Contemporary Research Issues in Ageing and Social Change, 15 credits

Main field of study

Course level

Advancement level

Course offered for

• Master's Programme in Ageing and Social Change

Entry requirements

• Bachelor's degree equivalent to a Swedish Kandidatexamen
• At least 5 ECTS credits passed in Quantitative Methods or Statistics
• At least 5 ECTS credits passed in Social Sciences
• 37,5 ECTS credits passed from Master's Programme in Ageing and Social Change including at least 15 ECTS credits from the courses Ageing and Social Change as Interdisciplinary Social Science (7,5 ECTS credits) and Research Methods in Ageing and Social Change I (7,5 ECTS credits)
• English corresponding to the level of English in Swedish upper secondary education (Engelska 6)
  Exeption from Swedish

Intended learning outcomes

After completing the course, the student should on an advanced level be able to: 

• critically assess contemporary issues within Ageing and Social Change  
• discuss current research developments in relevant research and policies 
• analyse methodological problems within the field of Ageing and social change and develop alternative approaches and solutions 
• develop and discuss the possibilities and limitations of science, its role in society, and the human responsibility for how scientific methods are used to address ageing issues 
• discuss and present conclusions and arguments in a written form 

Course content

The course focuses on particular issues relevant for the research area Ageing and social change and takes historical and sociological perspectives. In the course, the development and the application of theories and concepts to the study of contemporary issues in Ageing and social change and their practical implication to society is undertaken. Furthermore, different approaches and methods in the empirical investigation of ageing phenomena and policies, shaping experiences and changing structural and institutional frameworks on national, Scandinavian, or European level are introduced.  

Teaching and working methods

In the course, a hybrid teaching model is used where students meet simultaneously on site and online for lectures and work together in workshops and seminars. In addition, the student should conduct self-study. 

 The language of instruction and examination is English. 

Examination

The course is examined through: 

• Active participation in workshops and seminars, grading scale: pass/fail 
• Written report (individual), grading scale: pass/fail 
• Oral presentation (individual), grading scale: pass/fail 
• Written assignment (individual), grading scale: ECTS 

For a passed final grade (E), a pass is required on all examinations and an E on the individual written examination. Higher grades are based on the individual written examination.  

Detailed information about the examinations can be found in the study guide. 

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Grades

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. 

The course is conducted in such a way that there are equal opportunities with regard to sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation and age.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

Department