The Doctoral School of Social Sciences and Humanities (2024)

Course description, incl. learning objectives and prerequisites:

This four-day Ph.D. course provides participants with an introduction to the steps, processes and reflections involved in analysing qualitative data in particular 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 focusing in detail on two 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 full course days.

Block I:

Day 1: Introduction, lectures, group work 1 & 2, discussion

Day 2: Lectures, group work 3 & 4, panel discussion and how to prepare for block II of the course, evaluation of block I

Block  II:

Day 1: Introduction, lectures, presentations, group work 5, discussion

Day 2: Lectures, presentations, group work 6 + 7, discussion and wrap up

Teaching methods:

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.

Description of 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.

Block 1: October 8-9, 2024 (in Aalborg)

Key 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.

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 3000 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.

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

Dates: September 16-19, 2024

Deadline: 26 August 2024

Place: Nordkraft, Aalborg – room 10.12

Number of seats: 25

ECTS: 4

Requirements: Abstract of research paper to be submitted before the course

Lecturer(s):

Brady Wagoner

Caroline Demuth

Sarah Awad

Eric Jensen

Course responsible: Brady Wagoner wagoner@ikp.aau.dk

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

13:30-15:00 Mental maps, followed by discussion--Brady Wagoner

15:00-15:30 Coffee break

15:30-17:00 Discussion of student projects

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

13:00-14:30 Further discussion and exercises analyzing videos--Carolin Demuth

14:30-15:00 Coffee break

15:00-17:00 Discussion of student projects

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

13:00-15:00 Discussion of student projects

Teaching methods:

A combination of lectures, panel discussions, group work, practical exercises and small group discussions. 

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] 

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

Welcome to Existential Healthcare Communication as an Aesthetical and Philosophical Practice

This course is free of charge for PhD students.

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.

Short description of and Program for the course:

Existential Healthcare Communication as an Aesthetical and Philosophical Practice

Different disciplines use various methodologies and epistemologies to research and study existential healthcare communication. In this PhD course, we bring together approaches from psychology, spiritual-existential care, and philosophy, and we study their differences and points of intersection.

Day 1 focuses on the relationship between a psychological (Dr. Mai-Britt Guldin) and a spiritual-existential approach (Prof. Carlo Leget).

Day 2 focuses on philosophical approaches based on critical phenomenology (Dr. Rasmus Dyring) and wonder-based phenomenology (Prof. Finn Thorbjørn Hansen).

On Day 3 we explore the approaches and their methodologies and learn how to work with them academically.

Day 4 starts with ‘phenomenology in action’ through experiencing a ‘Wonder Lab’, and in the afternoon, focus on the Ph.D. students’ projects with supervision. 

This course is of specific interest to Ph.D. students with a background in psychology, nursing, anthropology, medicine, theology, sociology, and philosophy. 

Day 1. Introduction and Existential and Spiritual Health Care

10.00-10.30 Introduction to the course – Finn Thorbjørn Hansen 

10.40-12.30 Existential healthcare communication and communication between disciplines: tensions, challenges and possibilities - Mai-Britt Guldin & Carlo Leget

12.30-13.15 Lunch

13:15-14:45 An integrative approach to loss and grief: development of an interdisciplinary model – Mai-Britt Guldin & Carlo Leget

14:45-15:00 Coffee break

15:00-16:00: Working with the Integrative Process Model of loss and grief in existential healthcare communication - Mai-Britt Guldin & Carlo Leget

16:00-16:15 Coffee break

16:15-17:00: Panel discussion and dialogue on “Integrative Process Model of loss and grief” — MaiBritt-Guldin, Carlo Leget, Rasmus Dyring & Finn Thorbjørn Hansen

Day 2. Eco-phenomenological and world-oriented healthcare

9:30 – 10:30: Basic dimensions in Existential, Critical and Eco-phenomenology – Finn and Rasmus

10:45-12:15: How to get from Person-centered Care to Word-open Care and Back (1): Everyday Creativity in Dementia Care --- Rasmus.

12:15-13:00. Lunch

13:00-14:30: How to get from Person-centered Care to Word-open Care and Back (2): how art and philosophical experiences may nurture Eco-Existential and Wonder-based relations between people and relations to the world based on a case from Aalborg University Hospital. --- Finn

14:30-14:45: Coffee break

14:45: A Case about Everyday Creativity and Micro Existential Dramas in One Situation in Dementia Unit --- Rasmus.

16:15:-17:00: Panel discussion and dialogue on how artistic, creative, and philosophical practices can enhance and nurture eco-existential health and spiritual recovery --- Rasmus, Finn, Carlo and Mai-Britt.

Day 3. Doing research on existential healthcare communication and ‘existential and spiritual experiences’

9.30-10.30: Doing research from a psychological perspective - Mai-Britt Guldin

10:30-10:45: Coffee break

10.45-11.45: Doing research from a spiritual care perspective – Carlo Leget

11.45-12.30: Dialogue with Mai-Britt and Carlo

12.30-13.15: Lunch

13:15-14:15: Doing research from a philosophical (critical relational-ontological) perspective - Rasmus

14:15-14:30: Coffee break

14:30-15:30: Doing research from a phenomenological action research perspective - Finn

15:30-16:15: Dialogue with Rasmus and Finn

16:15-17:00: PhD-students work in groups developing research/wonder questions

Day 4. Wonder Lab and PhD-students’ projects with supervision

9:30 – 12:00. Exercise in Wonder Lab and reflections – Finn & Carlo

12:00-12:45: Lunch:

12:45-14:15: Students work in groups on PhD-students projects with supervision (part 1)

14:15-14:30: Coffee break

14:30-16:00:  Students work in groups on PhD-students’ projects with supervision (part 2)

16:00-17:00: Summing up and dialogue around the PhD-students’ research/wonder questions --- Carlo & Finn

Background description for the course, 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 of 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 emphasis 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 beings can learn to get into more healthy relations and resonance with the world and the meaningfulness we may experience by co-being-in-the-world?

In 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 

Dyring will focus on the everyday-creative and existential dimensions of communication when working with people in the 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).

Finn Thorbjørn Hansen 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 caretakers.

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 Ph.D. 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 Ph.D. 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 through lectures, dialogues, and interactivity through workshops.

The organizer of this course is Professor Finn Thorbjørn Hansen.

Morning and afternoon lectures in Day 1, 2 & 3 will be thematically organized to address the questions listed above. The lectures will be followed by questions and discussions in groups and class.

On Day 4, 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 before 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 reading the mandatory literature of this course.

Important information concerning PhD courses: 

There is 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 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 of the course.

We cannot ensure any seats before the deadline for enrolment, all participants will be informed after the deadline, approximately 3 weeks before the start of the course.

To attend courses at the Doctoral School in Medicine, Biomedical Science and Technology you must be enrolled as a PhD student.

 For inquiries regarding registration, cancellation or waiting list, please contact the PhD administration at aauphd@adm.aau.dk When contacting us please state the course title and course period. Thank you.

Mandatory readings

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

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.

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. (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. (2024). 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. (2024). Wonder and Philosophy as Grounding Sources in Health Humanities. In: Crawford, P., Kadetz, P. (eds) Palgrave Encyclopedia of the Health Humanities, p. 1-15. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26825-1_221-2

Hansen, F.T. (2024). Existential Health and Spiritual Recovery: Two possible new and important concepts in Health Humanities. The Nordic Journal of Arts, Culture and Health, Vol. 6, No. 1: 1-12. DOI: https://doi.org/10.18261/njach.6.1.3

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.

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

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.

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.

Additional readings:

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

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

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

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.

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

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

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. (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. (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.

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.

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

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.

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

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.

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.

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 

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.

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

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.

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