This course is the continuation of the Research Seminar in the previous semester. On the basis of Prospectus, students will continue working on their projects and carry out empirical analyses of data relevant for their Master’s Thesis. The course can also be understood as a research internship – a place where exemplary empirical studies as well as the progress on students’ projects will be discussed.

The course understands the 'architecture of society' in a literal way: We are interested in architectural artefacts in order to understand society. After a very short introduction into the sociology of architecture, and into the history of modern architecture, too, we will read the classical sociological case studies of architectures. We also will read the related sociological theories. After this, the course is interested in current research projects. While introducing my own research program, the idea is finally: to encourage your own little research projects within sociology of architecture. For instance, you could analyze a building's actions (with Foucault, Latour or Elias, and with ethnographic methods); or you could analyze the debates around a building - for instance of the Prussian castle in Berlin, the Elbphilharmonie, the terminal BER, or the new Twin Towers, and so on (with Foucault, again). Or you could operate with interviews and /or questionnaires, for instance in order to find out the affective qualities of the University's buildings.

Development Sociology emerged and was actively developed by scholars in many countries in the 1960s and 1970s and sharpened as a result of emerging tensions between modernisation and dependency theories. It was the disciplinary child of the project of international development, and as such also the child of colonialism, growing up and being shaped by imperial and colonial pasts, Cold War legacies, , together with increasing wealth inequalities both across and between the North and South.
The module ‘Development Sociology’ introduces the students to (1) the different theories of development, (2) the implementation of development theory inspired policies in development practice, as well as (3) the epistemological and methodological tools of development research.
The lecture ‘Development Sociology: Theory and Policy in Practice’ will cover the following development theories and their influences on policy practice:
• Modernisation and Growth
• Dependency and Self-Reliance
• Neoliberalism and Structural Adjustment
• Participation and Sustainability
• Women and Gender
• Post-Development and Alternatives
• Multiple Modernities, Risks and Acceleration

Each theoretical approach will be dealt with in two sessions of the lecture. The first deals with the theory itself and will be based on the obligatory readings, the second deals with its implementation in practice by drawing on key empirical research findings and country examples.
The seminar ‘Development Theory in Practice: Empirical Examples and Methodological Tools’ will deepen and extend reflection of selected key themes engaged with in the lecture by exploring empirical examples. Additionally it introduces the students to the following methodological considerations and tools for empirical development research:
• Relative and Multi-dimensional Poverty analyses, Growth and Well-being Indices and Knowledge Society Indices – capitalist/market-led influences on data collection, sharing and dissemination
• Community-based participatory tools: mixed methods household surveying, group-based interviewing and focus groups, and Participatory Learning & Action (PLA) approaches
• Long term field research: Emic and etic worldviews, embeddedness, participant observation, researcher reflectivity, positionality, ethics and role of local language skills
• Development policy analyses (drawing from Critical Policy Studies)
• Mobile ethnographies and ethnographies of mobility: Follow the Innovation, the Migrant, the Epistemology, non-human natures & multi-sited Research Methodologies
• Audio-visual and inter-textual methods in research

The seminar will utilize varied teaching formats and styles that place emphasis on nurturing students´ independent thinking, the development of their own thematic fields of interest and the ability to write. The experiential element will include features such as situational presentations (e.g. pitching a project idea), poster sharing sessions and experimentation with other self-selected genres (e.g. life history narratives, scripts for short sketches, infographics and political cartoons), together with the development of academic material in the form of short papers and small-project proposals. The students are particularly encouraged to use the seminar to develop their ability to formulate arguments and substantiate these in a written format – also linked to their own thesis topics.
Irrespective of the teaching format, all sessions will substantially build on obligatory readings and the writing samples produced by the students. The completion of individual and group project work is vital to ensuring the quality of in-class discussions. All obligatory and recommended readings will be made available for download via StudIP.
Course requirements:

For 3 CPs: Active participation, having read the obligatory reading for each week, in only the lecture or the seminar (36+36 = 72 hours) and the submission of 3 text summaries (72+30 = 102 hours)
For 6 CPs: Participation in the lecture and the seminar (72+72 = 144 hours), submission of 3 text summaries (144+30 = 174 hours) and the giving of an oral presentation (174+40 = 214 hours).
For 9 CPs: Participation in the lecture and the seminar (72+72 = 144 hours), submission of 3 text summaries (144+30 = 174 hours) and the giving of an oral presentation (174+40 = 214 hours) and the writing of a 10-page-seminar paper (214 + 80 = 294 hours).
The text summaries of obligatory readings have to be submitted always before 8pm on the day before the seminar / lecture in which the reading is obligatory. The seminar paper has to be submitted
Dates of Submission: 31.3.19 and 30.6.19

Consultation Hours of Lecturers:
In case of general questions, please arrange an appointment with anna-katharina.hornidge@leibniz-zmt.de.

Development Sociology emerged and was actively developed by scholars in many countries in the 1960s and 1970s and sharpened as a result of emerging tensions between modernisation and dependency theories. It was the disciplinary child of the project of international development, and as such also the child of colonialism, growing up and being shaped by imperial and colonial pasts, Cold War legacies, , together with increasing wealth inequalities both across and between the North and South.
The module ‘Development Sociology’ introduces the students to (1) the different theories of development, (2) the implementation of development theory inspired policies in development practice, as well as (3) the epistemological and methodological tools of development research.
The lecture ‘Development Sociology: Theory and Policy in Practice’ will cover the following development theories and their influences on policy practice:
• Modernisation and Growth
• Dependency and Self-Reliance
• Neoliberalism and Structural Adjustment
• Participation and Sustainability
• Women and Gender
• Post-Development and Alternatives
• Multiple Modernities, Risks and Acceleration

Each theoretical approach will be dealt with in two sessions of the lecture. The first deals with the theory itself and will be based on the obligatory readings, the second deals with its implementation in practice by drawing on key empirical research findings and country examples.
The seminar ‘Development Theory in Practice: Empirical Examples and Methodological Tools’ will deepen and extend reflection of selected key themes engaged with in the lecture by exploring empirical examples. Additionally it introduces the students to the following methodological considerations and tools for empirical development research:
• Relative and Multi-dimensional Poverty analyses, Growth and Well-being Indices and Knowledge Society Indices – capitalist/market-led influences on data collection, sharing and dissemination
• Community-based participatory tools: mixed methods household surveying, group-based interviewing and focus groups, and Participatory Learning & Action (PLA) approaches
• Long term field research: Emic and etic worldviews, embeddedness, participant observation, researcher reflectivity, positionality, ethics and role of local language skills
• Development policy analyses (drawing from Critical Policy Studies)
• Mobile ethnographies and ethnographies of mobility: Follow the Innovation, the Migrant, the Epistemology, non-human natures & multi-sited Research Methodologies
• Audio-visual and inter-textual methods in research

The seminar will utilize varied teaching formats and styles that place emphasis on nurturing students´ independent thinking, the development of their own thematic fields of interest and the ability to write. The experiential element will include features such as situational presentations (e.g. pitching a project idea), poster sharing sessions and experimentation with other self-selected genres (e.g. life history narratives, scripts for short sketches, infographics and political cartoons), together with the development of academic material in the form of short papers and small-project proposals. The students are particularly encouraged to use the seminar to develop their ability to formulate arguments and substantiate these in a written format – also linked to their own thesis topics.
Irrespective of the teaching format, all sessions will substantially build on obligatory readings and the writing samples produced by the students. The completion of individual and group project work is vital to ensuring the quality of in-class discussions. All obligatory and recommended readings will be made available for download via StudIP.
Course requirements:

For 3 CPs: Active participation, having read the obligatory reading for each week, in only the lecture or the seminar (36+36 = 72 hours) and the submission of 3 text summaries (72+30 = 102 hours)
For 6 CPs: Participation in the lecture and the seminar (72+72 = 144 hours), submission of 3 text summaries (144+30 = 174 hours) and the giving of an oral presentation (174+40 = 214 hours).
For 9 CPs: Participation in the lecture and the seminar (72+72 = 144 hours), submission of 3 text summaries (144+30 = 174 hours) and the giving of an oral presentation (174+40 = 214 hours) and the writing of a 10-page-seminar paper (214 + 80 = 294 hours).
The text summaries of obligatory readings have to be submitted always before 8pm on the day before the seminar / lecture in which the reading is obligatory. The seminar paper has to be submitted
Dates of Submission: 31.3.19 and 30.6.19

Consultation Hours of Lecturers:
In case of general questions, please arrange an appointment with anna-katharina.hornidge@leibniz-zmt.de.

This seminar will address the relationship between social class and gender-based forms of stratification in modern societies and in historical perspective. Overall, the question of interest is why the inequalities at the intersection of class and gender in paid and unpaid work persist across industrialized societies despite some impressive policy achievements over the past half century. The primary literature source will be the book “Gender-Class Equality in Political Economies”. In this book, Lynn Prince Cooke places gender inequality in a context that is historically shaped by the intersections of multiple inequalities and the particularities of six countries: Germany (East and West), Spain, Australia, the UK and the US. Gender-class inequalities persist in paid work hours, wages, and the division of housework. The study shows how values, choices, and behaviors of individual men and women in various national contexts are enabled and constrained by state policies that effectively structure relative group advantage and disadvantage from birth through old age.

“The workplace is the most important environment for most people’s health, whether it is a home, office, factory or forest.” (Kjellström 2007)

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. But “the labour force of a human being is part of the person and their dignity, therefore the labour market can not be looked at as every other market”, as Sociologist Senghaas-Knobloch 2011 states.
Statistics since 2005 show alarming figures concerning the well-being and health of working people world wide. Therefore, it is important to understand how organisational structures and subjective processing and coping are interlinked. The seminar 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 sustainable”. Within the course we will explore the psychological effects of the quality of the social climate, communication and interaction, in order to understand social vulnerability. We discuss effects of socially anti-sustainable workplaces marked by problems as work addiction, burnout and mobbing, and more sustainable approaches like occupational health management and or work-life-balance. Ethics and responsibilities are addressed as well.
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 a working environment. Students are supported to express themselves, didactically and by the lecturer. The interactive learning setting (by TCI methods) combines theoretical and practical elements, supporting reflection on own experiences of participants. Students should be willing to participate in this manner.
The next summer term will offer a 2nd part of the seminar with topics of further consideration and a field exploration (though part 1 and 2 can be attended separately).

Open for 1st semester students and above, recommended for 3rd semester Bachelor students before their internship and thesis, as well open for Master and Erasmus students, and to students of other faculties. This course is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, probably Tuesdays 4 – 7 pm; 3 hours (s.t.!). Please register reliable via Stud.IP for your participation.

References
Hämäläinen, Riitta (2006). Workplace Health Promotion in Europe. Finnish Institute of Occupational Health.
Meyerhuber, Sylke (2014) Trust and Time in Reorganisations and the Role of Middle Managers. In Guido Becke, Mindful Change in Times of Permanent Reorganisation – Organizational, Institutional and Sustainability Perspectives. Heidelberg New York London: Springer, 147-166.
Pongratz, Hans & Voß, Günter (2001). From Employee to ‘Entreployee’ – Towards a ‘Self-Entrepreneurical’ work force? In: SOWI – Sozialwissenschaftliche Informationen, 2001, pp. 42-52.

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