The course offers a systematic and application-oriented introduction to qualitative methods in empirical social research. To this end, the course begins by introducing the theoretical foundations of qualitative science, research logic, and general principles of qualitative social research. After an overview of the stages of the qualitative research process, this is then explored theoretically and through practical exercises using various data collection and analysis methods: Important qualitative data collection methods and selected analysis methods (e.g., grounded theory, qualitative content analysis) are covered. In the exercises, students will gain and reflect on their first practical experiences with, among other things, guideline construction and various interpretation methods. Questions of case selection, field access and research ethics, generalizability and typology will be addressed.
This course requires successful completion of the Methods II lecture.

Recommended reading:
Dumez, Hervé (2016): Comprehensive research. A methodological and epistemological introduction to qualitative research. Frederiksberg: CBS Press.
Evers, Jeanine (2025): A companion to qualitative analysis. theory and practice of thick analysis. London / New York: Routledge

Social network analysis (SNA) examines relationships between entities within a social system. These entities can be individuals, but also e.g. companies or countries. Social network analysis is thus a relational sociological perspective. The course begins with explaining the basic concepts and demonstrating possible applications. For example, the concept of “ethnic boundaries” or “social assimilation,” which is widespread in integration research, can be operationalized and examined using network analysis methods based on appropriate data. Subsequently, concepts and statistical methods will be explored in greater depth and practical application using various packages within the R software.

Prerequisites: A Wi-Fi-enabled laptop and a University of Bremen e-mail account for eduroam are required for the course. Tablets won’t work. An openness to quantification and formal representation is required, basic knowledge on binary logistic regression is helpful. Install R first, R Studio afterwards.

R is here: https://cran.r-project.org/bin/windows/base/

R Studio here: https://www.rstudio.com/products/rstudio/download/#download

Credits: 6 CP only! Students write a 4000 words paper (+/-10%, excluding 15 words abstract) in which they apply one of the network methods we discussed in the course. Just use a standard format, times new roman, 1.5 rows.

This course introduces you to the wondrous world of Structural Equation Modelling (SEM). Structural Equation Models are a very versatile tool for social scientists, as they combine measurement of complex concepts (e.g., values or attitudes) with the estimation of structural effects. The course focuses on the statistical foundation of this approach, the estimation of SEMs (using R-package lavaan), as well as the interpretation of SEM-results. We cover topics such as latent variable modelling, direct and indirect effect estimation, multigroup analysis and model fit evaluation. Basics background knowledge in statistics (e.g., descriptive statistics, null-hypothesis testing, and regression analysis) is required.

By the end of this course you will…
• …be able to specify, estimate and interpret a CFA and SEM models, ranging from simple models to more complex ones (including multigroup models)
• …understand a variety of fit indices used to evaluate SEM models
• …have a better understanding of different approaches for measuring latent variables
• …have the necessary knowledge to separate direct from indirect effects in explanation models

Key topics covered
Over the course of five modules (one per lecture day), a variety of topics that are fundamental to SEM are discussed.

Module 1 covers the very basics of SEM. We start from questions such as: What is the difference between SEM and more conventional multivariate techniques, such as regression analysis? What are the advantages and specificities of the SEM approach? Module 1 introduces important terminology and notation systems, and provides an overview of different models in the SEM tradition.

In Module 2, we highlight a particular branch within the SEM family, namely latent variable models / measurement models / confirmatory factor analysis. This application allows us to discuss the issues of model specification, parameter estimation, model restrictions and identification in greater depth.

Module 3 provides three different approaches to SEM estimation that each imply a different epistemological position. The wide variety of procedures to evaluate model fit is reviewed and the assumptions of the SEM model are discussed.

Module 4 focuses on a second branch of the SEM approach: structural models. We cover examples such as path analysis, structural regression models and MIMIC models.

Finally, Module 5 introduces the concept of multigroup SEM, and illustrates how this approach can be used in comparative research (including tests for measurement equivalence).

Course dates: 21 & 22 May; 4 & 5 June; 19 June

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170

https://www.uni-bremen.de/fb8/international/internationales-modul
3 CP/ECTS for this course, +3 CP/ECTS extra credit

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170

The course offers a systematic and application-oriented introduction to qualitative methods in empirical social research. To this end, the course begins by introducing the theoretical foundations of qualitative science, research logic, and general principles of qualitative social research. After an overview of the stages of the qualitative research process, this is then explored theoretically and through practical exercises using various data collection and analysis methods: Important qualitative data collection methods and selected analysis methods (e.g., grounded theory, qualitative content analysis) are covered. In the exercises, students will gain and reflect on their first practical experiences with, among other things, guideline construction and various interpretation methods. Questions of case selection, field access and research ethics, generalizability and typology will be addressed.
This course requires successful completion of the Methods II lecture.

Recommended reading:
Dumez, Hervé (2016): Comprehensive research. A methodological and epistemological introduction to qualitative research. Frederiksberg: CBS Press.
Evers, Jeanine (2025): A companion to qualitative analysis. theory and practice of thick analysis. London / New York: Routledge

Social network analysis (SNA) examines relationships between entities within a social system. These entities can be individuals, but also e.g. companies or countries. Social network analysis is thus a relational sociological perspective. The course begins with explaining the basic concepts and demonstrating possible applications. For example, the concept of “ethnic boundaries” or “social assimilation,” which is widespread in integration research, can be operationalized and examined using network analysis methods based on appropriate data. Subsequently, concepts and statistical methods will be explored in greater depth and practical application using various packages within the R software.

Prerequisites: A Wi-Fi-enabled laptop and a University of Bremen e-mail account for eduroam are required for the course. Tablets won’t work. An openness to quantification and formal representation is required, basic knowledge on binary logistic regression is helpful. Install R first, R Studio afterwards.

R is here: https://cran.r-project.org/bin/windows/base/

R Studio here: https://www.rstudio.com/products/rstudio/download/#download

Credits: 6 CP only! Students write a 4000 words paper (+/-10%, excluding 15 words abstract) in which they apply one of the network methods we discussed in the course. Just use a standard format, times new roman, 1.5 rows.

This course introduces you to the wondrous world of Structural Equation Modelling (SEM). Structural Equation Models are a very versatile tool for social scientists, as they combine measurement of complex concepts (e.g., values or attitudes) with the estimation of structural effects. The course focuses on the statistical foundation of this approach, the estimation of SEMs (using R-package lavaan), as well as the interpretation of SEM-results. We cover topics such as latent variable modelling, direct and indirect effect estimation, multigroup analysis and model fit evaluation. Basics background knowledge in statistics (e.g., descriptive statistics, null-hypothesis testing, and regression analysis) is required.

By the end of this course you will…
• …be able to specify, estimate and interpret a CFA and SEM models, ranging from simple models to more complex ones (including multigroup models)
• …understand a variety of fit indices used to evaluate SEM models
• …have a better understanding of different approaches for measuring latent variables
• …have the necessary knowledge to separate direct from indirect effects in explanation models

Key topics covered
Over the course of five modules (one per lecture day), a variety of topics that are fundamental to SEM are discussed.

Module 1 covers the very basics of SEM. We start from questions such as: What is the difference between SEM and more conventional multivariate techniques, such as regression analysis? What are the advantages and specificities of the SEM approach? Module 1 introduces important terminology and notation systems, and provides an overview of different models in the SEM tradition.

In Module 2, we highlight a particular branch within the SEM family, namely latent variable models / measurement models / confirmatory factor analysis. This application allows us to discuss the issues of model specification, parameter estimation, model restrictions and identification in greater depth.

Module 3 provides three different approaches to SEM estimation that each imply a different epistemological position. The wide variety of procedures to evaluate model fit is reviewed and the assumptions of the SEM model are discussed.

Module 4 focuses on a second branch of the SEM approach: structural models. We cover examples such as path analysis, structural regression models and MIMIC models.

Finally, Module 5 introduces the concept of multigroup SEM, and illustrates how this approach can be used in comparative research (including tests for measurement equivalence).

Course dates: 21 & 22 May; 4 & 5 June; 19 June

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170

https://www.uni-bremen.de/fb8/international/internationales-modul
3 CP/ECTS for this course, +3 CP/ECTS extra credit

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170

Research about sustainability concerns macro-, meso- and micro-phenomena and their interdependency, many of them of interdisciplinary interest. Das Seminar is rooted in sociology and in psychology, adding interdisciplinary as topics demand from legislation, medicine, and technology assessment research.
Subject matters of this training seminar are, after an introductory step, issues of sociological and psychological concern in the wake of the digital transformation, e.g.: What changes in our attention, memory and social cognition due to internet-use? How does the internet change childhood and adolescence, and how does that impact on developmental issues? Does digitalisation promote equality, or what are new concerns of a digital divide? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? When we consider phenomena such as social media, gaming, porn-consumption, the manosphere, etc., what are psychological and medical health concerns, and what is behind “buzz word diagnosis”? Overall, what does “digital literacy” mean in light of the above? Up-to-date interdisciplinary findings help to explore those questions in search of answers. During the start phase, the concrete selection of topics to work on, related to the participant’s interests, will be an important step.
In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Furthermore, student’s teams develop workshop parts about their topics, so that it can be understood and explored together. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.
Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each. For BA Sociology participants, the Module W1 is studied in 2 stand-alone seminars. It can be complemented with another seminar beside, or with a second seminar of “Sociology meets Psychology”.
Recommended for 3rd semester BA students of Sociology before their internship and thesis, but explicitly open from the 1st semester. Open to Master and Erasmus students, and as capacity allows, to students from other faculties. The training group is limited to 20 participants.
2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation, thank you.
Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.
Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
Meyerhuber, Sylke (2025). New disparities in the digital transformation of work manifesting in structural violence – with considerations by the example of gender. In: Ruth Abramowsky, Sylke Meyerhuber & Ursula Rust (Hrsg.)(2024), Gewaltfrei arbeiten und leben – Interdisziplinäre Perspektiven, Theorien, empirische Erkenntnisse und Handlungsoptionen. Baden-Baden: Nomos, S. 149–170