This course will explore sociological concepts and issues within contemporary family sociology. The intersections between the family and other social institutions will be one component of this course. The development of family forms and diversity of families will be another central topic. We will consider marriage and partner selection in historical context by exploring changes in peoples’ intentions to marry and form families. We will explore the development and the functions of couple relationships as well as the relationships between family members, and examine the meaning of couple and family relationships for broader societal developments and social inequalities. Further, we will acquire an overview of empirical research on families and discuss the role of family policies in contemporary societies.
Language of instruction is English, discussions and written contributions can be in English or German.

Suggested readings:
Huinink, Johannes & Dirk Konietzka. 2007. Familiensoziologie. Ein Lehrbuch. Frankfurt/M.: Campus
Oppenheimer, Valerie Kincade. 1988. A Theory of Marriage Timing. American Journal of Sociology, 94, 3: 563-591

The seminar provides an overview of studies on family dynamics in the context of migration from the perspective of sociology and social psychology. It focuses on effects of migration processes on family relations and arrangements, values and attitudes and brings together cross-sectoral contributions from research in the areas of migration and family from different countries.
Migration can mean different things, it can describe internal or international movements, can involve only one or several members of the family, can be voluntary or involuntary, can refer to permanent or temporary settlement. What is of interest for this seminar are the consequences of such movements for individuals, families and – to some extent – society in general. Residential mobility changes various aspects of family dynamics like partner choices, living arrangements, fertility decisions and intergenerational relations. It affects attitudes towards these aspects as well as actual behavior.
The course wants to introduce students to these topics and enable them to get a deeper understanding of the consequences of migration for families.

Objectives: Multivariate Research Methods course provides an introduction to the logic of statistical control and multivariate statistical models, as they are commonly applied in the social science disciplines. The course emphasizes the understanding of statistical concepts and usage of statistics rather than mathematical formulas. The goals are: to enhance the students’ awareness of various methods in design and analysis of various social science problems; to introduce students to different methods and techniques for analyzing quantitative data; to develop the skills necessary to critically evaluate published work in social sciences; to develop students’ skills in modelling and carrying out their own research; to learn how to interpret results of statistical analyses; to guide and prepare students for more advanced courses in statistical methods.

Organization of the Course: Multivariate Research Methods I (MRM I, 8-10) will provide an overview and introduction into various statistical methods. MRM II (10-12) will provide an opportunity to deepen the knowledge of methods through reading and discussing professional literature where the methods are applied. It is recommended to take both courses but it is also possible to register for MRM I only.

Participants: This course is designed for advanced BA-students who have command of the basic social science methodology and statistics, such as descriptive and inferential statistics, as well as an introductory methods course at the Master's level. Interested participants from various social science programs and disciplines are welcome.

Language of instruction is English. Discussion, assignments, and exam: English or German.

Grading: Students are expected to attend and actively participate in the class. There are several grading schemes and options.

Multivariate Research Methods I only: General Studies ECTS 3 (pass/fail) or 6 (graded).

Multivariate Research Methods II (in addition to ECTS received for MRM I) : General Studies ECTS 3.

Suggested readings: Agresti, Alan and Barbara Finley (various editions): „Statistical Methods for the Social Sciences,” Upper Saddle River, NJ: Prentice Hall. Additional readings for MRM II will be provided in class. ‹‹ weniger

“Understanding is the journey into the land of the other.”(Fazil Hüsnü Daglarca, poet)

To be understood stems from understanding, an ability to change perspective, and of reflection. In order to act socially sustainably in organisations, people are obliged to deal with a growingly complex role set in competent ways. Key competences and social skills play a vital role in dealing with the complexity of human diversity. Is it enough to travel, to attend a training, to read a book for “intercultural competence”? Probably it is not. In this trainings-seminar, approaches of intercultural understanding are examined in 7 workshops of 3 full hours: Theoretical frameworks are laid out, exercises and levels of reflection are experienced. Enlightenment and practical value from different approaches are examined. Participants explore the issue interactively with theory and by exercises, always in the light of entering a probably intercultural work life in the near future.

Framework: Social sustainability is one of three global goals noted in the Rio Convention 1992 by the UN World Commission of Environment and Development. While economic sustainability is a booster of change for modern organisations, ecological sustainability remains a constant task, while social sustainability is less looked at in the everyday workplace. Therefore, it is important to understand how organisational structures and subjective processing and coping are interlinked. This General Studies is comprised of four parts: 1 Postmodern issues, 2 Selected solutions, 3 Issues of further in-depth investigation, 4 Intercultural communication. It is based on sociological and psychological knowledge, focussing on theories and praxis concepts that allow gathering an understanding on how organisations and their role actors can shape a workplace “socially sustainably”. All seminar parts can be studied separately, or as a row.

The seminar uses English as a lingua franca. Coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within the working environment. Students are supported to express themselves. The interactive setting combines theoretical and practical parts, supporting reflection of own experiences. Students should be willing to participate in this manner. A field exploration for research-based learning will be part of this terms requirements.

Open for 1st semester students and above, recommended for Bachelor students before their internship and thesis, as well as for Master students, and open to Erasmus students and to students of other faculties. Please note: this course is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, (probably) Tuesdays 6 – 9 pm; 3 hours (s.t.!). Please register reliable via Stud.IP for your participation.

References
Hall, E. (1959). The Silent Language. Garden City. https://monoskop.org/images/5/57/Hall_Edward_T_The_Silent_Language.pdf
Hofstede, G. (1980). Cultures Consequences. International differences in work-related values. Sage.
Crisp, R. (ed.)(2010). The Psychology of Social and Cultural Diversity. Wiley-Blackwell.
Meyerhuber, S. et al. (2018). Theme-centered Interaction in Higher Education. A didactic approach for sustainable and living learning. Springer.

Performance requirement ECTS points
Preparation of an interactive lecture and exposition in small groups (6 CP / 3 CP).

A recurring question from my students concerns the distinctiveness of feminist approaches to methods, methodologies, and epistemologies. This key question is posed in different ways: Is there a specifically feminist method? Are there feminist methodologies and epistemologies, or simply feminist approaches to these? Answers to these questions are far from straightforward given the continually evolving nature of feminist reflections on the methodological and epistemological dimensions and dilemmas of research. This course attempts to address these questions by tracing recent developments in this area.
The seminar demonstrates the many ways in which feminist researchers continue to challenge, develop, reflect and strive for robust practices and warrantable knowledges. This is configured through; inter alia, notions of voice, positionality, representation, intersectional understandings, strong objectivity and feminist empiricism. A large part of the course will be devoted to methods and their application in praxis. Students should have basic knowledge of research methods (at least done the course introduction to research methods). The course language is English, however, depending upon composition and request of students.

Literature
Harding S. (1987): Is There a Feminist Method? In: Harding S. (eds) Feminism and Methodology: Social Science Issues, Bloomington: Indiana University Press, 1–14
Ramazanoglu C, Holland J. (2002): Feminist Methodology : Challenges and Choices. London: SAGE Publications Ltd
Rayaprol A. (2016): Feminist research: Redefining methodology in the social sciences. Contributions to Indian Sociology, 50(3), 368–388