompson, 2023) and spiritual care as important concepts and practices in existential health communication to be understood from a non-anthropocentric world-care perspective? What is meant by health in existential and spiritual care if we need to involve such an eco-phenomenological approach (where health is more than what we mean by bio-medical (physical) health and psycho-sociological (mental) health? Why is it for example that Hans-Georg Gadamer in his reflections on truth, methods, and health (2004, 2006, 2007) puts such an emphasize on the experience of art and philosophy as portals to another ontological and existential connection to Being or Nature as such? Is it possible through deep experiences of wonder and presence that we as human being can learn to get into more healthy relation and resonance with the world and the meaningfulness, we may experience by co-being-in-the-world?

On this PhD-course we are going especially to inquire into three questions:

1)     How do we in Existential Healthcare Communication work in theory and practice with a new notion of ‘Existential Health’ (or Existential Sustainability), which on the one hand is closely connected to what Hartmut Rosa coins as ‘Existential Resonance’(Rosa, 2019), and Svenaeus (2000) and Todres & Galvin (2010), and Hansen & Jørgensen (2020) through Heidegger (Heidegger, 1995) describe as a kind of “ontological homecoming”, and on the other hand with the experience of feeling connected to nature seen from an eco-phenomenological perspective (Sallis, 2016; Abram, 2017; Nelson, 2021;Verducci & Kule, 2022)?

2)     Why is it that especially ‘art experiences’ (song, music, art works, dance, poetry) and ‘philosophical experiences’ (such as philosophizing and wondrous conversations and dialogical communities of wonder) and sometimes also more spiritual rituals and practices seem to create a special kind of soul-nurturing and spirit-strengthening ‘non-time’ and ‘non-space’ when indwelling into existential questions and experiences of people in care, their relatives or of caretakers? How are we to understand the enigmatic relation between Health Humanities and Environmental Humanities, or between human health and planetary health (Wahl, 2006; 2016)? 

3)     How do we do research on the existential, spiritual, and eco-phenomenological dimensions in healthcare communication? How can you through theoretical studies pave the way for new orientations in understanding existential care ethics and healthcare communication in a non-anthropocentric perspective that rests on ontology and phenomenology that puts the aesthetical and philosophical experiences in the center? And how do you do qualitative and empirical research on these subjects through practice phenomenology (Van Manen, 2014, 2023), action research (Dinkens & Hansen, 2016; Hansen, 2022) or art-based research (Visse, Hansen & Leget, 2019, 2020)?

Each lecturer on the course will take his/her departure from a specific healthcare context and health issue and show how he/she work in this context and with this health issue through aesthetical (or everyday creativity) experiences or/and philosophical (dialogical) experiences.

On the first day Carlo Leget and Mai-Britt Guldin will set the stage by a methodological reflection on existential and spiritual communication in healthcare in three lectures: 1) Introducing the healthcare sector as a place where different disciplines and paradigms meet. What are the challenges and obstacles for existential communication from a psychological perspective and from a spiritual perspective? 2) Crossing the boundaries of paradigms: How to connect knowledge from different disciplines and professions in healthcare: the example of the Integrated Process Model of loss and grief, its scientific foundation and its methodological underpinning; 3) Spirituality, hermeneutics and the arts: Focusing on the development of the Diamond Model for spiritual conversation (Leget, 2017, 2022, and 2023) the spiritual dimension will be explored, the importance of the non-cognitive dimensions of meaning, and the role of the arts, opening the way to a phenomenological approach.

On the second day Finn Thorbjørn Hansen and Rasmus Dyring will focus on what can be meant by existential health as “Ontological Homecoming” and ‘World- and Phenomenon-led Care”.

Hansen will take his departure on the research on ‘Culture on Prescription’ and the new notion of ‘Culture Medicine’. He will especially show how the phenomenology of wonder and practices of being in ‘Communities of Wonder (Hansen, 2015, Hansen & Jørgensen, 2020; Hansen, et al., 2023) can nurture what can be understood as health through the notion of ‘ontological homecoming’ based on Late Heidegger and eco-phenomenological perspectives. On the practice-methodological level he will describe how he works with the interplay between art experiences and philosophical dialogues (through the dialogue model ‘the Wonder Compass’, Hansen, 2022, 2023) when working with parents in grief and with cancer patients and their relatives and care takers.

Dyring will focus on the creative and existential dimensions of communication when working with people in care of dementia. (Dyring 2022a, Dyring 2022b), and 2) how to facilitate the sharing of a world that includes people who are many different places in their dementia (Dyring and Grøn 2021). Together these issues call for “world-open care” (Dyring 2022a, Dyring 2023) as a critical supplement to the reining paradigm of “person-centered care” (Kitwood 2019).

On the third day, the four lecturers will give each a methodological description of how they in practice work as researchers-in-the-field with phenomenology, philosophical practices or art-based research.

On the fourth and final day, the PhD-students will participate in the morning session in a Wonder Lab Session led by Hansen and Leget experiencing different forms of working with their research questions in wondrous aesthetical, philosophical, and contemplative ways. In the afternoon session, the PhD-students’ will in groups reflect upon self-chosen methodological or theoretical questions that have been awoken during the course and in relation to their own research project. 

Teaching methods:

The course will be organized along lectures, dialogues and interactivity through workshops.

The organizer of this course is Professor Finn Thorbjørn Hansen.

Morning and afternoon lectures in Day 1 & 2 will be thematically organized in order to address the

questions listed above. The lectures will be followed by questions and discussions in groups and in class.

On Day 3 the participants will be divided into groups of 5-6 participants. It is expected that every

group member has read all abstracts and key questions in their group prior to the course. Before the course starts the participants will be asked to do two things:

1) write an abstract that describes their research project and their main research question (wonder), and

2) to list at least 5 questions that have come up while readings the mandatory literature of this course.

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.

For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration, aauphd@adm.aau.dk

Key literature:

Mandatory readings

Basting, Anne. 2020. Creative Care: A Revolutionary Approach to Dementia and Elder Care. 43-136. New York: HarperCollins Publishers.

Bellass, Sue, et al. 2019. ‘Broadening the Debate on Creativity and Dementia: A Critical Approach’, Dementia 18(7–8): 2799–820.

Dinkins, C. S. Hansen, F.T. (2016). Socratic Wonder as a Way to Aletheia in Qualitative Research and Action Research. In: HASER. Revista Internacional de Filosofía Aplicada, Nr. 7: 51-88.

Dyring, Rasmus. 2022a. “Dementia Care Ethics, Social Ontology and World-Open Care: Phenomenological Motifs.” In Eriksen, C and N. Hämäläinen (eds.) Perspectives on Moral Change: Anthropologists and Philosophers Engage Transformations of Life Worlds. 106-125. New York: Berghahn Books.

Dyring, Rasmus. 2022b. “On the Silent Anarchy of Intimacy: Images of Alterity, Openness and Sociality in Life with Dementia” In Mattingly, Cheryl and Lone Grøn (eds.) Imagistic Approaches to Aging and Care: Conversations between Anthropology, Philosophy and Art. 109-136. New York: Fordham University Press.

Dyring, Rasmus. 2023. “Existential Care Ethics.” In Wardle, Huon, Nigel Rapport and Albert Piette (eds.) The Routledge Handbook of Existential Human Science. 173-182. London: Routledge.

Dyring, Rasmus and Lone Grøn. 2022. “Ellen and the Little One: A Critical Phenomenology of Potentiality in Life with Dementia.” Anthropological Theory 22(1): 3-25.

Esperandio, M. R. G., & Leget, C. (2022). Opening a hermeneutic space for spiritual care practices. HORIZONTE-Revista de Estudos de Teologia e Ciências da Religião, 20(62), e206204-e206204.

Evans, H.H. (2016b). Medicine, the body and an invitation to wonder. Medical Humanities, June, Vol. 42, No. 2, pp: 97-102.

Guldin, M., Leget, C. (2023). The Integrated Process Model of loss and grief. An interprofessional understanding. Death Studies, published online https://doi.org/10.1080/07481187.2023.2272960

Hansen, F.T. (2015). The Call and Practice of Wonder. How to evoke a Socratic Community of Wonder in professional settings. In: M. N. Weiss (ed.), The Socratic Handbook, pp. 217-244. Vienna: LIT Verlag.

Hansen, F.T. (2022). What would an Apophatic Action Research look like? International Journal of Action Research, Eikeland (ed.), special issue on «Conceptualizing AR». Vol. 18, Issue 2/2022, pp: 100–115.

Hansen, F.T. (2023). The Sense of Wonder as a necessary ‘Philosophical Literacy’ in Healthcare. In: Culture, Spirituality and Religious Literacy in Healthcare (Dellenborg, L. & Enstedt, D. Eds.), p. 217-231. London: Routledge.

Hansen, F.T. (2023 in print). Wonder and Philosophy as Grounding Sources in Health Humanities. In: Paul Crawford and Paul Kadetz (Eds.), Palgrave Encyclopedia of Health Humanities. London: Palgrave.

Hansen, F.T. (2023). Apophatic and Existential Wonder as a Humanizing Force. In: Hansen, F.T., Eide, S.B., & Leget, C. (2023). Wonder, Silence, and Human Flourishing: Towards a humanization of the professions of Health & Care, Welfare and Education, p. 21-46. Lanham: Lexington Books.

Hansen, F.T. (2024 – in press). Existential Health and Spiritual Recovery: Two possible new and important concepts in Health Communication. The Nordic Journal of Arts, Culture and Health, Vol. xx: xx-xx.

Hansen, F.T. & Jørgensen, L.B. (2020). A contribution to the ontology of the Fundamentals of Care Framework from a Wonder-based Approach. Journal of Clinical Nursing, Vol 29, No. 11-12 (Special Issue). Pp: 1797-1807. https://doi.org/10.1111/jocn.15272

Hansen, F.T. & Jørgensen, L.B. (2021). Wonder-inspired Leadership: Or how to cultivate ethical and phenomenon-led health care. Nursing Ethics: Vol. 28, No. 6 (September): 951-966. https://doi-org.zorac.aub.aau.dk/10.1177/0969733021990791

Haufe, M., Leget, C., Potma, M., & Teunissen, S. (2023). Better spiritual support for people living with early stage dementia: Developing the diamond conversation model. Dementia, 14713012231213907.

Käll, Lisa F. 2017. ‘Intercorporeal Expression and the Subjectivity of Dementia’, in Luna Dolezal and Danielle Petherbridge (eds), Body/Self/Other: The Phenomenology of Social Encounters. Albany: State University of New York Press, pp. 359–86.

Kitwood, Tom. 2019. Dementia Reconsidered, Revisited: The Person Still Comes First, 2^nd ed, Edited by  Dawn Brooker. 6-23, 44-63, 104-122. London: Open University Press.

Kontos, Pia. 2006. ‘Embodied Selfhood: An Ethnographic Exploration of Alzheimer’s Disease’, in Annette Leibing and Lawrence Cohen (eds), Thinking about Dementia: Culture, Loss, and the Anthropology of Senility. New Brunswick, NJ: Rutgers University Press, pp. 157–79.

Køster & Kofod

Leget, C. (2017). Art of Living, Art of Dying: Spiritual Care for Good Death. London: Jessica Kingsley Publishers.

Leget, C., van Nistelrooij, I., & Visse, M. (2019). Beyond demarcation: Care ethics as an interdisciplinary field of inquiry. Nursing ethics, 26(1), 17-25.

Leget, C. & Boelsbjerg, H. B. (2023). The Art of Spiritual Care.: Implications for the use of instruments and tools. Tidsskrift for Forskning i Sygdom og Samfund, 20(38), 71-86.

Leget, C. (2023). Inner Space, Resonance, and Wonder. In: Hansen, Eide Leget (eds), Wonder, Silence, and Human Flourishing: Toward a Rehumanization of Health, Education, and Welfare, 47-63.

Richards, Ruth. 2010. ‘Everyday Creativity: Process and Way of Life – Four Key Issues’, in J.C. Kaufman and R.J. Sternberg (eds), The Cambridge Handbook of Creativity. New York: Cambridge University Press, pp. 189–215.

Todres, L., & Galvin, K. (2010). “Dwelling-mobility”: An existential theory of well-being. International Journal of Qualitative Studies on Health and Well-being, 5(3), pp. 1-6.

Van der Meide, H., Olthuis, G., & Leget, C. (2015). Why frailty needs vulnerability: A care ethical perspective on hospital care for older patients. Nursing Ethics, 22(8), 860-869.

Van Wijngaarden, E., Leget, C., & Goossensen, A. (2015). Ready to give up on life: The lived experience ofelderly people who feel life is completed and no longer worth living. Social Science & Medicine,138, 257-264.

Van Wijngaarden, E., Leget, C., & Goossensen, A. (2016). Disconnectedness from the here-and-now: a phenomenological perspective as a counteract on the medicalisation of death wishes in elderly people. Medicine, Health Care and Philosophy, 19(2), 265-273.

Visse, M., Hansen, F.T. & Leget, C. (2019). The Unsayable in Arts-Based Research: on the Praxis of Life Itself. International Journal of Qualitative Methods, Vol. 18: 1-13 (DOI: 10.1177/1609406919851392)

Visse, M., Hansen, F.T. & Leget, C. (2020). Apophatic Inquiry: Living the Questions Themselves. International Journal of Qualitative Methods, Vol. 19: 1-11.

Zeiler, Kristin. 2014. ‘A Philosophical Defense of the Idea that We Can Hold Each Other in Personhood: Intercorporeal Personhood in Dementia Care’, Medicine, Health Care and Philosophy 17: 131–41.

Additional readings:

Bauman, Z. & Donskis, L. (2013). Moral Blindness: The Loss of Sensitivity in Liquid Modernity. Cambridge:Polity Press.

Capobianco, R. (2011). Engaging Heidegger. Toronto: University of Toronto Press.

Capobianco, R. (2015). Heidegger’s Way of Being. Toronto: University of Toronto Press.

Cobb, M., Puchalski, C., & Rumbold, B. (Eds.). (2012). Oxford textbook of spirituality in healthcare. OUP Oxford.

Cooper, D. (2012). Living with Mystery: Virtue, Truth, and Practice. European Journal of Philosophy of Religion,4(3): 1-13.

Crawford, P., Brown, B. & Charise, A. (eds.)(2020). The Routledge Companion to Health Humanities. London: Routledge.

Franke, W. (2014). A Philosophy of the Unsayable. Notre Dame, Indiana: University of Notre Dame Press.

Gallagher, A. (2020). Slow Ethics and the Art of Care. Howard House, Bingley: Emerald Publishing.

Galvin, K., & Todres, L. (2013). Caring and well-being: a lifeworld approach. London: Routledge.

Han, B.-C. (2015). The Burnout Society. Stanford, CA: Stanford briefs.

Han, B.-C. (2017). The Scent of Time. Cambridge: Polity Press.

Han, B.-C.(2023). Vita Contemplativa. Polity Press.

Hansen, F.T. (2016). At undre sig ved livets afslutning: Om brug af filosofiske samtaler i palliativt arbejde [To Wonder at the End the of Life: On the Use of Philosophical Conversations in Palliative Care]. Copenhagen: Academic Publisher.

Hansen, F.T. (2019). Negativ fænomenologi [Negative Phenomenology]: . In: Michael Rasmussen & Mogens Pahuus (eds.), Mennesket og det andet: Bidrag til den eksistentielle fænomenologi, s. 151-178. Aalborg: Aalborg Universitetsforlag.

Hansen, F.T. (2022). At skrive sig ud mod det gådefulde via undringens fire verdenshjørner. In: Herholdt-Lomholdt, S. (red.), Fenomenologi. å leve,samtale og skrive ut mot det gåtefulle i tilværelsen, s. 47-78 Bergen: Fagbokforlaget.

Heidegger, M. (1995). The fundamental concepts of metaphysics: World, finitude, solitude. Bloomington: Indiana University Press.

Køster, A. & Kofod, E.H. (2022). Cultural, Existential, and Phenomenological Dimensions of Grief Experience. Routledge.

Mugerauer, R. (2008). Heidegger and homecoming: The leitmotif in the later writings. Toronto: University ofToronto Press.

Nygaard et al. (2022). Existential in Scandinavian Healthcare Journals: An Analysis of the Concept and Implications for Future Research. Religions, Vol. 13(979): 1-43. https://doi.org/10.3390/rel13100979

Rosa, H. (2019). Resonance. A Sociology of Our Relationship to the World. Cambridge: Polity Press.

Schinkel, A. (2018). Wonder and moral education. Educational Theory, 68(1), 31–48. https://doi.org/10.1111/edth.12287

Svenaeus, F. (2000). The hermeneutics of medicine and the phenomenology of health: Steps towards a philosophy of medical practice. London: Kluwer Academic Publishers.

Thorsted, A.C. & Hansen, F.T. & (2022). At tænke med hjertet: En grundbog i eksistentiel praksisfænomenologi. [To Think With the Heart: Basic Reflections on Existential Praxis Phenomenology]. Aarhus: Klim. (378 pages)

Todres, L., Galvin, K. T., & Holloway, I. (2009). The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and Well-being, 4(2), 68-77.

Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Psychology Press.

Ücok-Sayrak, Ö. (2019). Existential Rootedness: Aesthetic Ecology of Communication Ethics. Vancouver: Fairleigh Dickinson University Press.

Uhrenfeldt, L., Sørensen, E. E., Bahnsen, I. B., & Pedersen, P. U. (2018). The centrality of the nurse–patientrelationship: A Scandinavian perspective. Journal of Clinical Nursing, 27, 3197–3204. https://doi. org/10.1111/jocn.14381 

Verducci, D. & Kule, M. (eds.)(2022). The Development of Eco- Phenomenology as An Interpretative Paradigm of The Living World. Springer.

Today, action research encompasses a diversity of projects across various fields such as education, social work, healthcare, the caregiving sector, and many others. It is conducted in both public and private organizations. Action research is associated with a wide array of concepts such as innovation, co-creation, capacity building, co-production, co-evaluation, learning, leadership, and organization, to name a few. However, what does the significant growth in the number of action research projects imply, what dilemmas rise, and what consequences has it had - and might it have - now that action research has become so widespread? For "the young action researcher," this can be experienced as both conflicting and problematic, particularly concerning the relationship between knowledge, theory, method, and action.

Three researchers, well-experienced with action research, will be present throughout the course, each providing their perspective on action research. This ensures coherence in the course content, both during presentations and group work. Internationally recognized action researcher Miren Larrea will deliver a keynote address at the course and participate in paper workshops with the Ph.D. students.

Purpose: to share knowledge about and experience with action research with Ph.D. students engaging in action research or similar change-oriented research approaches in their Ph.D. projects. Additionally, it aims to create a forum where research supporting desired change processes in the Ph.D. students' projects can be presented and discussed.

Learning objectives:

• Acquiring knowledge and understanding of action research in a modern and historical perspective.
• Expanding methodological creativity and argumentation in their own Ph.D. project.
• Gaining inspiration and perspectives in relation to their own Ph.D. project.

Teaching methods:

Lectures, parallel paper presentation workshops, plenary discussions. Lectures:

The history of action research and its different approaches by Søren Frimann

Action research today includes a diversity that may be called the “action family”, which are change and action-oriented approaches used in different contexts, such as private and public organizations, education, health care and local communities. Action research is often associated with concepts such as co-creation, capacity building, empowerment, and organizational learning. Many organizations have discovered that action research is an approach that can be rewarding for solving organizational problems and creating a space for learning, reflexivity, and development in practice, while also creating research through the action research process.

This presentation provides an overview of the history of action research as well as its scientific paradigms and approaches. Based on concrete examples of action research, the various scientific positions, roles, and approaches in action research are unfolded and discussed.

Learning Processes, Collective Craftsmanship, and Art in Action Research Practice by Julie Borup Jensen

In recent years, within action research, there has been a movement towards new approaches to knowledge production, involving socio-material and art-based investigation methods. Current calls in international journals and conferences address the question of action research as a craft, or even as practices resembling art. For instance, the Action Research Journal issued a call for papers in 2020 titled "Artfulness in the Organizational Playground." Global climate change, green transition, and sustainability also play a role in this discussion. The assumption is that art can inspire the thematic exploration of the (co)creative aspects of action research concerning inclusive and engaging ways of conducting research that contribute to tangible learning and change.

This lecture provides insight into perspectives on creative and artistic approaches to action research, inviting participants to reflect on the artistic aspects of their own investigative practices.

‘Withness-thinking’, ‘relational responsiveness’ and ‘social poetics’ in action research by Lone Hersted

This part of the PhD course contributes to a methodological discussion on action research and draws on the intellectual work of the now deceased British professor in communication, John Shotter. The lecture is inspired by a social constructionist and process-oriented approach to action research. Shotter has launched the term ‘withness-thinking’, which puts the relational in the foreground of all our inquiries. ‘Withness-thinking’ requires a special way of engaging oneself in the process together with the participants (often also called co-researchers). In this lecture we’ll explore how we can understand the thinking of John Shotter and which kind of implications this way of thinking may lead to in our action research practice. Special attention will be paid to concepts such as ’withness-thinking’, ’withness-writing’, ’relational responsiveness’, ’social poetics’, ’polyphony’, and ’joint action’ and how these concepts are related to each other and can inspire us in our living dialogues and interplay with the action research participants.  

The role as an action researcher - guest lecture by Miren Larrea

The lecture evolves around navigating in tensions and in dilemmas when doing research for sustainable change in organizations and society. Experience from doing action research and similar types of research to increase community growth will be shared with the PhD-students, with the aim of inspiring to approaches to research that would link research on regional development with practical work in the same field. She will share experience with the development of action research processes with policy makers, in order to create participatory perspectives of regional development.

Description of paper requirements, if applicable:

The Ph.D.-student can participate with either 1) a research paper or 2) a project description.

Provide an abstract of max. 500 words by 15^th September 2024, containing:

• Purpose with the paper / project
• Methodological Considerations and Reflective Thoughts on Methodology
• Tentative Literature and/or Theoretical Considerations

 Scope of Full Paper / Complete Project Description: 3000 words. The content is expected to elaborate on the same considerations as presented in the abstract.

 Full paper / project description by October 21. 2024

Welcome to VI International Perspectives on Education Policy (IPEP) Summer School (18-23 August 2024)

See more about the outcome, the programme, preparation for the course and lectures: 

IPEP Summer School August 18-23, 2024 - Aalborg Universitet (aau.dk)

The IPEP Summer School will consider theories and methods relevant across the field of educational policy research. It is designed for primarily PhD students, but also relevant to postdoctoral fellows and researchers of policy in all areas of education; and advanced master students can participate (if seats are available).

IPEP builds on a cooperation agreement between the University of Verona (Department of Human Sciences) and Aalborg University (Department of Culture and Learning). It stems from a synergy between these universities, the University of Nottingham (School of Education), and the Institute of Research on Population and Social Policies of the National Research Council of Italy (CNR-IRPPS), co-founders of the International Research Centre for Global and Comparative Policy Studies on the Education and Learning of Adults (IRC-GloCoPoS).

The Summer School will include an explicit focus on policy related to higher and adult education, and the specific content of activities will be developed in light of the participants’ profiles.

In continuity with past years’ seasonal schools (in Verona), this IPEP Summer School will provide participants with an opportunity to learn about, and discuss:

• The nature and the role of ‘theory’ in the understanding of educational policy
• The relationship between global, national, and institutional governance in education
• The strengths and limits of document analysis, discourse analysis and educational ethnography to investigate education policy
• Current discourses on new technologies, their consequences and educational responses to them
• Urgent education policy issues in the countries represented by the participants

The Summer School is carried out as a unique opportunity for the participants to experience and collaborate on policy ethnographic fieldwork in an international perspective. It is innovative in respect to have the participants doing a real fieldwork and thus learning the tools of education policy ethnography in practice. This concept has proved very successful in the past years, where we have had participants from all over the world, who have been particularly pleased with its strongly practice-based character.

This year, for the first time it will take place at Aalborg University (Denmark). The days of fieldwork will be organized in collaboration with the UCN (University College of Northern Jutland).

General information:

Preparation required ahead of the Summer School:

Before the start of the summer School students will be asked to fill in and upload in Moodle a “Questions for participants about education policy issues” sheet that is provided separately after registration.

Students should note that each of the lectures will include a ‘Preparation’ section. Please look at it carefully and kindly do as asked, in due time. As there is a limited time for individual study during the Summer School, please consider preparing for these lectures ahead of the Summer School.

Access to preparatory readings:

All ‘Preparatory readings’ mentioned in the lecture’s outlines will be made available to students ahead of the Summer School in moodle. ‘Further readings’ will be made available during the Summer School also in moodle.

Final certificate:

Students are reminded that to receive a completion certificate (corresponding to 5 ECTS) the attendance requirement is 100%, and they should upload a short essay by September 15th, 2024 (for which they will receive also a short written evaluation by the IPEP Faculty).

Bursaries:

The ESREA Presidium has gladly agreed to support the IPEP 2024 with four scholarships, which can be applied for by PhD students who need support for travel and accommodation costs. Please write an application, stating your situation and needs, and forward this to Coordinator Annette Rasmussen anra@ikl.aau.dk at the time of your acceptance to the IPEP Summer School.

Coordinator: Annette Rasmussen, anra@ikl.aau.dk

Secretary: Jane Bak Andersen, jband@ikl.aau.dk

ECTS: 5

Time: 18-23 August 2024

Place: Krogstræde 3

Zip code: 9220

City: Aalborg

Number of seats: 25

Deadline: 26 June 2024

Important information concerning PhD courses: We have over some time experienced problems with no-shows 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 2000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before the 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 registration.

Welcome to Sociology of time

Course description, incl. learning objectives and prerequisite:

The aim of the course it to familiarize students with classical and contemporary perspectives in the sociology of time, to enable students to critically discuss theoretical assumptions, methodological approaches and empirical results within studies of time and temporality and to construct a theoretical framework and methodological approach to a specific research problem in the student’s own ongoing or planned project.

Prerequisites


This PhD course addresses both PhD students unfamiliar with theories of time 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.

When signing up for the course, participants should submit ½ page about their own research and the role of time in it. These short papers will be used to select participants, if more than 15 sign up.

Learning outcomes

After completion of the course the doctoral student shall be able to:

1. Knowledge and understanding

• Present and discuss a broad overview of the different approaches in the sociology of time 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

2. Skills and abilities


• Orally and in writing present, explain and problematize research within the sociology of time 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.

3. Judgment and approach


• Critically discuss theoretical assumptions and empirical results within the sociology of time 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.

Lecturers:


Anne-Kirstine Mølholt, Aalborg University
Merete Monrad, Aalborg University

ECTS:
2

Time:
5-7 June 2024 (10am to 1pm)

Place:
AAU Copenhagen, Frederikskaj 10B, 1st floor, studio 3

Number of seats:
15. We will contact you after registration deadline for letting you know whether your admission has been accepted or you are on the waiting list. PhD fellows enrolled at AAU have first priority.

Participation fee:
The course is free of charge

Deadline:
Participation deadline: 1^st of May 2024
Paper deadline: 25^th of May 2024

Paper requirements
Learning outcomes will be examined through an individually written working paper. The paper will be presented and discussed in a paper seminar. The paper must be submitted app. 10 days in advance of the course. For their paper, students are required to engage with and refer to some mandatory parts of the literature and to a relevant amount of extra literature of their own choice pertinent to their paper topics. Students choose their own topic, preferably in line with their topic of doctoral research. Papers must elaborate on the role of time in the student’s ongoing research. The paper must be no more than 4.000 words excluding abstract and references. 

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 3,000 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.

For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration, aauphd@adm.aau.dk

Velkommen til "Skriv PHD afhandlingens 'kappe': Struktur, sammenhæng, kvalitetskriterier og bidrag"

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.

• Undervisere:
  Ninna Meier og Caitlin McMullin, Aalborg Universitet
  
  
• ECTS:
  3
  
  
• Time:
  30-31/1-1/2 2024
  
  
• Kursussted: 
  Aalborg Universitet, Aalborg. 9220 Aalborg Øst. Seminarrum bliver udmeldt senere.
  
  
• Antal deltagere:
  16. Efter tilmeldingsfristen vil vi lade dig vide, om du tilbydes en plads på kurset eller venteliste. Ph.d. studerende indskrevet på Aalborg Universitet har første prioritet.
  Kurset er fyldt op, men det er muligt at komme på venteliste, skriv til  Marianne Høgsbro: inst.issa.phd@socsci.aau.dk
  
  
• Deltagergebyr:
  Der er ingen deltagergebyr for deltagelse
  
  
• Deadlines: 
  For tilmelding: 3. januar 2024. Paper deadline: 15. januar 2024. 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
  
  Vigtig information vedrørende Ph.d. kurser: Ph.d skolen har desværre i længere tid oplevet, at der er flere deltagere som ikke dukker op til vores kurser efter tilmelding. Vi har derfor besluttet at indføre et no-show gebyr på vores kurser på 2,000 kr. hvis en tilmeldt deltager ikke dukker op. Det er muligt at aflyse deltagelse senest 2 uger inden kursusstart. Dokumenteret sygdom er selvfølgelig accepteret som gyldig grund til aflysning af deltagelse.

• Lecturers:
  Malayna Raftopoulos; Mads Peter Klindt; Christian Lindholst; Kristian Kongshøj; Troels Fage Hedegaard, Theresa Scavenius; Anita Nissen;  Aalborg University
  
  
• ECTS:
  4
  
  
• Time:
  April 29th to May 2nd
  
  
• Place:
  Aalborg University
  
  
• Zip code: 
  9220
  
  
• City:
  Aalborg
  
  
• Number of seats:
  15. We will contact you after registration deadline for letting you know whether your admission has been accepted in the course or you are on the waiting list. PhD fellows enrolled at AAU have first priority.
  
  
• Deadlines:
  Registration deadline: 14th March 2024
  Post paper deadline: 17th May 2024
  
  
• 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 PhD programme secretary Marianne Høgsbro inst.dps.phd@dps.aau.dk